Дисертації з теми "High school student activites"
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1
Kilrea, Timothy B. Lugg Elizabeth T. "A study of the relationship between extracurricular activity participation and the academic achievement of high school students." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924349.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Larry McNeal, Ken Strand, David Tucker. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
2
Li, Pui-sang. "Development of the student union of a secondary school in Hong Kong : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036459.
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3
Casey, Arthur Clifford. "A Study of the Relationship of Student Participation in the Activities Program to Student Achievement, Attendance and Scores on College Admissions Examinations." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331575/.
Повний текст джерелаАнотація:
This investigation studied the impact of male student involvement in selected school activities upon grade-point averages, rates of attendance and college entrance examination scores. The main purpose of this study was to provide data for state officials, school administrators, and school boards as they seek to make decisions concerning the activities program and its place in the educational system. The specific purpose was to determine if involvement in selected school activities had any relationship to the variables grade-point average, attendance, and scores on college entrance examinations. The study was carried out in four large Texas high schools with a total student population of 6,456. Male participants in seven major school activities were randomly selected. This process produced a total sample of 280 male students representing participation in seven activities in four high schools. Each activity was represented by a sample of forty male students. The conclusions were drawn that (1) there is a positive relationship between participation in the activities program by male students and attendance rate, grade-point average, and scores on the Scholastic Aptitude Test and (2) there was no negative relationship between participation in the activities program and the participants' ability to receive a high school education.
4
Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.
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5
Huang, John. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.
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6
Hilton, Annette I. "Attitudes to school of extracurricular activity participants and non-participants /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19154.pdf.
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7
Farmer, William Dale Walls Kimberly C. "Relationships of dimensions of the meaning of the choral experience to high school students preferences for concerts vs show choir." Auburn, Ala, 2009. http://hdl.handle.net/10415/1869.
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8
Hickok, Stephen Clyde Walls Kimberly C. "The relationships of parental involvement, motivating factors, and socioeconomic status to high school all-state choir and band membership." Auburn, Ala, 2009. http://hdl.handle.net/10415/1587.
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9
Meadows, Monica. "A descriptive analysis of why female adolescents choose to participate in school related extra-curricular activity." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001meadowsm.pdf.
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10
Miranda, Janet Young. "A Study of the Effect of School-Sponsored, Extra-Curricular Activities on High School Students' Cumulative Grade Point Average, SAT Score, ACT Score, and Core Curriculum Grade Point Average." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2879/.
Повний текст джерелаАнотація:
This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant difference was found among the activity subgroups regarding the cumulative grade point averages in the core curriculum subjects of foreign language, history/English (an interdisciplinary subject at the studied school), mathematics, and science with musicians scoring significantly higher than athletes in all subjects. It is recommended that further studies be conducted to investigate the impact of activities on student achievement. Studies might include larger and different populations, the impact of participation at a younger age, and the impact of other activities on student achievement.
11
Smith, Scott James. "An investigation of athletic participation fee practices in Ohio public high schools /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013025.
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12
Beyer, Charles Edward. "A Comparison of High School Student and Adult Expectations of Leader Behavior." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4972.
Повний текст джерелаАнотація:
The purpose of this study was to determine whether the type of activity or type of role played within an activity influenced expectations of leader behavior. One-hundred forty-five adult leaders, student leaders, and student group members of high school basketball teams, bands, journalism staffs, and student government associations were surveyed regarding their expectations of ideal adult leaders, student leaders, and leaders in general across eight leadership constructs. Multivariate analysis of variance results suggest that the type of activity influences group expectations of adult activity leaders. Results also suggest that women expect more consideration from student leaders and leaders in general than do males. Further analyses determined that students expect more initiation of structure, networking, and expertise from adult leaders than student leaders.
13
DiBiasio, Anthony J. "The status of drug and alcohol prevention activities in Ohio high schools : implications for the Ohio high school athletic association and the student athlete /." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1210867759.
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14
McCaughn, Kyle Patrick. "The maturation of high school students involved in extracurricular activities as witnessed from a guidance counselor's perception." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999mccaughn.pdf.
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15
Whepley, Katherine Brosius. "Classroom activities that motivate gifted high school students: an investigation of student and teacher perceptions." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/5428.
Повний текст джерелаАнотація:
This quantitative study was designed to investigate whether gifted achievers and gifted
underachievers differ in their perceptions of the intrinsic motivation of specific classroom
activities and if their motivation as measured by the IMI correlates to academic performance as
measured by class grades. The study also investigated which activities are frequently used by
teachers of gifted students as well as how motivating they believe each activity is to students.
The sample included 21 gifted students in a large urban high school and 10 teachers. The
students completed a pre-inventory checklist of activities they believe to be valuable and then
completed a Likert-scale inventory. The inventory is an adaptation of the Intrinsic Motivation
Scale from the University of Rochester and includes subscales which rate students’ enjoyment,
competence, perceived choice, and pressure/tension related to a variety of commonly used
classroom activities. Teachers completed a two-part Likert-scale inventory of classroom
activities: first to investigate the frequency of use of a number of common classroom activities
and then to collect data on the teachers’ assessment of the motivating value of each activity. This
study may provide insights between research into motivation theories and research in effective
classroom activities and may help teachers provide better classroom conditions for all students,
but particularly underachieving gifted students.Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum & Instruction
16
Massey, Daniele Ann. "Teacher's Implementation of Engaging Activities in Online High School Courses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6239.
Повний текст джерелаАнотація:
Student engagement is critical to student success, graduation rates, and retention in both face-to-face and online learning environments. In an online environment, the teacher is responsible for implementing engaging instructional activities. The problem examined in this qualitative case study was the inconsistent teacher implementation of engaging instructional strategies in online courses at a school serving U.S. military-connected students. The purpose of the study was to investigate the motivation of teachers to support student engagement opportunities. Self-determination theory (SDT), which has autonomy, competence, and relatedness as main constructs, was used as the conceptual framework and the basis for the research questions. The research questions focused on influence of teacher's motivation on implementation of engaging instructional activities. Seven online high school teachers were selected as participants. Data sources consisted of interviews with participants and assessments of the courses. Data was analyzed using open and axial coding based on SDT. Findings showed that motivation to implement the activities was positively influenced by autonomy, competence of content knowledge, and relationships. Motivation was negatively influenced by a lack of competence in technical skills in the online environment. As a result of the findings, a professional development workshop was developed to increase teacher's understanding of student engagement and provide the instructors with an opportunity to collaborate with colleagues to create a resource toolbox for future use. The findings promote positive social change by adding to the body of knowledge on online learning in secondary schools and providing online high school teachers with insight about online course development and student engagement strategies they can use to positively affect student learning.
17
Wilder, Christopher. "An Examination of Parents' Preferred School Counselor Professional Activities." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33211/.
Повний текст джерелаАнотація:
The purpose of this study was to examine parent preferences for school counselor professional activities. The primary focus of research was to determine if any relationship exists between (1) parents' demographic factors - gender, age, socioeconomic status, ethnicity - and their preferences for school counselors' professional activities; (2) educational factors - parents' level of education and grade level of their student (9-12) - and parents' preferences for professional activities; and (3) parents' experience parenting high school students and their preferences for school counselors' professional activities. I utilized a 7-item demographic questionnaire and an adapted version of the School Counselor Activity Rating Scale (SCARS; Scarborough, 2005). The SCARS is a 48-item standardized instrument that measures how school counselors actually spend their time engaged in professional activities compared to how they would prefer to spend that time. The format was adapted from a verbal frequency scale to a 5-point Likert-type scale. In the current study, parents indicated their preference for school counselors to enact certain tasks, with higher scores indicating greater endorsement of the task. Cronbach's alpha for each of the SCARS subscales indicated good internal consistency: Counseling .879; Consultation .831; Curriculum .933; Coordination .867; and "other" .828. The sample was composed of 250 parents from a school district in the southwestern United States. The study population consisted of 198 female and 52 male participants ranging in age from 31 to 66 years old and included 6.4% African American, 1.6% Asian/Pacific Islander, 8.0% Hispanic, 4% Native American, and 83.6% White. Results indicated that parents overall preferred counselors to engage, from most to least, in Coordination, Counseling, "other," Curriculum, and Consultation activities and that they most strongly endorsed counselors providing students with academic advising and counseling for school related behavior. Regarding the primary focus of this study, the Pearson product moment correlation coefficient was utilized to ascertain potential relationship between variables. Results indicated a small statistically significant correlation between gender and the Counseling subscale score, r = .178, p < .01. Compared to male parents, female parents' scored higher on the Counseling subscale. Results also indicated a small statistically significant negative correlation between parents' eligibility for their children to receive free or reduced-price lunch and Coordination subscale scores, r = -.126, p < .05. Parents eligible to participate in the government's free or reduced-price meals under the National School Lunch and Child Nutrition Program were more likely than non-eligible parents to indicate a preference for counselors to coordinate student referral to school-related programs and services. Respondents' reports of their age, ethnicity, parents' educational attainment, student grade level, and parents' experience parenting high school students did not correlate significantly with their SCARS scores. Parents' preferences based on responses to the SCARS are discussed, as are implications for school counselors, directors of guidance, and counselor education faculties.
18
Lai, Hon-hung John. "Teacher's perceptions on extra-curricular activities in Hong Kong secondary schools : implications for school administrators /." Hong Kong : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18494377.
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19
Green, Amy. "Barriers and facilitating factors to high school students' school engagement." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003008.
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20
Rees, Elizabeth G. "The effects of participation in extracurricular activities on academic performance in secondary school students." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/ERees2008PartI.pdf.
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21
Dye, Tracy Leanne. "Relationship Between Leadership Traits and Activity Participation Among Madison Plains High School Students." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306869673.
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22
Li, Pui-sang, and 李培生. "Development of the student union of a secondary school in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958059.
Повний текст джерела
23
Hanks, Camille E. "Relationship between Extracurricular Activity Involvement and Student Success Among High School Students in Accelerated Academic Curricula." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7302.
