Student 's Performance As Cause Effect Phenomen A Multilevel Approach

Education surrounds partially the entire world. Children, women, and men all attend school in America to build knowledge in order to find a job and make money. However, there are some places around the world where only men have access to education. For instance, Pakistan; located in South Asia, numerous amount of girls do not receive the education like other girls in America. This is specifically a problem for children, especially girls in Pakistan because they are not going to school like the girls in America, achieving the same level of education. Instead, they are seen as weak and are restricted from doing many things that men are allowed to do, like playing sports, going to school, participating in public events, and even being seen in public. Malala, a girl from Pakistan, sees the educational inequality where she lives and decides to fight for her educational freedom. Malala’s establishes her emotional appeals, credibility, and statistics to promote education for children in Pakistan by revealing her struggles fighting for

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

In an intelligence-based economy, education is important to national prosperity and individual success. Huge achievement gaps and opportunities must shrink to non-existence, and every student must receive a well education that prepares them for college and careers in the world as it is today. Comparing the United States education system to other countries shows that the United States scored lower than nineteen other counties and education systems in reading in the 2012 Program for International Student Assessment. Germany and Poland in particular are two countries that have now surpassed the United States. During the same study, scores showed that twenty-nine nations outperformed the United States by a large amount in mathematics, and in science, there have been twenty-two education systems that scored higher than the United States (Heitin).

It also can deal with how much the student as learn and understanding of the information. Many of times academic achievement is shown by grades that are given out by the teacher. The teacher gets these grades by test and assignments the students perform by using the information they gain in class. Academic achievement is very important and all schools want everyone student to have high academic achievement.

Often, successful students are envied for the wrong reasons, with other people thinking that they’re just gifted and assuming that they do not even work hard. The most successful students, though, are those that put the work in. It does not matter how intelligent you are if you do not put the effort in to learn, and work hard on essays and other assignments. Everything we know is learned, and intelligent people are not born with everything already stored in their heads. While intelligence can give students a head start over others, this is where it ends, and those getting the results they want will ultimately be those that worked the

There are many countries where culture or religion can sometimes deny certain peoples ' right to have an education, restricting them from going to school to learn. Those countries don’t see the benefits people can get from learning new languages, or learning their own history. One of these countries that do such restrictions of education is Pakistan. In the country of Pakistan, some people think that there is no use of education, it 's unnecessary

The institution of education in many regions of Afghanistan and Pakistan is virtually nonexistent. Many girls don’t have access to schools (Stones into Schools p.4) and those that do usually don’t graduate from high school. While Greg Mortenson’s Stones into Schools and the documentary The Miseducation of Pakistan deal with two different areas, they both show many similar themes.

Women’s illiteracy in Afghanistan as high as 85 percent and the new government has been a broad program not only for children but also for the adults. Mazar-I-sharif has 172 registered adults’ literacy classes and more are opening all the time as teachers and women to receive the free lesson.

Therefore, I am planning to impact in the field of literacy by creating a critical literacy curriculum for Pakistani minority out-of-school children, so they can unshackle themselves from the heavy burden of child labor, religious discrimination, egregious slavery at brick kiln, and gender inequality. In addition, I will equip and train the Pakistani pastors and lay leaders about how to enhance the children literacy skills, and how to utilize church facilities and community centers for a literacy program. Consequently, at the completion of their literacy program, Pakistani Christian children will be able to read the living word of God, get the strength to endure persecution, share the gospel with their Muslim neighbors and friends, and stand for their basic human

doctoral university in the southeastern region of the USA. The were a total of 29

The student achievement can include from as subjective as promoting positive learning environment through social interaction to as objective as achieving in standardized testing and increasing graduation rates of the school.

A person is officially considered to be literate if he is above ten years of age and can read and write. But this is not the case in Pakistani. In Pakistan a person is considered literate if he can write his name. Pakistan’s literacy rate is approximately 50%. Among males 67% are literate and 42 % of the females being literate. There is a Stark

Graff says that putting students in classes in the contemporary system is wasting and limiting students’ potential and creativity (198). Complaining that intellects do not meet the success standard set by schools, Graff proves that schools limit the intellect students can achieve in their academic career (198-199).

Schools are and will forever be learning institutions, but learning isn’t limited to purely comprehension and fact memorization that can be found in books. Furthermore, knowledge is an unquantifiable metric and similarly, grades and scores have a multitude of factors that could affect the results. This is not to devalue good academic standing but rather raising a question of “Do we want to develop students holistically or

Academic success is largely attributed to intellectual ability in everyday life, even though this supports the literature that is intellectual ability does have a large role over academic success it is only one of many factors that can influence academic success, in this study the effect of intellectual ability will be tested against academic success of students to verify and reproduce the results that exist in abundance within multiple studies (Chamorro-Premuzic & Arteche, 2008). Therefore, we will be testing whether the relationship between intellectual ability and academic performance is significant or not. This constructs the first hypothesis for the study: