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Hadiza Tukur Ahmed - One of the best experts on this subject based on the ideXlab platform.

  • impact of mobile phone usage on academic performance among Secondary School Students in taraba state nigeria
    European Scientific Journal ESJ, 2016
    Co-Authors: Haruna Rabiu, Aisha Indo Muhammed, Yunusa Umaru, Hadiza Tukur Ahmed
    Abstract:

    This study employed survey design in investigating the influence of mobile phone usage on academic performance among Secondary School Student in Jalingo, Taraba State, Nigeria. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample. The Mobile Phone Usage Questionnaire (MPUQ) adapted from Twum (2011), Mathematic Achievement Test (MAT) and English Language Achievement test (ELAT), were the instrument used for this study. Data collected were analyzed using mean, standard deviation, t-test and ANOVA to answer the research questions and hypotheses. The finding of this study, revealed that mobile phone usage significantly influence academic performance among male and female senior Secondary School Students (t = 6.113, P = 0.02), age difference was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 6.431, P = 0.022), parent’s occupation was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 9.005, p= 0.031) and that the frequency of mobile phone usage does not significantly influence academic performance among male and female senior Secondary School Students (t = 8.131, p = 0.02). It was recommended that, School psychologists, teachers, School administrators, parents and Students should be sensitized on the influence of mobile phone usage on academic performance among Secondary School Students irrespective of gender and age differences.

  • impact of mobile phone usage on academic performance among Secondary School Students in taraba state nigeria
    Research on humanities and social sciences, 2016
    Co-Authors: Haruna Rabiu, Aisha Indo Muhammed, Yunusa Umaru, Hadiza Tukur Ahmed
    Abstract:

    This study employed survey design. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample The Mobile Phone Usage Questionnaire (MPUQ) was adapted from Twum (2011) and used for this study is sub-divided into two (2) sections namely: Appendix A consisting of demographic variables of respondents such as gender, age and socio economic status. While Appendix B consists of items statements relating to mobile phone usagewith a five (5) point rating scale, namely;Never, Rarely, Occasionally, Often or Very Often from which the respondents were required to choose from and mathematic achievement test (MAT) as well as English language achievement test (ELAT). Data collected were analyse using mean, standard deviation and t-test to answer the research questions and hypotheses raised. The finding of this study, revealed that mobile phone usage significantly influence academic performance among senior Secondary School Students. (t = 5.711, P = 0.02),  The finding of this study also revealed that, age different was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 6.431, P = 0.022), In addition, the finding of this study revealed that, socio economic status was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 9.005, p= 0.031),  Furthermore, the findings of this study revealed that, gender was not significant factor in mobile phone usage on academic performance among senior Secondary School Students (t = 8.131, p = 0.02) and Finally, the finding of this study also revealed that, the frequency of mobile phone usage does not significantly influence academic performance among senior Secondary School Students (t = 11.931, p = 0.015). recommendation to include; School psychologists, teachers ,  School administrator  and Students should be sensitize on the influence of mobile phone usage on academic performance among Secondary School Student. among others are made

Valerie Carson - One of the best experts on this subject based on the ideXlab platform.

  • A quasi-experimental examination of how School-based physical activity changes impact Secondary School Student moderate- to vigorous- intensity physical activity over time in the COMPASS study
    The international journal of behavioral nutrition and physical activity, 2016
    Co-Authors: Stephen Hunter, Scott T. Leatherdale, Kate Storey, Valerie Carson
    Abstract:

