Education in its general sense is a form of learning in which the knowledge, skills and habits of a group of people are transferred from one generation to the next. Through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Education began in the earliest prehistory, as adults trained the young if their society in the knowledge and skills they would need to master and eventually pass on. In the pre-literate societies this was achieved orally and through imitation.
Story-telling continued from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Systems schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. School systems are sometimes also based on the religions, giving them different curricula. Preschool provide education up to the age between 4 and 8 when children enter the preschool education.
Also known as nursery schools and kindergarten, except in the USA, where kindergarten is a term used for primary education. Primary (or elementary) education consists of the first 5-7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six. Although this varies between, and sometimes within countries. Globally, around 89% of primary age children are enrolled in primary education and this proportion is rising.
Secondary in most contemporary education systems of the world, secondary education comprises the formal education that occurs during adolescences. It is characterized by transition from the typically compulsory, comprehensive primary education for minors to the optional, selective tertiary, “post-secondary” or “higher” education (e. g. university o, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be cancelled secondary or high schools, gymnasiums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another.
The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. Tertiary higher education, also called tertiary, third stage, or post secondary education, is the non compulsory educational level that follows the completion of a school providing a secondary education, such as high school or secondary school. Tertiary education is normally taken to include undergraduate and post graduate education, as well as vocational education and training.
Colleges and universities are the main institutions that provide tertiary education. Collectively, there are sometimes known as tertiary institutions. Tertiary education generally results in the receipts of certificates, diplomas or academic degrees. Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts.
Curriculum in the formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems front eh Latin word for race course referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. A school institution designed for the teaching of students (or pupils) under
the direction of teachers. Most countries have systems of formal education which is commonly compulsory in these systems, student’s progress through a series of schools. The names for these schools vary by country (discussed in the Regional section below) but generally include primary school for young children and secondary school for teenagers who have completed primary education. An institution where higher education is taught is commonly called a university college or university.
In addition to these core schools, students in a given country may also attend schools before and after primary and secondary education. Kindergarten or Preschool provide some schooling to very young children (typically 3-5). University, vocational school, college or seminary may be available after secondary school. A school may also be dedicated to one particular field, such as a school of economics or a school of dance. Alternative schools may provide non-traditional curriculum and methods. There are also non-government schools, called private schools.
Private schools may be required when the government does not supply adequate, or special education. Other private schools can also be religious, such as Christian school, hawses, yeshivas, and others; or schools that have higher standards of education seeks to foster other personal achievements. Schools for adults include institutions of corporate training, Military education and training and business schools. In home schooling and online school, teaching and learning take place outside of a traditional school building.
A student is a learner, or someone who attends an educational institution. On some nations, the English term (or its cognate in another language) is reserved for those who attend university, while a schoolchild under the age of eighteen is called a pupil on English (or an equivalent in other languages), although in the United states a person enrolled in grades K-12 is often called a student. In its widest use, student is used for anyone who is learning including mid-career adults who are taking vocational education or returning to university.
Being a student is fun, but it does have its down side. For most student it is the first time that they have left home and is therefore somewhat disconcerting. The realization that there is now no mechanism around to take dirty smelly clothes and magically transform them into clean ones is a horrible one. There is also the feeling that nobody at university particularly cares about you, or how are you doing. This is not true; all our courses come complete with a free supervisor. None of our supervisor will actually wearing vest with a big “S” on for their students.
It is important that you get on well with your supervisor, laugh at his or her jokes, pay regular visits etc; one day he or she may have to tell a sceptical staff meeting that the reason you failed your exam was that a giant magpie flew off with your revision notes. The supervisor is also the person you will want to write a glowing reference for you when you apply for jobs after graduation. You get to meet your supervisor in the first week of your course, and keep in touch for the rest of your stay in the university. If you have any question about how life is lived, or university procedure, ask your supervisor first.
They not know the answer, but they will certainly know someone who might. Statement of the Problem This study aims to determine the factors that affect the academic performance of 4th year high school students. Specifically it seeks to answer the following questions: 1. What are the factors that affect the academic performance of the high school students? 2. How can this factor affect the academic performance of the High School student? 3. What should the students do to remedy/resolve this problem? Scope and Limitation of the Study
The researchers wish to study and focused in the academics of the 4th year High School students and how they can avoid the interfering to their studies. Significance of the Study This study will be beneficial to the 4th year high school students. Specifically this research benefits the following: to help the student to improve their academic performance; the teachers will benefit this study because they will not be stress of thinking where to get the grades of the failing students; this studies can help the parents how to teach their children on how to improve their studies.
Definition of Terms 1. School. Is the an institution designed for the teaching of students (or pupils) 2. Students. He/she is a learner, or someone who attends an educational institution. CHAPTER 2 REVIEW OF RELATED LITERATURE This chapter includes the review of literature that is relevant to the present study as they provide idea and insight learning that help the study. Related Literature The education for all is a global commitment to provide quality basic education for all children, youth and adults. Education is essential for everyone.
It is the level of education that helps people earns respect and recognition. In my opinion, it is indispensable part of life both personally and socially. However, the unequal standard of education is still a major problem that needs to be solved. The importance of education is undeniable for every single person. It goes without saying that education has a positive effect on human life. All people need to study. Only with the advent of education can people gain knowledge and enlarge their view over the world. Apparently, people may become more useful and civilized if better educated.