Повний текст джерелаАнотація:
Over the last few decades, a growing body of research has linked extracurricular activity participation with positive outcomes among high school students. Extracurricular activities often provide a rich environmental context for positive youth development, given that they provide opportunities for identity formation, the creation of interpersonal connections, and the development of social, emotional, academic, and/or career-related skills. However, there are no studies to date examining the relationship between extracurricular activity involvement and student outcomes among students enrolled in rigorous high school curricula (e.g., Advanced Placement [AP] and International Baccalaureate [IB]). The purpose of the current study was to extend the current understanding of the relationship between extracurricular activity involvement and academic and mental health outcomes for youth enrolled in AP and IB programs by investigating the levels of extracurricular activity participation among AP/IB students, and examining whether participation predicted student success in terms of academic and mental health outcomes. Given the increased academic demands faced by this group of students, this study aimed to also investigate the overscheduling hypothesis to see whether there was a curvilinear relationship between extracurricular activity involvement and student success (i.e., a point of diminishing return). In addition, this study examined whether the program type (i.e., AP or IB) moderated the relationship between extracurricular activity participation and student outcomes. Using data obtained from a larger research project led by Dr. Shannon Suldo and Dr. Elizabeth Shaunessy-Dedrick (Institute of Education Science: R305A100911), results indicated that on average, AP and IB students (N= 2,379) reported being involved in 3-4 different extracurricular activity types and spent approximately 5-9 hours per week involved in extracurricular activities. Findings also revealed that compared to AP students, IB students participated in a greater number of types of activities (3.38 vs. 3.89) and more hours of activities per week (3.03 vs. 3.18, where “3” corresponds to 5-9 hours per week). Although a significant difference in the overall levels of involvement in extracurricular activities was observed between AP and IB students, these differences did not translate into differences in associations between extracurricular involvement and student outcomes. Finally, this study found significant linear associations between the breadth of extracurricular activity participation and higher levels of life satisfaction, lower levels of psychopathology, higher GPAs, and higher AP/IB exam scores. Significant linear relationships between the intensity of extracurricular activity participation and lower levels of psychopathology and higher GPAs were also observed. Regarding the overscheduling hypothesis, results from the current study found curvilinear relationships between breadth of participation and AP/IB exam scores and GPA, with optimal levels of breadth of 4.1 and 5.2 types of extracurricular activities, respectively. Moreover, curvilinear relationships were also observed between intensity of participation and students’ psychopathology and GPA, with optimal intensity scores of 3.2 and 3.3 (i.e., between the “5-9” and “10-19” hours per week response option categories), indicating that participation in 20 or more hours of activities per week was associated with diminishing outcomes. Implications of findings for school psychologists and educational stakeholders, as well as future directions for research are discussed.
24
Lightburn, Millard E. "Evaluation of anthropometry activities for high school science: student outcomes and classroom environment." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2494.
Повний текст джерелаАнотація:
The study involved the evaluation of anthropometric activities for high school science. The activities actively engaged students in the process of gathering, processing and analyzing data derived from human body measurements, with students using their prior knowledge acquired in science, mathematics and computer classes to interpret this information. Quantitative (survey) and qualitative (interview) methods were used to provide answers to the research questions. The quantitative portion of the study involved students' achievement, students' attitudes to science and students' perceptions of the classroom learning environment. A pretest/posttest design was used with achievement outcomes, however, only a single assessment of student attitudes and classroom environment was made. The sample size used to gather data on students' attitudes to science and students' perceptions of the leaming environment was 726 students. Five hundred and ninety-eight (598) students tools the biology test. However, analyses were restricted to the subsample of 158 students who had experienced the anthropometric laboratory activity. Twenty-four students (24) were interviewed for the qualitative part of the study. Data generated from the interviews were used to complement information provided in the surveys. The main purpose of this research was to evaluate these student-centered activities in terms of students' achievement, students' attitudes and students' perceptions of the science classroom environment. Other aims included: to validate generally-applicable measures of classroom learning environments and students' attitudes to science; to investigate gender differences in students' achievement, attitudes and perceptions of classroom environment; and to investigate associations between the classroom learning environment and the student outcomes of performance and attitudes.Some of the important findings of this study included: 1. In reference to the survey instruments, the item analyses supported the internal consistency reliability and ability to differentiate between classrooms of the learning environment questionnaire and the analyses of attitude data supported the factorial validity, internal consistency reliability and discriminant validity of the attitude questionnaire. 2. Substantial differences between the pretest and posttest scores for the achievement measures in Biology and anthropometric activities were found. These findings were supported by statistically significant t-test scores and effect sizes. 3. There was a positive influence of using anthropometric activities on both students' attitudes and their perceptions of the classroom learning environment. The findings based on qualitative information (interviews, which involved twenty-four students) were consistent with patterns emerging from our quantitative information (surveys, which involved 760 students) and they supported the effectiveness of the anthropometric activities. 4. The analysis of gender differences in students' achievement, attitudes and perceptions of classroom environment revealed that boys have more positive attitudes to science than girls do and is in agreement with past studies. However, females' students demonstrated more favorable perceptions of the learning environment than mates, primarily with Student Cohesiveness and Rule Clarity. 5. The association between student attitudes and their perception of the leaming environment indicated that students' attitudes to science are most likely to be positive in laboratory classes where student perceive a strong integration between the concepts and principles covered in theory classes and in laboratory classes. These findings are consistent with results in other countries.6. The association between achievement and student perceptions of their learning environment, suggest that integration of theoretical concepts with laboratory activities (Integration), a cohesive student group (Student Cohesiveness) and using appropriate laboratory materials and equipment (Material Environment) are likely to lead to student achievement. This finding replicates the results of previous studies. 7. I found stronger outcome-environment associations for attitudes than for achievement. This finding is consistent with results from past research. The contributions and significance of this study can be summarized as follows: 1. One of the key components of this study was the development and implementation of the innovative anthropometric laboratory activity, which was especially designed for this research. 2. Another contribution of this study is to the field of integrated curriculum instruction. While most instructional curricular activities are subject specific, this study is interdisciplinary in nature because it effectively links concepts and skills from science, mathematics, statistics, and technology (graphing calculators and computers). 3. A unique feature of this research is that it had an evaluation component involving student performance, student attitudes, and the nature of the classroom learning environment. Therefore, the study contributes to the field of learning environment research by adding another study to the limited research that has employed the classroom environment as a criterion of effectiveness in evaluating educational innovations. The study has the potential to help other science teachers to apply these ideas in their classrooms.
25
Wong, Wai-ling, and 黃慧玲. "Students' perceptions on the enrichment program in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4500786X.
Повний текст джерела
26
Lightburn, Millard E. "Evaluation of anthropometry activities for high school science : student outcomes and classroom environment /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14071.
Повний текст джерелаАнотація:
The study involved the evaluation of anthropometric activities for high school science. The activities actively engaged students in the process of gathering, processing and analyzing data derived from human body measurements, with students using their prior knowledge acquired in science, mathematics and computer classes to interpret this information. Quantitative (survey) and qualitative (interview) methods were used to provide answers to the research questions. The quantitative portion of the study involved students' achievement, students' attitudes to science and students' perceptions of the classroom learning environment. A pretest/posttest design was used with achievement outcomes, however, only a single assessment of student attitudes and classroom environment was made. The sample size used to gather data on students' attitudes to science and students' perceptions of the leaming environment was 726 students. Five hundred and ninety-eight (598) students tools the biology test. However, analyses were restricted to the subsample of 158 students who had experienced the anthropometric laboratory activity. Twenty-four students (24) were interviewed for the qualitative part of the study. Data generated from the interviews were used to complement information provided in the surveys. The main purpose of this research was to evaluate these student-centered activities in terms of students' achievement, students' attitudes and students' perceptions of the science classroom environment. Other aims included: to validate generally-applicable measures of classroom learning environments and students' attitudes to science; to investigate gender differences in students' achievement, attitudes and perceptions of classroom environment; and to investigate associations between the classroom learning environment and the student outcomes of performance and attitudes.Some of the important findings of this study included: 1. In reference to the survey instruments, the item analyses supported the internal consistency reliability and ability to differentiate between classrooms of the learning environment questionnaire and the analyses of attitude data supported the factorial validity, internal consistency reliability and discriminant validity of the attitude questionnaire. 2. Substantial differences between the pretest and posttest scores for the achievement measures in Biology and anthropometric activities were found. These findings were supported by statistically significant t-test scores and effect sizes. 3. There was a positive influence of using anthropometric activities on both students' attitudes and their perceptions of the classroom learning environment. The findings based on qualitative information (interviews, which involved twenty-four students) were consistent with patterns emerging from our quantitative information (surveys, which involved 760 students) and they supported the effectiveness of the anthropometric activities. 4. The analysis of gender differences in students' achievement, attitudes and perceptions of classroom environment revealed that boys have more positive attitudes to science than girls do and is in agreement with past studies. However, females' students demonstrated more favorable perceptions of the learning environment than mates, primarily with Student Cohesiveness and Rule Clarity. 5. The association between student attitudes and their perception of the leaming environment indicated that students' attitudes to science are most likely to be positive in laboratory classes where student perceive a strong integration between the concepts and principles covered in theory classes and in laboratory classes. These findings are consistent with results in other countries.
6. The association between achievement and student perceptions of their learning environment, suggest that integration of theoretical concepts with laboratory activities (Integration), a cohesive student group (Student Cohesiveness) and using appropriate laboratory materials and equipment (Material Environment) are likely to lead to student achievement. This finding replicates the results of previous studies. 7. I found stronger outcome-environment associations for attitudes than for achievement. This finding is consistent with results from past research. The contributions and significance of this study can be summarized as follows: 1. One of the key components of this study was the development and implementation of the innovative anthropometric laboratory activity, which was especially designed for this research. 2. Another contribution of this study is to the field of integrated curriculum instruction. While most instructional curricular activities are subject specific, this study is interdisciplinary in nature because it effectively links concepts and skills from science, mathematics, statistics, and technology (graphing calculators and computers). 3. A unique feature of this research is that it had an evaluation component involving student performance, student attitudes, and the nature of the classroom learning environment. Therefore, the study contributes to the field of learning environment research by adding another study to the limited research that has employed the classroom environment as a criterion of effectiveness in evaluating educational innovations. The study has the potential to help other science teachers to apply these ideas in their classrooms.
27
Dieckman, Douglas D. "Locker room to life do sports build character? /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dieckmand.pdf.
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28
Eberle, Amanda K. N. "The Relationship Between Adolescents' Extracurricular Activities and Health and/or Risk Behaviors." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1401191511.
Повний текст джерела
29
Moy, Lisa. "Anti-racism and multiculturalism in secondary schools : listening to student activists and leaders." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27479.
Повний текст джерелаАнотація:
Much debate on the conceptualization and implementation of anti-racist (AR) and multicultural (MC) education exists both in the literature and in practice. But often overlooked is the influence that students have in generating these initiatives against racism. This qualitative research draws on the experiences of ten student activists and leaders, and explores student-involved AR and MC programs in Vancouver, Montreal, and Toronto. Specifically, the roots of student involvement, their views of AR and MC, the factors which limit action within schools, and the sources of hope and discouragement will be documented. It is argued that school ethos, a hierarchy of student activities, bureaucracy, and power relations between adults and students all act to marginalize and affect the outcome of student programs which challenge racism. Genuine collaboration, and the influence and necessity of adult allies, are emphasized.
30
Conklin, Sarah B. "High School Teacher and Administrator Perceptions of Student Health Promotion: An Exploratory Study." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3958.
Повний текст джерелаАнотація:
The current study explored the high school health promotion environment with regards to physical activity, nutrition, and sedentary behaviors from the perspective of high school health and physical education teachers and administrators. Specifically, potential strategies for a prevention program to promote student physical activity participation and healthy eating, and decrease student sedentary time were explored.
Individual semi-structured interviews were conducted with physical education teachers to explore potential strategies to promote student health behaviors. Next, interviews were conducted with high school administrators to determine the feasibility of recommended strategies. Teachers and administrators in the current study expressed a need for strategies that target student health at the high school level; however, educators felt taxed and overburdened, and cited the current state of public education as a barrier to implementing strategies. Additional barriers to implementing health-based strategies included funding, transportation, supervision, facilities, and logistics or regulations. Participants explained the school lunch program has improved, with schools now offering healthier food. Unfortunately, the perceived number of students buying lunches has decreased and educators still feel the lunch options could be improved.
Although there were many barriers to implementing the extracurricular initiatives discussed, the following strategies were considered the most feasible by teachers and administrators in the current study: intramurals, open gym times, fitness classes or group exercise classes, fitness apps, and improving the school lunches. Teachers and administrators held mixed views about policy changes that have the greatest potential to influence student health behaviors. Educators called for parent and community partnerships to help overcome the hurdles associated with implementing extracurricular school-based health activities. Findings illustrated the necessity of a multi-faceted approach to implementing health-based strategies at the high school level.
31
Ailshie, Lyle C. "Participation in Extracurricular Activities and the Relationship to Academic Achievement and School Attendance Among High School Seniors." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2624.
Повний текст джерелаАнотація:
This study examines the relationship between participation in extracurricular activities and the variables of school attendance and academic achievement. The population for the study was the 1994-95 graduating class in the First Tennessee Development District high schools. The definition of extracurricular activities was expanded to include the employment of students. The relationships were examined through Pearson Product Moment correlations and by way of multiple regression. A total of 575 students from thirteen high schools made up the sample for this study. Schools were classified into three size categories and proportionally selected in order to accurately represent the population. Selected students responded to a survey instrument in order to provide the information to be analyzed. Demographic information concerning race, gender, and estimated family income was gathered. Respondents were also asked to provide the number of absences during the current year and current cumulative grade point average. The remaining portion of the survey contained a list of thirty-seven activities typically sponsored by high schools. Students provided information regarding the amount of time per week and the time frame of participation for any activity in which they participated. Space was allotted for respondents to provide the same information for activities not listed. A significant relationship was found between involvement in extracurricular activities and both school attendance and academic achievement. Results showed that as involvement in extracurricular activities increased, school attendance and academic achievement improved. This was true for two definitions of involvement. Results for employment differed. As involvement in employment increased, school attendance and academic achievement declined.
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Long, Roxanne. "Mediational Pathways between High School Extracurricular Participation and Young Adult Educational Attainment: A Structural Equation Analysis." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062847/.
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Little is known about the mechanisms by which extracurricular participation in high school influences educational attainment in young adulthood. Also limited is an understanding of the different types of extracurricular participation and how various activities may manifest within the relationship. The purpose of this study was to examine the link between high school extracurricular participation and educational attainment, with social capital, parental expectations, and academic achievement presented as mediators. Additionally, the present study will explore socioeconomic differences in the proposed relationships. The sample consisted of 5,239 ninth through twelfth graders from the National Longitudinal Study of Adolescent Health (Add Health). Structural equation modeling (SEM) and multiple-group SEM were used to test pathways.
Extracurricular participation was categorized into sports participation, non-sport participation, mixed participation (including both sport and non-sport), and no participation. Social capital, a latent factor, was measured by the latent variables of family and school capital. Various indicators of family closeness and inclusion of school culture from survey items operationalize social capital. Parental expectations, another latent factor, was measured by one survey indicator using the question of how disappointed would your resident father and mother be if you did not graduate from college. Academic achievement was measured by grade point average and calculated by the average of self-reported grades in four subjects: English, math, social studies, and science. Educational level attained used seven levels ranging from less than 8th grade to beyond a Bachelor degree. Gender, race, and parent education were also included as covariates.
Social capital, parental expectations, and high school academic achievement were all shown to be mediators between high school extracurricular participation and educational attainment. However, social capital's impact on educational attainment was indirect through GPA rather than direct. Sport showed better capacity to strengthen social capital than non-sport. However, non-sport participants achieved higher high school GPA than sport participants. On average, students involved in both sport and non-sport activities had more positive effects on all model variables than students involved in sports only. Results for socioeconomic comparison showed some evidence for the benefit of sport participation directly on educational level for low-income students. Practically speaking, the conclusion of the study is that students need to participate in a combination of activities that include both sport and non-sport to improve their chances of educational attainment.
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Vaino, Loide Mwasheka. "Transformation through engagement: developing Grade 9 leadership opportunities through activity system using change laboratory intervention in a secondary school in Omusati region of Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61569.
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The evolution of traditional educational leadership theory to contemporary leadership theory came as a response to an increased demand for better services in schools by creating platforms for learner leadership such as distributed leadership where learner leadership is located. This study of learner leadership is conducted in a secondary school in Omusati region of Namibia. Drawing on distributed leadership theory, the study sought to promote the distribution of leadership opportunities amongst all educational stakeholders, including learners, as provided for by policy and projected by educational leadership theory. The motivation of this study was the need to understand the problems associated with learner leadership as identified by past research. In addition, this study hoped to address the gap in the literature by exploring learner leadership development opportunities developing agency in learners through a Change Laboratory (CL) intervention. This study was as a transformative case study, how the grade 9s in the case study school were involved in leadership, the constraining factors that hindered the involvement of grade 9 learners in leadership, the enhancement of learner leadership at school, the positive contributions of CL workshops to participants and the leadership growth brought about by an intervention. This study generated data through observation, questionnaires, semi-structured interviews, focus group interviews, and Change Laboratory Workshops. The findings revealed that the grade 9 learners were marginally involved in leadership at the school. The most substantial challenge relates to traditional and outdated views of leadership on the part of teachers and educational managers. Additionally, the findings from the Change Laboratory workshops revealed that despite grade 9 learners being the youngest at school, they have the potential to be learner leaders. Hence in addition to several practical recommendations, the study recommends a change of mindset towards learner leadership so that opportunities are provided to contribute to the growth and development of learners. Finally, these research study findings will help my professional colleagues and policy makers in education to better understand the significance role of learner leadership involvements in schools.
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Huang, John, and 黃約翰. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kongfifth form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955770.
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Miller, Camille. "Patterns of Social Participation: Assessing the Long-Term Effects of Creating Social Capital." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2587.pdf.
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Bechtol, Susan Smith. "Adults' Perceptions of the Long-Term Effects of Participation in High School Sports." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26955.
Повний текст джерелаАнотація:
The long-term effects of participation in high school sports were the focus of this study. Ten top-level managers in Fortune 500 companies were asked about participation in high school sports and the enduring effects of that participation.
Five men (one black) and five women (one Asian) participated in the study. Interviewing, observing offices, and reviewing high school yearbooks were the methods of data collection. The data were analyzed using the constant-comparative method of Maykut and Morehouse (1994).
Based on the literature and the development of a sports participation theory, data were collected on the organizational and personal variables affecting participation in high school sports, and the sports participation variables affecting later life.
Long-term effects of sports participation in high school were identified in 13 areas: (1) being competitive, (2) being goal oriented, (3) being physically active, (4) making friends, (5) developing leadership skills, (6) enhancing self-esteem, (7) displaying sports paraphernalia, (8) practicing sports philosophy, (9) working as a team, (10) acquiring skills not taught in a classroom, (11) managing time, (12) volunteering, and (13) working with diverse groups. These findings may be helpful to school administrators and policy makers as they evaluate the benefits and liabilities of their sports programs.Ph. D.
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Lai, Hon-hung John, and 黎翰雄. "Teacher's perceptions on extra-curricular activities in Hong Kong secondary schools: implications for schooladministrators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955460.
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Clauson, Norma M. "The effect of an activity based integrated science curriculum on secondary student attitudes." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1072.
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Leung, Hoi-yan, and 梁愷恩. "A comparative study of music education in two secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27709528.
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Krier, Kathleen. "Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/121421.
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CITE/Mathematics and Science EducationEd.D.
Using Activity Theory as both the theoretical and analytical framework, this study investigated whether participation in the Math Science Partnership of Greater Philadelphia (MSPGP) had any relationship with changes in PSSA scores and math course taking patterns for students attending 23 partner district high schools. Participation included time spent attending professional development provided by the MSPGP and the level of engagement that a district had with the partnership. Results showed significant gains in PSSA achievement overall (t = 4.03, df = 22, p = .001) and for African American students in particular (t = 2.53, df = 13, p = .025). These results are similar to statewide results in Pennsylvania. The biserial correlation showed a relationship between the overall improvement in PSSA scores and the level of professional development in which schools participated (rp = .62, p < .05). Results also showed a significant gain in higher level math course completions for Latino/a students (t = 3.08, df = 19, p = .006). Although the gain in PSSA scores was not significant for Latino/a students, it was strongly correlated with the level of engagement schools had with the MSPGP (rp = .90, p < .05). Course completions, both overall and higher level, increased for the majority of schools. Achievement gaps persist for many of the schools even though the majority of African American and Latino/a students had increases in PSSA achievement as well as increases in course completions. The study also investigated whether other independent school district variables had any relationship with changes in outcomes. Results of the Pearson Correlation showed a significant relationship between the use of reformed curriculum and changes in PSSA achievement (r = .43, p = .04).
Temple University--Theses
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Westmoreland, James Larry. "A Study of Educational Reform Legislation, Extracurricular Activities, and No-Pass, No-Play in Texas House Bill 72." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330761/.
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The problem of the study was to ascertain the perceptions of high school personnel and students regarding the effectiveness and implementation of the educational reforms and the No-Pass, No-Play section in Texas House Bill 72 and compare them to changes in reported student academic performances. Questionnaires were mailed to a stratified random sample of fifteen high schools in Texas. Six persons were asked to respond at each school. The sample consisted of ninety participants. In addition, each school provided forty student grade profiles, twenty from 1984 and twenty from 1986. The instrument, "Questionnaire on Texas Educational Reform Legislation, Extracurricular Activities and No-Pass, No-Play," had eighteen questions. Questions one and two provided demographic data for the study. Questions three through eighteen assessed the perceptions of high school personnel and students regarding educational reforms and the "No-Pass, No-Play" rules. Hypotheses one through four used chi-square Tests of Independence to determine the significance among variables. Hypothesis five used a t value to measure the comparison of the grade-point averages from 1984 and 1986. Hypothesis six compared the result of hypothesis five and a z value generated from a comparison of a percentage of participant responses and the neutral value. The findings were that of 120 chi-square calculations only ten showed significance for 8.3 percent of the total. There were no significant differences found among the variables regarding the questions asked. There was a significant difference in what study participants thought about students' achievement and the actual differences in the student grade-point averages. A major conclusion was that the participants believed that students were achieving more academically since Texas House Bill 72 and "No-Pass, No-Play." In summary there were six findings, eleven conclusions, seven general recommendations, eight specific recommendations and six recommendations for further study reported as a result of this research.
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Thomas, Laura Tennille. "Extra-curricular activity participation, connectedness to school and cigarette and alcohol use : how the relationships work." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1865.
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The Extra-curricular Project (ECP) was a group randomised control trial which sought to explore the impact of extra-curricular activity (ECA) participation on health and educational outcomes for secondary students attending 18 Government and non- Government schools in Perth, Western Australia. This naturalistic observation study (2004-2006) monitored students‟ participation in ECA provided by their school, perceived connectedness to school, teachers and peers and cigarette and alcohol consumption. In this study, ECA are defined as activities students choose to do (not compulsory), are fun and are not part of normal classroom work. The four main types of extra-curricular activities in this study are: sport, recreation, the arts, and other.
The main aim of this doctoral study was to test if a reduction in smoking and alcohol use occurred amongst students who participated in ECA compared to non-participants. Three sub-studies were conducted to explore the research concepts. First, student and school-level characteristics associated with students‟ ECA participation in Year 8 were explored. Second, the contribution of connectedness to teachers and peer support to students‟ perceived connectedness to school in Year 8 was investigated. Third, the longitudinal relationship between ECA participation in Years 8 and 9 and perceived connectedness to school in Year 10 was examined.
Much research in the field of ECA has been cross-sectional in study design, limiting the investigation of causal relationships between key variables. This study sought to address this gap by examining the impact of ECA participation in Years 8 and 9 on students‟ perceived connectedness to school in Year 10. Consistency of students‟ ECA participation across Years 8 and 9 positively influenced students‟ later connectedness to school. Hence, participation in both Years 8 and 9 (consistent participation), not only in Year 8, yields beneficial outcomes for students in relation to their perceived connectedness to school.
The three sub-studies contributed to the overarching research question exploring the relationship between ECA participation and cigarette and alcohol use, and the role of connectedness to school as a mediator in this relationship. Students who reported a higher perceived level of connectedness to school were less likely to report recent or lifetime cigarette use and recent or recent hazardous alcohol use in Year 10. Moreover, mediation analyses identified that while consistent participation in ECA was not in and of itself protective of recent cigarette smoking, if through consistent ECA participation students‟ perceived connectedness to school was enhanced, this was protective of students‟ reported recent cigarette use in Year 10.
These findings suggest much can be done to reduce adolescents‟ risk of cigarette and alcohol use. First students should be assisted to develop a strong connectedness to their school to reduce their likelihood of cigarette and alcohol use. ECA participation is one way to enhance students‟ connectedness to school, but every opportunity to do so should be explored. In addition, the modification of ECA programs in Western Australian schools to encourage continued participation in multiple activities is likely to enhance students‟ connectedness to school and thus reduce the likelihood of cigarette and alcohol use.
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Pabayo, Roman. "The effects of a ban on extracurricular activities by teachers on students' levels of physical activity in the Montreal area /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79061.
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Since physical activity is part of a healthy lifestyle, there is a lot of interest concerning the determinants of this behaviour in youth since it is tracked into adulthood. Environmental determinants belong to one subset of factors that influence physical activity. Baseline and one-year follow-up data on level of physical activity were collected in classroom questionnaires from 1264 7th grade students (56.2% of eligible students). Physical activity was assessed via an adaptation of the Weekly Activity Checklist. The effect of a ban on extracurricular activities on adolescent physical activity levels was determined. Multivariate logistic regression analyses were used to determine the effect of the ban when controlling for baseline physical activity, the number of extracurricular activities regularly offered at the school, and season at baseline. Students attending high implementation schools were significantly more likely to increase their levels of physical activity after the ban was lifted, than students in low implementation schools (odds ratio (OR) = 1.49 (95% CI = 1.16, 1.91) and 2.19 (95% CI = 1.80, 2.67 for boys and girls respectively). These results suggest that a teachers' ban on sports-related ECAs was associated with a decrease in the PA levels of students attending secondary schools. The impact was higher among girls than boys.
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Bartholomew, Scott. "A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement During a Middle School STEM Activity." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4748.
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The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of mobile devices in K-12 classrooms. Some have conjectured that access to mobile devices may enable student self-directed learning.
