The Effects of Social Factors in the Academic Performance of the Bbte Students College of Education

Within this definition, the mutually beneficial relationship between academic and social behavior for student success is highlighted. The important supportive relationship between positive school and classroom-wide group and individual student success is emphasized. These factors are what make PBIS as

In this article “ Students must do their part to Achieve “ Arkansas Gazette (November 1,1990), Japhet N Makia Explains how Important it is to attend Collage and look for higher education. He also believes that all students should take part in school or college activities. However, he also mentions that the important of being sociable by participates in activity clubs because it adds a flavor of fun and sometimes it help the students to be better leaders.

This study shows us that student do vary a great deal on how social they are from school to school.

, we interviewed 165 students. 79% of the students were in ninth grade as Freshman, 8% were in tenth grade, 10% were in eleventh grade, and 4% were in twelfth grade as seniors. The participants were made up of 58% male

Desiring to have a better life in future inclines people to focus on their academic career. Schools, exams, busy schedules and a pile of work are quintessential this goal. Therefore, students who want to achieve a better future prefer undergoing hard work instead of engaging in social activities. However, social sides of college do not only occupy a big role, but also has plenty of benefits. Social life in college becoming increasingly essential in today’s world triggered an acceptable consideration: Social parts of college should be considered as equal as the academic parts because of psychological, social reasons and its benefits in terms of future.

All of these measurements collected were deemed to be significant on all levels. Compelling positive associations amongst classroom atmospheres and study habits were noticed between trial 1 and trial 2 of the study. This suggests strong test-retest consistency for the two administrations of this study (Ning, Downing). Results also indicated that previous academic involvement significantly predicted learning experiences and study behaviors found in the first half of the study. Longitudinal construct stability can therefore be attributed to the fabrication of this research. It can be conclusively said that learning atmospheres observed during trial 1 significantly reflect the study habits seen in trial 2, that study habits observed during trial 1 significantly reflect learning atmospheres in trial 2, and that both learning atmospheres and study habits significantly reflect overall scholarly achievement (Ning,

Factors like biological, environmental, sociocultural and psychological may all affect a student’s achievement. A student’s performance and well being is an indicator of what the school’s environment is like. If the student is in a deprived environment, then they will surely not excel in school and will not have any academic success, where as students who study in an enriched school environment would find it much less difficult to obtain academic

aimed for. Indeed, although the study aim was clearly stated, the researchers focus only on social factors

In this part of the study was reported that the socio-demographic characteristics of the participants. According to this. Two hundred and twenty nine participants agreed to volunteer for this study. The sample was 33.6% male (n = 77) and 66.4% female (n =152). Students enrolled in a course during the spring semesters of 2008, 2009, 2010, and 2011. Our sample academic grade consisted of 20.1% freshman (n = 46), 22.7% sophomore (n = 52), 31.0% junior (n = 71) and 26.2 % senior (n = 60). See Appendix A.

The survey was completed between two schools (A and C). State achievement results classified School A as a Letter B school and School C as a letter D school. School A- students received questionnaires during the beginning of September. School C- students received their questionnaires two weeks later. The reason being was because School C, school uniform policy was not enforced during the last few years. However, the administrators decided to strictly enforce

Socializing influences academic performance. If a student is timid, he will not voice an opinion in class. Timid students prevent themselves from expressing their ideas. Socializing further involves how open a student’s mind is toward many controversial topics. For example, the student who communicates easily with diverse individuals will be more open to understanding other cultures.

Schools should put in place more networks of peer groups or peer teams and make it mandatory to all students to get involved. This can make it very easy for them to cope with college hard demand schedule and homework. In some ways, discussion groups and interactions of learning teams will help the student to take interest in academic progress. Also, competitions among the peer groups will give a student chance to fit into academic demand. This can make the academic stress become fun. It is interesting to know that success in beating other groups will make up for lack of concentrations and encouragement. Of course, no student can succeed without academic participation and commitment. In a book by Tim R. Westerberg, he stated 6 strategies for moving schools from good to great “1. Developing clear instructional Goals. 2. Developing a Common vision of effective instructions. 3. Using frequent Formative Assessment. 4. Tracking of student Progress. 5. Providing Timely Intervention for Struggling Student. 6 Celebrating Student Success” (Westerberg 4). This is where peer groups and professors will have to play a major role that will help bring the student`s mind alive and love for academic

Figure 1 shows the dependent variables which are Academic Motivation and Group Belongingness and the independent variable is the Type of Students which are categorized into: Regular students and Irregular students. Based on the literature, the researchers hypothesized that the type of student affects academic motivation and group belongingness. Regular students are more academically motivated and are most likely to feel a sense of belongingness compared to irregular students.

3. Managing time can be quite stressful for anyone as busy as the modern day college student. Many students lose sleep or feel as if they just don’t have enough time to accomplish what they need to accomplish.

When children are put into educational facilities, they get a chance to connect and surround themselves with others of the same age group. Schools can also have significant influence on a person’s individuality as well as peer groups, which influence a student’s academic integrity greatly. A student will not perform well no matter what the case is, if there is negative influence from his peers and their school environment. They affect a person’s attitude, personality in a positive or negative manner.