Download Free A Correlational Study Of Extracurricular Involvement And Homework Performance Of Third Grade Students Book in PDF and EPUB Free Download. You can read online A Correlational Study Of Extracurricular Involvement And Homework Performance Of Third Grade Students and write the review.

There are many opportunities for students to participate in nonacademic activities. These activities can include: sports, clubs, private lessons, and religious activities. Participation in these activities enriches students' lives by encouraging social skills. Yet, if students are involved in activities requiring many hours of participation, does it affect their academic performance? Knowing the answer to this question, parents and teachers can help their students develop better time management skills. Research has produced conflicting results on this issue. Many studies emphasize the benefits of extracurricular activities and homework, while others focus on the negative consequences of each. There is research suggesting a positive relationship exists between the two. Yet, according to the critics, too much involvement in extracurricular activities takes away from time that could be spent studying or completing homework. Overscheduled children may not have as much time to complete homework assignments, leading to a decline in academic achievement. The researchers acknowledged the positive benefits of extracurricular involvement and were interested in the relationship between students' extracurricular activities and homework performance. To determine the relationship between extracurricular involvement and homework performance, the researchers conducted a four-week study in two elementary schools. Data was collected in two third grade classes. At the beginning of the study, the researchers sent home a survey with students for a parent or guardian to complete. The data received from the survey provided the researchers with each student's weekly time commitment to extracurricular activities. Additionally, the researchers examined students' homework performance over a four-week period. Each week, two to three homework assignments assessed students' knowledge of content being taught in the classroom. For the first two weeks, math homework scores were recorded, and the second two weeks, language arts homework scores were recorded. The researchers analyzed their data using a Pearson correlation test. No significant correlation was found between the number of hours spent in extracurricular activities and math homework performance. Yet, results revealed a significant negative relationship between the number of hours spent in extracurricular activities and language arts homework performance. However, this correlation went a different direction than the researchers hypothesized. A positive correlation between extracurricular involvement and homework performance was not found. These findings led to the rejection of the researchers' proposed hypothesis. Appended to this document are the following: (1) Appendix A: Knox County Approval Letter; (2) Appendix B: Parent Permission Letter Form 1; (3) Appendix C: Parent Permission Letter Form 2; (4) Appendix D: Extracurricular Involvement Survey; and (5) Appendix E: Student Homework Performance Record. (Contains 2 tables and 1 figure.
The purpose of this case study was to examine whether involvement in the extracurricular activities offered at Good school Shepherd Lutheran School in Menifee, California, had a positive influence on three variables: students' academic performance, (reading, math, and overall grade level knowledge), behavior in school, and general attitude toward school. Students in elementary grades K-6 who were involved in extracurricular activities were compared to students who were not involved according to these three variables. Academic performance was measured using the state ITBS test, behavior was measured by teachers' report card entries, and attitude was measured by a researcher modified attitude scale across a two-year time frame. The researcher found differences in growth in academics and behavior, but no differences were found in attitude towards school. The researcher found that involvement in extracurricular activities did not have a significant effect on the variables. The differences were not consistent for either group and they were small. In reading, students not involved scored higher than involved in almost all grades and involved students only improved in behavior by a fraction of a point over not involved. The researcher found nothing significant enough to give credit to a positive influence of extracurricular involvement.
Homework is the cause of more friction between schools and home than any other aspect of education and becomes the prime battlefield when schools, families, and communities view one another as adversaries. This comprehensive fourth edition tackles all the tough questions: What’s the right amount of homework? What role should parents play in the homework process? What is the connection between homework and achievement? This essential reference offers all stakeholders—administrators, teachers, and parents—the opportunity to end the battle and turn homework into a cooperative endeavor to promote student learning.
School leaders continue to try to find ways to improve students’ GPA and test scores. Research has shown that extracurricular activities can have a positive effect on academic achievement. This study aimed at finding the sweet spot of the amount of participation in extracurricular activities in order to maximize students’ GPA and test scores. Eleventh grade students from three rural East Tennessee high schools were sampled to determine the appropriate amount of level of involvement in extracurricular activities. Student transcripts were used to determine the GPA of the students at the end of their 11th grade year, as well as their ACT score for March test during 11th grade. Students were placed into one of four categories based on their level of participation in extracurricular activities: non-participants, participation in 1–2 activities, participation in 3–4 activities, and participation in 5 or more activities. This researcher found that there is a significant difference in ACT scores for students who participate in extracurricular activities. In addition, this study found that there is a significant difference in students’ GPA for students who participate in extracurricular activities. This study determined that the sweet spot for maximizing academic achievement is participating in 3–4 extracurricular activities; therefore, school officials need to encourage students to participate in multiple extracurricular activities.
When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became an ASCD best-seller, and it has gone on to inspire thousands of educators to apply brain research in their classroom teaching. Now, author Eric Jensen is back with a completely revised and updated edition of his classic work, featuring new research and practical strategies to enhance student comprehension and improve student achievement. In easy to understand, engaging language, Jensen provides a basic orientation to the brain and its various systems and explains how they affect learning. After discussing what parents and educators can do to get children's brains in good shape for school, Jensen goes on to explore topics such as motivation, critical thinking skills, optimal educational environments, emotions, and memory. He offers fascinating insights on a number of specific issues, including * How to tap into the brain's natural reward system. * The value of feedback. * The importance of prior knowledge and mental models. * The vital link between movement and cognition. * Why stress impedes learning. * How social interaction affects the brain. * How to boost students' ability to encode, maintain, and retrieve learning. * Ways to connect brain research to curriculum, assessment, and staff development. Jensen's repeated message to educators is simple: You have far more influence on students' brains than you realize . . . and you have an obligation to take advantage of the incredible revelations that science is providing. The revised and updated edition of Teaching with the Brain in Mind helps you do just that.
Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies. Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.
Abstract: Schools are responsible for providing a well-rounded education for its students. One method in accomplishing this goal is to provide extracurricular activities. Memphis City Schools, therefore, supports school extracurricular activities on the elementary level that place the highest priority on academic achievement and character development. A developing body of research suggests that there are benefits for students who participate in extracurricular activities. Past research suggests that parents' involvement contributes to children's affective experience of extracurricular participation. In the present study, The Determination of Parental Support of Extracurricular Activities Scale (DPSEA), adopted from the Parental Involvement Activities Scale (PIAS), was designed to solicit the degree of parental support involvement in their child's participation in extracurricular activities. Participants in this study were 355 third to fifth grade students (N =355). Several important results were found in this study: (1) Student perceptions of involvement in extracurricular activities indicated that overall 3 rd, 4 th, and 5 th grade students exhibited positive responses in regards to their perceptions about extracurricular activities; (2) Parental perceptions of involvement in extracurricular activities indicated that overall parents of 3 rd, 4 th, and 5 th grade students significantly supported the participation of their children in extracurricular activities; (3) Specifically, 3 rd and 5 th and 4 th and 5 th grade parents accounted for significant differences between their positive and negative attitude with regards to participation of their children in extracurricular activities; and (4) Although relationships between intermediate students' degree of participation and types of extracurricular activities were found not to be significant, there was a mostly positive correlation between parental support and students' degree, number, and types of participation in extracurricular activities. Relationships between intermediate students' degree, number, and types of participation in extracurricular activities and the perceived degree of parental support for student participation in extracurricular activities were examined Results of the present study suggest that parents play a key role in their children's experience in participating in extracurricular activities.
This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.
In this study, the researcher investigated whether the impact of participating in a prekindergarten program on academic achievement persists through third grade. The study compared three groups of students: students who participated in voluntary prekindergarten, private prekindergarten, and students who did not participate in any prekindergarten program. Using a series of two-factor multivariate analyses of variance (MANOVAs), this investigation found no interaction effects among prekindergarten participation and race, gender, socioeconomic status, presence of a discipline referral, or chronic absenteeism on academic achievement in the third grade. However, there was a main effect for the type of prekindergarten program on academic achievement. Both participants of voluntary prekindergarten and private prekindergarten programs outperformed their peers on both third grade mathematics and third grade reading assessments. Thereby, indicating that prekindergarten participation had sustained effects on academic achievement through third grade regardless of student characteristics. Recommendations for future research include evaluating data collection practices, replicating the study annually to continue to evaluate the prekindergarten programs, and following the same cohort to determine the continued impact prekindergarten participation has on students.