This research used a mixed-method approach to explore the relationships between mobile devices and student achievement and self-directed learning during a Science, Technology, Engineering, & Mathematics (STEM) activity in a middle school Technology and Engineering Education classroom. In this study, 706 students from 18 classes worked in groups of 2-3 to complete an open-ended engineering design challenge. Students completed design portfolios and constructed prototypes. Classes were randomly divided with some receiving access to mobile devices during the study while others did not. Additionally, randomly assigned classes completed the design portfolio electronically while others completed the portfolio on paper. Final student portfolios and products were assessed using adaptive comparative judgment (ACJ). In ACJ, judges view two artifacts (portfolios or products) electronically and choose the better of the two. Repeating this process, a number of times produced a rank-order for the artifacts. The rank order for student portfolios and products represented student achievement. Statistical analyses of student access, portfolio type, student self-directed learning, and student achievement were conducted.
Thirty student interviews and five teacher interviews were conducted and interviewees were asked questions regarding mobile devices, self-directed learning, and their experience during the study. Responses from the interviews were transcribed and coded using causation and thematic coding techniques. The resulting themes from the interviews helped clarify the quantitative findings.
Findings from both the quantitative and qualitative analyses showed that student access to mobile devices was significantly correlated with higher scores on student design portfolios while student achievement on design products was independent of mobile device access. This suggests that mobile devices may improve student achievement in certain types of scenarios but not in others. Student self-directed learning was independent of mobile device access. Students and teachers both commented that mobile devices may be effective at increasing student self-directed learning or achievement but only through proper instruction and demonstration.
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張芳興. "澳門中學生休閒活動參與之研究". Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2594048.
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Brooks, Kimberlee. "Grade nine students and policy : perspectives of the school nutrition and physical activity environment." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3114.
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The school environment is often the focus of healthy eating and physical activity policies intended to address childhood obesity. However, students are usually excluded from the development and implementation of such policies. The purpose of this study was to explore grade nine student perspectives regarding: supports and barriers to healthy eating and physical activity at school; strategies for improving the school nutrition and physical activity environments; and potential student contribution to the development, implementation, and evaluation of school-based policies. A qualitative approach utilizing focus groups and photovoice with 30 students from two schools in southern Alberta was used to collect data. Major themes included: access to healthy food choices; teacher influences; peer influences; access to physical activity opportunities; impact of marketing; and conflicting messages. Students can provide valuable insights to policy development, implementation and evaluation. Implications for future research and policy development are reviewed.xi, 179 leaves : ill. ; 29 cm
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Whitelegg, Clifford Paul. "An Investigation of Conflicts in the Perceptions of Band Directors, School Administrators, and Selected Members of the Community About Their Respective Band Programs." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332176/.
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The purpose of the study was to investigate conflicts in the perceptions of band directors, band parents, band students, and selected school personnel regarding the role and scope of their respective band programs. The problems were to examine the relationships among these four groups in terms of selective perception, perceptual constancy, and polarization. Questionnaires were developed in order to survey the senior public high schools in Cedar Rapids, Iowa. In addition to demographic data, the questionnaires included perceptions about public performances, marching, concert, and jazz bands; contests and festivals; and other band related activities which might be desirable in a band program. The questionnaires concluded with opportunities for open-ended comments and suggestions about the survey instrument and the band program. Statistical computations included one-way analysis of variance, chi-square test, frequency counts, and cross-tabulations. Qualitative analyses and reports of interviews helped to clarify and interpret all statistical findings.
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Wong, So-Kam Sally. "An investigation of the relationship between socio-economic status and parental influence towards physical activity patterns in Hong Kong secondary school students." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248820.
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Hung, Chi-kwong. "Secondary students' perception of physical education lessons and its relationship with their participation behaviour in sport activities." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2190358X.
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Pitton, Debra Eckerman. "The Impact of Extracurricular Activities on the High School Academic Achievement of Average and Below Average Students During the Implementation of the Texas No Pass-No Play Rule (1983-1986)." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332291/.
Повний текст джерелаАнотація:
The State of Texas implemented the No Pass-No Play Rule within House Bill 72 in the spring semester of 1985. The addition of this section to the state education code was a part of the state's efforts toward educational reform. The perceived rationale implied in House Bill 72 is that extracurricular activities can inspire student motivation and increase student achievement. The No Pass-No Play Rule seems to imply that there is a relationship between student achievement and extracurricular activities, and further implies that a student can be motivated to achieve by the desire to continue to participate in extracurricular activities.
The problem of this study was a comparison of academic achievement for high school pupils involved in extracurricular activities and those who did not participate in extracurricular activities under the Texas No Pass-No Play Rule.
The purpose of this study was to determine the impact of extracurricular activities on the academic achievement of high school students, specifically looking at the years 1983 through 1986, when the No Pass-No Play Rule was implemented.
This study was an ex post facto study with data obtained from a cooperating Texas school district. Students were matched on critical variables, and their scores on a measure of achievement were analyzed to determine if there was any relationship between extracurricular activities and achievement. Repeated measures of achievement were also analyzed to determine if students involved in extracurricular activities scored differently from those not involved in extracurricular activities over this time period in which the No Pass-No Play Rule was implemented.
Results indicated that for those students involved in this study, there was no significant difference on a measure of achievement for students involved in extracurricular activities and those who did not participate. Results also indicated that in the years 1983 through 1986 all students involved in the study declined slightly in their achievement scores, regardless of involvement with extracurricular activities.