    Adolescence is characterized by low moderate- to vigorous- intensity physical activity (MVPA) levels. Targeting the School setting can increase MVPA among a large proportion of adolescents. However, School-based physical activity interventions for adolescents remain largely ineffective. Therefore, the purpose of this study was to examine how naturally-occurring changes to School physical activity policy, recreational programming, public health resources, and the physical environment, impact adolescent MVPA over a 1-year period. Quasi-experimental longitudinal data from 18,777 grade 9–12 Students (mean age = 15.1 ± 0.02 years), and 86 principals from 86 Schools, participating in year 2 (2013–2014) and year 3 (2014–2015) of the COMPASS study (Ontario and Alberta, Canada) was used. Total MVPA over the previous week was self-reported at both time points using the COMPASS Student Questionnaire and average daily MVPA was calculated. Changes to physical activity policies, recreational programming, public health resources, and the physical environment were self-reported by School principals. Changes to the number and condition of physical activity facilities were objectively measured during School audits using the COMPASS School Environment Application. Multi-level modeling was used to examine change in Student MVPA between Schools that made changes and Schools that did not. Models were adjusted for several Student and School level confounders. Over the 1-year period, 61 of 86 Schools made physical activity related changes. Of these, 9 significantly changed Student MVPA. However, only 4 of 9 Schools’ changes increased Student MVPA, including opening the fitness centre at lunch (β = 17.2, 95 % CI: 2.6–31.7), starting an outdoor club (β = 17.8, 95 % CI:7.4–28.1), adding a bike rack (β–14.9, 95 % CI:0.7–29.1), and adding weightlifting and run/walk clubs, archery, figure skating, increased access to the sports field, and improved condition of the outdoor basketball court (β = 15.5, 95 % CI: 5.2–25.7). Changes such as adding or increasing access to facilities, and adding multiple recreational programs, seemed to be effective for increasing Student MVPA over the 1-year period. However, given the specificity of results, a one-size fits all approach may not be effective for increasing MVPA. Instead, School principals need to consider the resources within and surrounding their School, and the interests of the Students.

Haruna Rabiu - One of the best experts on this subject based on the ideXlab platform.

  • impact of mobile phone usage on academic performance among Secondary School Students in taraba state nigeria
    European Scientific Journal ESJ, 2016
    Co-Authors: Haruna Rabiu, Aisha Indo Muhammed, Yunusa Umaru, Hadiza Tukur Ahmed
    Abstract:

    This study employed survey design in investigating the influence of mobile phone usage on academic performance among Secondary School Student in Jalingo, Taraba State, Nigeria. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample. The Mobile Phone Usage Questionnaire (MPUQ) adapted from Twum (2011), Mathematic Achievement Test (MAT) and English Language Achievement test (ELAT), were the instrument used for this study. Data collected were analyzed using mean, standard deviation, t-test and ANOVA to answer the research questions and hypotheses. The finding of this study, revealed that mobile phone usage significantly influence academic performance among male and female senior Secondary School Students (t = 6.113, P = 0.02), age difference was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 6.431, P = 0.022), parent’s occupation was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 9.005, p= 0.031) and that the frequency of mobile phone usage does not significantly influence academic performance among male and female senior Secondary School Students (t = 8.131, p = 0.02). It was recommended that, School psychologists, teachers, School administrators, parents and Students should be sensitized on the influence of mobile phone usage on academic performance among Secondary School Students irrespective of gender and age differences.

  • impact of mobile phone usage on academic performance among Secondary School Students in taraba state nigeria
    Research on humanities and social sciences, 2016
    Co-Authors: Haruna Rabiu, Aisha Indo Muhammed, Yunusa Umaru, Hadiza Tukur Ahmed
    Abstract:

    This study employed survey design. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample The Mobile Phone Usage Questionnaire (MPUQ) was adapted from Twum (2011) and used for this study is sub-divided into two (2) sections namely: Appendix A consisting of demographic variables of respondents such as gender, age and socio economic status. While Appendix B consists of items statements relating to mobile phone usagewith a five (5) point rating scale, namely;Never, Rarely, Occasionally, Often or Very Often from which the respondents were required to choose from and mathematic achievement test (MAT) as well as English language achievement test (ELAT). Data collected were analyse using mean, standard deviation and t-test to answer the research questions and hypotheses raised. The finding of this study, revealed that mobile phone usage significantly influence academic performance among senior Secondary School Students. (t = 5.711, P = 0.02),  The finding of this study also revealed that, age different was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 6.431, P = 0.022), In addition, the finding of this study revealed that, socio economic status was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 9.005, p= 0.031),  Furthermore, the findings of this study revealed that, gender was not significant factor in mobile phone usage on academic performance among senior Secondary School Students (t = 8.131, p = 0.02) and Finally, the finding of this study also revealed that, the frequency of mobile phone usage does not significantly influence academic performance among senior Secondary School Students (t = 11.931, p = 0.015). recommendation to include; School psychologists, teachers ,  School administrator  and Students should be sensitize on the influence of mobile phone usage on academic performance among Secondary School Student. among others are made

Filipič Ana - One of the best experts on this subject based on the ideXlab platform.

