Theories, Ideas, Researches and opinions, that are related and significant to the level of satisfaction of Junior High School Students on the Activities offered by the school are to be discussed in this chapter to provide a good foundation for this research. According to Selby Markham and Dianne Hagan, Satisfaction is defined as being a consequence of the expectations and experiences of the subject and/or course. Satisfaction is the contentment of an individual to a place, activity, and etc. It is widely believed for its “cause and effect” relationship. () .
Being exposed to various activities, students are also able to explore their career interests. Through these endeavours, they develop virtuous values such as independence, flexibility, steadfastness, cultural awareness, collaboration, resiliency, and maturity, which are very much appealing to the interests of employers. Planning a well-designed gap year program allows the students to maximize the benefits of the package. In addition, it eliminates unnecessary expenses and loss of concentration. Engaging in international communities develops the students’ global awareness and activeness, developing valuable connections with people from different lifestyles.
The personal growth of individuals improves their capability later in their life. College is identical to an engine. Students use the engine as a start for their career. While there are jobs offered to high school graduates that can make themselves feel more happy for earning some money (Crawford), college has a precious value because college “help students to discover what they love to do, to [improve] at it, and to develop the ability to continue learning [and] they become the agents of change” (Roth). Graduating college, students can increase the quality and potential of their future career and life.
As the main reason for undertaking an internship is to enhance the students’ work based skills and experiences, as such to improve the effectiveness of an internship program, there has been studies on internship experiences in other to ascertain how to evaluate students’ perceptions. Hergert (2009) in his study uncovered that a quality/effective internship as mostly referred to was likely to be influenced by students’ perceived value, demographic profile and the structure of the internship. McCaffery (1979) has also explained that students’ satisfaction in relation to their internship experience is specifically a reflection of their future professional endeavour instead of the current internship job itself. Narayanan, Olk & Fukami (2010), stated a perceived perception of an internship program is the illustration of additional or remote results of the program. As primary aim of an internship is to ensure that students gain much more work-related experiences, any factor with a tendency to influence students’ expectation of the internship should be
Involvement in various student organizations, curricular and extracurricular activities are perceived to be detrimental in a student’s academic performance. Contrary to popular belief, more research studies confirmed that student involvement actually benefits them by providing opportunities that will help develop their innate talents and abilities. Through active participation in different organizations and school activities a student is likely proved to have well developed self-concept, better socialization skills and attain a higher grade point average (GPA). Study is conducted to show the significance between academic performance and student involvement. Introduction In our society today, students have been associated with a lot of co-curricular and extra-curricular activities.
Results of this study confirm the existence of a positive relationship between managerial skill competencies and job performance in employment. The key findings was that there was a difference in the learning outcomes among management students. In case of the some students under study, it was observed that their college curriculum focused more on innovative training pedagogy and learn by doing approach , it was found that these students were more enthusiastic, active, participative , willing to learn and apply their knowledge skills. Due to these continuous training they were able to enhance their confidence and job employability prospects. On the contrary, in some management students they were more text book based learning and due their restrictive exposure these students had limited knowledge applicability in real life situations which further narrowed down their scope of employment.
This means the rest is developed by learning and the environment.” French geneticist, Albert Jacquard. He also believes that one can surpass the potential intelligence inherited if there exists a favorable climate for learning and the person truly desires to improve the capacity for learning. First – generation and ethnic minority students have a more difficult time adjusting to college than second or third – generation college student. Successful transition to college is related to the quality of classroom life. Motivation and achievement is greater when instructors communicate high expectations for success by providing challenging rather than easy assignments.
from tutors (Fung & Carr, 2000) as seen when, the format of such sessions deviated from students initial expectations in authors study conducted, students still rated the session highly as it was seen a”fruitful experience”. This is because as stated by Ogina and Mampane (2013) successful distance learning occurs, when there is contact between the tutor and the student, between the student and course material and active learning through interactions with other students. The importance of face-to-face sessions thus goes beyond bridging the gap between student and intuition, according to Beaudoin ( as cited in Ogina & Mampane ,2013) study material such as study guides, module worksheets are developed in such a way that the content and structure
A teaching method comprises the principles and method used for instruction. Commonly used teaching methods may include class participation, combination of these the choice of the teaching method to be used depend largely on the information or skills that is being taught, and it may also be influenced by the aptitude and enthusing of the of the student. (Charles,1994; Bonwell,1997; Eison, 1991). Statement of the Problem The purpose of the study will to explain “The Effect of teaching method on student achievement at University Level.” In such a way that in the light of explanation we will evaluate the academic achievement of study. Objective of Study The research aim to achieving the following objectives: • Raise the student interest and reinforce memory retention to: • Assess to student’s abilities to work as team, leadership skills or presentation abilities to: • Develop the skill of problem solving to: • Flourish the skills of innovation and imagination to: Significance of the Study Student achievement could not effective without different teaching methods.
Satisfaction is also perceived as the intentional performance which results in one’s contentment (Malik & Usman, 2010). Kotler and Clarke (1987) define satisfaction as a state felt by a person who has experienced performance or an outcome that fulfill his or her expectation. Satisfaction is a function of relative level of expectations and perceived performance. The expectation may go as far as before the students even enter the higher education, suggesting that it is important to the institutions to determine first what the students expect before entering the university (Palacio, Meneses and Perez, 2002). In contrary, Carey, Cambiano and De Vore (2002) believe that satisfaction actually covers issues of students’ perception and experiences during the college years.