In areas where residents are not able to receive an appropriate education, life cannot be as thriving and prosperous as locations where there is a high standard for education. Secondly, education plays such a rudimentary role on our society that we cannot even imagine a life without it. It is determined element for the civilization of human society. Not only does it helps us develop healthy surroundings but it also generates an advance community. As a matter of fact, everything we create today is based on the knowledge that we obtain throughout our life by way of education.
This assists scientist in inventing equipment and devices, resulting in a high technology now a days. The more developed life becomes, the more necessary education is for everyone. Although education has a significant influence on life, the average education is not the same in different areas. As a result, strategies are being made to resolve problems. Without education, life would be disastrous and detrimental. Consequently, to this day, we are trying our best to make education global and accessible for everyone , particularly the poor and disabled.
There are still some places where inhabitants are almost completely uneducated, causing a serious lack of knowledge. Additionally, every child should be given equal opportunities to learn and study. Because the development of a country depends vastly on the standard of education, it must do everything in its power to improve it. Although the educational systems of different countries are not similar but they have to share a common goal which is to provide citizens a suitable and proper learning.
In conclusion, education is absolutely beneficial for society on the whole. It is a life-long process to each person that needs to be reinforced throughout life. However, we need education system that may eradicate illiteracy and may provide the common man an access not only to basic education but also to higher and technical education. Related Studies A number of studies have been carried out to identify and analyse the numerous factors that affect academic performance in various centres of learning.
Their findings identify students’ effort, previous schooling (Siegfried & Fels, 1979; Anderson & Benjamin, 1994), parents’ education, family income (Devadoss & Foltz, 1996), self motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students’ academic performance in various settings. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of students, especially in public funded institutions.
The throughput of public-funded institutions is under scrutiny especially because of the current global economic downturn which demands that governments improve efficiency in financial resource allocation and utilization. Although there has been considerable debate about the determinants of academic performance among educators, policymakers, academics, and other stakeholders, it is generally agreed that the impact of these determinants vary (in terms of extent and direction) with context, for example, culture, institution, course of study etc.
Since not all factors are relevant for a particular context, it is imperative that formal studies be carried out to identify the context-specific determinants for sound decision making. This literature review provides a brief examination of some of the factors that influence academic performance. The choice of factors reviewed here was based on their importance to the current study. (Caribbean Teaching Scholar Vol. 1, No. 2, November 2011, 79–92) Considerable controversy surrounds the effects technologies such as the Internet have on human capital accumulation.
As with most media, the Internet and related services are capable of delivering enriched learning experiences. However, there are large potential costs to using the Internet and its concomitant services, which may result in degradation of high school students’ scholastic performance. In this study, we explore two related questions. First, does Internet usage harm the grades of high school students? Second, to what degree does the intensity of Internet usage affect grades? We utilize data from the 2005 National Survey on Drug Use and Health (NSDUH), which measures educational outcomes, internet use and a host of other correlates.
Probity results indicate that excessive Internet use lowers the probability of earning top grades while more moderate use has a positive impact on the probability. Several reasons might lead technology to assist or impair human capital attainment by students. Youths may employ the Internet in educational matters such as writing papers, searches for answers to questions and communicating with classmates on homework. However, time spent in activities where “surfing the net” occurs could substitute away from time allocated to reading, studying and completing homework.
This may hurt academic performance in the short term, which might also diminish the ability or incentive to continue schooling over the longer term. Within the past decade, the Internet and WWW use have increased substantially – for example, according to Pew Internet ; American Life Project Surveys, the percentage of U. S. online users has increased from 40-45% in March 2000 to nearly 80% in April 2009 (Pew Internet ; American Life Project Surveys, 2009). Recent expansion of adolescent use of the Internet is the result of an ongoing shift in adolescents’ daily behaviour patterns.
The majority of adolescents from a sample in one study compared their online behaviours to the phenomenon of placing telephone calls, which are typically mundane, the purposes for which are both social and non-social (Gross, 2004). Hence, adolescents’ Internet use occurs without much thought or consideration – it has become, in effect, just a normal daily activity. Why is the potential impact of Internet use on educational outcomes relevant for the discipline of economics? Human capital accumulation bears directly and heavily on earning potential (see Grossman,
1972 and Mincer, 1974) and it is widely accepted that strong and statistically significant relationships link individual health and human capital formation. Moreover, the impact of educational policies and factors that affect learning continues to generate widespread public policy concern. Thus, for economists and policy makers, gauging the relationship that technology use has on educational outcomes is worthy of study. Computer access and use among adolescents and other ages have grown considerably over the past decade (Louge, 2006).
In fact, more than 80% of U. S. adolescents between the ages of 12 and 17 use the Internet, with roughly half going online daily (Lenhart et al. , 2005). The significance of Internet use by children and adolescents has even spawned a new field of inquiry in developmental psychology (Greenfield and Yan, 2006). With the likelihood that Internet usage by adolescents will continue to increase over time, concerns about the impact on high school students’ academic performance should be researched.
Stakeholders – parents, teachers, administrators, and the students themselves – would benefit from knowing more about the digital environment within which learning occurs. Regardless of whether academic performance is positively or negatively impacted by Internet use, a better understanding and greater awareness about such issues might facilitate changes in pedagogy by educators, as well as learning on the part of students and the support they receive from their parents. (Academic journal article By Austin, Wesley; Totaro, Michael W. Journal of Economics and Economic Education Research , Vol. 12, No. 1)