  • Assistance to Secondary School Student with non-verbal learning disabilities
    2019
    Co-Authors: Filipič Ana
    Abstract:

    Non-verbal learning disabilities are still a relatively unknown neurological syndrome, which impedes individuals in their functioning in various fields despite their average or above-average intellectual ability. The authors state that their deficits can be reflected in the motor, visual, spatial, organizational, social and emotional fields and also have an impact on all other areas of life. However, strong areas such as early language and vocabulary development, good mechanical and auditory memory, attention to detail, early reading skills and spelling ability are also often presented. The problems of Secondary School Students with non-verbal learning disabilities are generally not outgrown and can become even more noticeable because of greater demands. In the theoretical part I present the characteristics of people with non-verbal learning disabilities, the expression of these difficulties during the Secondary School years and possible forms of assistance to overcome them. Concepts – executive functions, teaching strategies, and organizational skills – are briefly defined, because they often cause problems for Students with non-verbal learning disabilities and prevent them from successfully facing Secondary School challenges. Although it is crucial for deficits to be identified and addressed as soon as possible, some remain overlooked and are diagnosed as late as during Secondary School years as the demands become greater. In the empirical part, I focus on exploring strategies for helping a seventeen-year-old Student, whose non-verbal learning difficulties were recognized in high School. The following rating scales and questionnaires were used to form the initial functioning assessment: Children's Non-verbal Learning Disabilities Scale (Goldstein, 1999), Memlectics Learning Styles Questionnaire (Advanogy.com, 2004), Organization Skills Test- Version For Workers & Students (w.d.), Reading-to-Learn Strategies Questionnaire (Pečjak, 1998; Pečjak and Gradišar, 2012) and Executive Skills Questionnaire for Students (Dawson and Guare, 2012). Based on the initial assessment, a special pedagogical training was formed, which took place from the beginning of April to the end of June 2018, at the Student's home twice a week for two forty-five minute lessons. The training included strategies for developing organisational skills, executive functions and learning strategies, and was supported by a variety of accessories as well as information communication technology. The comparison of initial and final results showed some progress in the field of organization, use of learning strategies and executive functioning. Changes were seen in the use of advance planning and timing of his activities, organizing his obligations and learning, better preparedness for learning, more effective and active learning, and understanding of subject matter. Nevertheless, the considerable progress in all areas could still be made, as the Student is still heavily dependent on the encouragement and help of others. The reason for lesser progress than desired could be the short duration of training and the specific circumstances that limited the effectiveness of the training - recovery after surgery, replacement of missed subject matter, the complexity of the Secondary programme and completion of the School year. In order to achieve long-term goals, assistance should be continued, the support gradually reduced and responsibility and independence increased

  • Assistance to Secondary School Student with non-verbal learning disabilities
    2019
    Co-Authors: Filipič Ana
    Abstract:

    Neverbalne specifične učne težave so manj znan nevrološki sindrom, ki osebe, s kljub povprečnimi ali nadpovprečnimi intelektualnimi sposobnostmi, ovirajo pri njihovem funkcioniranju na različnih področjih. Avtorji navajajo, da se njihovi primanjkljaji lahko kažejo na motoričnem, vidno-prostorskem, organizacijskem, socialnem in čustvenem področju ter vplivajo tudi na vsa druga področja življenja. Pogosto pa so prisotna tudi močna področja, kot so zgodnji jezikovni razvoj in razvoj besedišča, dober mehanični in slušni spomin, pozornost na detajle, zgodnje bralne veščine in zmožnost črkovanja. V srednji šoli dijaki z neverbalnimi specifičnimi učnimi težavami teh težav praviloma ne prerastejo in lahko postanejo ob večjih zahtevah še opaznejše. V teoretičnem delu so predstavljene značilnosti oseb z neverbalnimi specifičnimi učnimi težavami, izražanje teh težav v srednješolskem obdobju in možne oblike pomoči za njihovo premagovanje. Na kratko so opredeljeni pojmi – izvršilne funkcije, učne strategije in organizacijske veščine, ki dijakom z neverbalnimi specifičnimi učnimi težavami pogosto povzročajo težave in jim onemogočajo uspešno soočanje s srednješolskimi izzivi. Čeprav je ključnega pomena, da se težave prepoznajo in obravnavajo čim prej, ostanejo nekatere spregledane in se diagnosticirajo šele v srednješolskem obdobju, ko postanejo zahteve večje. V empiričnem delu smo se zato osredotočili na raziskovanje strategij pomoči pri sedemnajstletnem dijaku, pri katerem so bile neverbalne specifične učne težave prepoznane šele v srednji šoli. Za oblikovanje začetne ocene funkcioniranja so bile uporabljene naslednje ocenjevalne lestvice in vprašalniki: Ocenjevalna lestvica za ugotavljanje neverbalnih specifičnih učnih težav (Goldstein, 1999), Vprašalnik za ugotavljanje učnih stilov (Advanogy.com, 2004), Vprašalnik o organizacijskih veščinah (Organization Skills Test- Version For Workers & Students, b.d.), Vprašalnik o učnih strategijah (Pečjak, 1998, v Pečjak in Gradišar, 2012) in Vprašalnik o izvršilnih funkcijah za učence (Dawson in Guare, 2012). Na podlagi začetne ocene je bil izdelan specialno-pedagoški trening, ki je potekal od začetka aprila do konca junija 2018. Izvajal se je na dijakovem domu dvakrat na teden po dve šolski uri. Trening je vključeval strategije za razvoj organizacijskih veščin, izvršilnih funkcij in učnih strategij ter je bil podprt z različnimi pripomočki in informacijsko-komunikacijsko tehnologijo. Primerjava začetnih in končnih rezultatov je pokazala določen napredek na področju organizacije, uporabe učnih strategij in izvršilnega funkcioniranja. Spremembe so bile vidne pri uporabi vnaprejšnjega načrtovanja in časovnega razporejanja lastnih aktivnosti, organiziranja lastnih obveznosti in učenja, boljše pripravljenosti na učenje, bolj učinkovitega in aktivnega učenja ter razumevanja snovi. Kljub temu pa bi lahko dijak na vseh področjih še precej napredoval, saj je bil še vedno precej odvisen od spodbud in pomoči drugih. Razlog za manjši napredek od želenega bi bil lahko prekratek čas izvajanja treninga in specifične okoliščine, ki so omejevale učinkovitost treninga – okrevanje po operaciji, nadomeščanje zamujene snovi, prezahtevnost gimnazijskega programa in zaključevanje šolskega leta. Za dosego dolgoročnejših ciljev bi bilo potrebno dijaku še naprej zagotavljati pomoč in postopno zmanjševati podporo ter spodbujati prevzemanje lastne odgovornosti in samostojnosti.Non-verbal learning disabilities are still a relatively unknown neurological syndrome, which impedes individuals in their functioning in various fields despite their average or above-average intellectual ability. The authors state that their deficits can be reflected in the motor, visual, spatial, organizational, social and emotional fields and also have an impact on all other areas of life. However, strong areas such as early language and vocabulary development, good mechanical and auditory memory, attention to detail, early reading skills and spelling ability are also often presented. The problems of Secondary School Students with non-verbal learning disabilities are generally not outgrown and can become even more noticeable because of greater demands. In the theoretical part I present the characteristics of people with non-verbal learning disabilities, the expression of these difficulties during the Secondary School years and possible forms of assistance to overcome them. Concepts – executive functions, teaching strategies, and organizational skills – are briefly defined, because they often cause problems for Students with non-verbal learning disabilities and prevent them from successfully facing Secondary School challenges. Although it is crucial for deficits to be identified and addressed as soon as possible, some remain overlooked and are diagnosed as late as during Secondary School years as the demands become greater. In the empirical part, I focus on exploring strategies for helping a seventeen-year-old Student, whose non-verbal learning difficulties were recognized in high School. The following rating scales and questionnaires were used to form the initial functioning assessment: Children\u27s Non-verbal Learning Disabilities Scale (Goldstein, 1999), Memlectics Learning Styles Questionnaire (Advanogy.com, 2004), Organization Skills Test- Version For Workers & Students (w.d.), Reading-to-Learn Strategies Questionnaire (Pečjak, 1998Pečjak and Gradišar, 2012) and Executive Skills Questionnaire for Students (Dawson and Guare, 2012). Based on the initial assessment, a special pedagogical training was formed, which took place from the beginning of April to the end of June 2018, at the Student\u27s home twice a week for two forty-five minute lessons. The training included strategies for developing organisational skills, executive functions and learning strategies, and was supported by a variety of accessories as well as information communication technology. The comparison of initial and final results showed some progress in the field of organization, use of learning strategies and executive functioning. Changes were seen in the use of advance planning and timing of his activities, organizing his obligations and learning, better preparedness for learning, more effective and active learning, and understanding of subject matter. Nevertheless, the considerable progress in all areas could still be made, as the Student is still heavily dependent on the encouragement and help of others. The reason for lesser progress than desired could be the short duration of training and the specific circumstances that limited the effectiveness of the training - recovery after surgery, replacement of missed subject matter, the complexity of the Secondary programme and completion of the School year. In order to achieve long-term goals, assistance should be continued, the support gradually reduced and responsibility and independence increased

