Improving Educational Productivity for Young Children

Walberg, Herbert J.; Hulsebosch, Patricia

doi:10.1080/02568548709594923

Cited by 21 publications

(20 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Community support, parental involvement, and the psychological characteristics of pupils also play a critical role in the academic achievement of all pupils. Walberg's theory is useful in determining the different factors that affect academic achievement (Walberg, 2003). Walberg stated that the most important factor of academic success for pupils from low socioeconomic status is the home environment (Sun, Bradley & Akers, 2012).…”

Section: Theoretical Literaturementioning

confidence: 99%

Influence of Socio-economic Factors on Academic Performance in Public Primary Schools in Murang'a South Sub County, Kenya

Njuguna

2021

View full text Add to dashboard Cite

Socio-economic factors have been cited as a determinant of students' performance in national examinations. The purpose of the study was to establish the socio-economic factors which influence academic performance in public primary schools in Murang'a South Sub County. The study adopted a descriptive survey design utilizing both quantitative and qualitative techniques. The study population entailed all the public primary schools in Murang'a South Sub County, Kenya their deputy head teachers, teachers and pupils. Due to their disproportionateness, schools were stratified according to education zones and then simple randomly sampled using the lottery technique. The study involved a sample of 21 deputy head teachers, 105 teachers and 210 pupils making a total of 336 participants. Data were collected using a pupils' questionnaire, focus group discussions for the deputy head teachers and teachers, and an observation checklist. Data were analyzed using descriptive statistics: quantitative data were analyzed using Statistical Package for Social Sciences version 17 for windows. The socio-economic factors that influence academic performance included low parental/guardian education level; low income and pre-occupation with work. A large number of pupils could not carry out private studies at home. Due to poor economic status (low earnings) some families live in overcrowded and/or poorly lit rooms. Moreover, they could not afford to buy essential furniture, essential textbooks that were not issued at school, engage their children in extra coaching after school, buy internet enabled mobile phones and computers from which important information for education purposes can be assessed. Majority of the parents were found to be preoccupied with work. Their preoccupation denied them time to attend to school meetings/functions and observe behavior changes in their children. There is need for collaboration between the Government of the Republic of Kenya and development partners to work out, introduce and implement sustainable economic activities so as to alleviate poverty in the region.

show abstract

Section: Theoretical Literaturementioning

confidence: 99%

Influence of Socio-economic Factors on Academic Performance in Public Primary Schools in Murang'a South Sub County, Kenya

Njuguna

2021

View full text Add to dashboard Cite

show abstract

“…In achieving this objective, many studies, strategies and policies have been explored and applied in different contexts and countries (Pekrun, Moltenter, Titz and Perry, 2000;Bashir, Lockheed, Ninan and Tan, 2018;Meyer and Benavot, 2013). The diverse strategies and policies have resulted from many years of accumulated studies from different contexts, yielding different models and theories (Walberg, 2003;Creemers, Kyriakides and Sammons, 2010;Creemers and Kyriakides, 2012;Pekrun, Molfenter, Titz & Perry, 2000;2006).…”

Section: Introductionmentioning

confidence: 99%

Mediating Role of Positive Emotions on Students’ Self-Regulated Learning and Academic Achievement: A Case of Colleges of Education in the Bono Region, Ghana

Nyatsikor¹,

Bediako²,

Iddrisu³

et al. 2022

EAJESS

View full text Add to dashboard Cite

The study explored the mediating role of Ghanaian College of Education students’ positive academic emotions in facilitating their self-regulation learning and academic achievement. The study utilized the descriptive cross-sectional design. The target population was 5,013 students from the three Colleges of Education in the Bono Region, of which 328 were selected for the study through a simple random sampling technique. Ethical protocols were strictly adhered to during the data collection, analysis and reporting stages of the study. The data were analysed using structural equation modelling. The study found statistically significant relationships between positive academic emotions and self-regulation learning and academic achievement. Of the constructs explored, the emotional states of joy and hope were the two most important variables mediating college students’ self-regulating learning and achievement. The pride of success and relief associated with the execution of academic-related activities were comparatively less important constructs mediating students learning and achievement. Therefore, College of Education students should be consciously taught self-regulation strategies to sustain their learning. Moreover, reading, teaching and learning materials and resources should be presented in formats that will intrinsically sustain learners’ enthusiasm and engagement.