Prknová Monika - One of the best experts on this subject based on the ideXlab platform.

  • Healthy Lifestyle Principles and Their Use in Teaching Practise
    2019
    Co-Authors: Prknová Monika
    Abstract:

    The thesis "A healthy lifestyle and its application in teaching practice" covers the principles of a healthy lifestyle among today̕ s Secondary School Students and their application in life. The author compares the differences in the healthy lifestyle of Secondary School Student, how they are interpreted by professionals, and compares them with the results of questionnaire conducted among pupils and their parents in the 2015/2016 School year at SŠ-COPTH (High School - Technical and Vocational Trainning Centre), Poděbradská 12, Prague 9, in the chemist operator and car mechanic fields. The conclusions that the author has come to show to what extent today̕ s Secondary School Students, whether studying graduation courses or apprenticeships, enjoy a healthy lifestyle and the degree of their motivation to take care of their health. Work on this topic has led the author to reflect on how to continue to reach out to young people to ensure that they maintain a healthy lifestyle. KEY WORDS: health, healthy lifestyle, Student motivation, education towards health, food additive

  • Healthy Lifestyle Principles and Their Use in Teaching Practise
    Univerzita Karlova Pedagogická fakulta, 2019
    Co-Authors: Prknová Monika
    Abstract:

    Diplomová práce "Zásady zdravého životního stylu a jejich uplatnění v pedagogické praxi" zahrnuje teoretické základy zdravého životního stylu dnešní středoškolské mládeže a jejich uplatňování v životě. Autorka porovnává rozdíly ve zdravém životním stylu středoškoláků, jak jej pojímají odborníci a srovnává je s výsledky dotazníkového šetření žáků a jejich rodičů ve školním roce 2015/2016 na SŠ-COPTH Poděbradská 12, Praha 9, v oborech chemik operátor a automechanik Závěry, ke kterým autorka dospěla, ukazují nakolik dnešní středoškolská mládež ať už maturitních, či učňovských oborů uplatňuje zdravý životní styl a úroveň její motivace starat se o své zdraví. Zpracování daného tématu vedlo autorku k zamyšlení, jak i nadále působit na mládež při jejím vedení k dodržování zásad zdravého životního stylu. KLÍČOVÁ SLOVA: zdraví, zdravý životní styl, motivace žáků, výchova ke zdraví, potravinářská aditivaThe thesis "A healthy lifestyle and its application in teaching practice" covers the principles of a healthy lifestyle among today̕ s Secondary School Students and their application in life. The author compares the differences in the healthy lifestyle of Secondary School Student, how they are interpreted by professionals, and compares them with the results of questionnaire conducted among pupils and their parents in the 2015/2016 School year at SŠ-COPTH (High School - Technical and Vocational Trainning Centre), Poděbradská 12, Prague 9, in the chemist operator and car mechanic fields. The conclusions that the author has come to show to what extent today̕ s Secondary School Students, whether studying graduation courses or apprenticeships, enjoy a healthy lifestyle and the degree of their motivation to take care of their health. Work on this topic has led the author to reflect on how to continue to reach out to young people to ensure that they maintain a healthy lifestyle. KEY WORDS: health, healthy lifestyle, Student motivation, education towards health, food additivesKatedra pedagogikyFaculty of EducationPedagogická fakult