show abstract

“…Walberg developed the EPT, which operated on the premise that there are nine factors which influence affective, behavioral, and cognitive learning (McGrew, 2008). Using an industrialized model to explain student achievement, Walberg (2003) summarized that the learning productivity problem is better known and even more acute today. Vastly increased spending and many school reforms resulted in stagnant achievement during the past quarter century, even though children's measured intelligence or capacity for learning increased steadily.…”

Section: A Historical Overview Of Academic Achievementmentioning

confidence: 99%

“…Realizing that this declining area of society impacted almost every facet of society, Walberg (1984) noted that "education may be our largest enterprise in terms of the number of people involved, the value of human time required, and the capital and operating expenditures budgeted" (p. 19). Walberg (1984Walberg ( , 2003 postulated that in order for students to be successful, there must be a balance among student ability, age, motivation, time spent on learning, quality of instruction, home environment, school environment, peer group choices, and time spent out-of-school. Aligning with a balance of aptitude, instruction, and environment, the nine factors are interrelated with varied levels of effect (McGrew, 2008;Walberg, 1984), resulting in favorable achievement outcomes.…”

Section: A Historical Overview Of Academic Achievementmentioning

confidence: 99%

“…The first three noted factors of the EPT are ability, age of development, and motivation, reflecting the characteristics of the student (McGrew, 2008). Walberg (2003) noted that "learning is fundamentally a psychological process; student motivation, instruction, and other psychological factors are the well-established, consistent, and proximal causes of learning" (p. 1). The innate student-based influences of academic achievement make motivational factors a critical, yet virtually unknown characteristic factor of this population.…”

Section: A Historical Overview Of Academic Achievementmentioning

confidence: 99%

See 1 more Smart Citation

Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs

Ferguson¹

View full text Add to dashboard Cite

Higher education serves many stakeholders including students, parents, faculty, staff, university administrators, and other contributors. Those stakeholders are all linked with one purpose: the success of the student. That success or failure is most commonly measured by achievement through grade point average (GPA). The academic demands within the college/university setting is high. Limited academic achievement can result in academic failure, being placed on academic probation, even losing scholarships and grants. Students enter college, progress through college, and often graduate without having a real understanding for what it truly takes to be academically successful and what factors may contribute to that success. The study examined the extent to which types of mindset, academic motivation, and academic self-efficacy correlated with academic achievement among undergraduate communication sciences and disorders students. Method Undergraduate communication sciences and disorders students in the Great Lakes States of Michigan, Indiana, Ohio, and Illinois completed a 75-item survey to determine the correlation between academic achievement and mindset, academic motivation, and academic self-efficacy. Descriptive analysis, Spearman Rank correlation, and categorical regression (CATREG) were used to analyze the data. Results Results of this current study indicate that undergraduate communication sciences and disorders students report average to higher than average GPAs. Undergraduate communication sciences and disorders students have very high extrinsic motivation (M = 5.90), high intrinsic motivation (M = 5.22), and very low amotivation (M = 1.62). Fifty-four percent of undergraduate communication sciences and disorders students have high self-efficacy and higher growth mindset than fixed mindset. The results of this study indicate that amotivation is negatively correlated to academic achievement. Therefore, the higher the academic achievement, the lower the amotivation. Academic self-efficacy is also correlated to academic achievement. Hence, the higher the academic self-efficacy, the higher the academic achievement. Conclusions Undergraduate communication sciences and disorders students, who are "average

show abstract

Improving Educational Productivity for Young Children

Cited by 21 publications

References 7 publications

Influence of Socio-economic Factors on Academic Performance in Public Primary Schools in Murang'a South Sub County, Kenya

Influence of Socio-economic Factors on Academic Performance in Public Primary Schools in Murang'a South Sub County, Kenya

Mediating Role of Positive Emotions on Students’ Self-Regulated Learning and Academic Achievement: A Case of Colleges of Education in the Bono Region, Ghana

Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs

Contact Info

Product

Resources

About