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Factors Affecting Bsmt Students Study Habit

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1 WHAT IS A FIELD STUDY? The field study is an integral part of the HDSR Program, and is the basis for much of the upper level course work required by our majors. The field study allows students to: • gain experience in integrating the theoretical perspectives learned in the classroom with experiences gained in the field; • achieve insight into the workings of an organization; • become more conscious of the relationship of social roles, institutional dynamics, and larger cultural systems. When students return to campus, Field Study Seminar assists students in analyzing and interpreting their experiences, culminating in a major academic paper. An HDSR field study differs from a conventional internship or practicum in important ways. The main difference lies in the purpose. The primary purpose of a conventional internship or practicum is for the student to perform a job and learn skills that will be useful in a future career. In contrast, the HDSR Field Study is an ethnographic research project. Its main purpose is for the student to hone his or her analytical skills and gain insight into the dynamics of the organization in larger societal context. That is not to say that the job, in and of itself, is not important. HDSR students are expected to work diligently, and make every effort to contribute to the organization in positive ways, along with the added dimension of observing and analyzing the organization. An HDSR field study might be thought of as a conventional internship/practicum, volunteer or paid position, plus ethnographic fieldwork. There are two HDSR Faculty members with whom you will work closely during all phases of your Field Study. Each has specific roles and responsibilities, depending on each stage of your Field Study—Pre, During, or Post—and each will assist you in meeting your responsibilities along the way. Pre-Field Study During Field Study and Prior to May 1 FS Seminar Donna McCormick Michael Jackson HDSR Program Coordinator Field Study Seminar Instructor mccordo@earlham.edu jacksmi@earlham.edu Office—LBC 320 Office—LBC 304 2 GOALS OF THE FIELD STUDY The HDSR Field Study is designed to: • provide an opportunity for students to integrate cognitive and experiential learning, and to employ various disciplinary perspectives in analyzing a particular setting; • provide students with an opportunity for independent study, to foster a greater sense of confidence in their abilities, and to use knowledge gained in the classroom in working with people and with organizations; • provide students with different means of interpreting human relations skills at a variety of levels—interpersonal and small group dynamics, and interactions involving larger societal systems, such as institutions and cultures; • provide students with an opportunity to explore roles outside of the context of the Earlham classroom. This exploration may include a potential career field, but is not a requirement of the Field Study. PREREQUISITE COURSEWORK Ideally, the field study grows from experiences in the HDSR Core Courses. You must take two prerequisite courses before you begin your field study: • HDSR 239: Persons and Systems, and • HDSR 359: Self, Society and Social Thought It is helpful, although not mandatory, to complete some of the HDSR required disciplinary courses, especially those at the introductory level such as Psych 115: Intro to Psychological Perspectives, So/An 115: Culture and Conflict or So/An 118: Institutions and Inequality. The prerequisite courses serve to: • highlight particular areas of interest from which you might develop field study possibilities; • introduce conceptual frameworks that will help you analyze the field experience; • expose you to field methods such as the case study, interview, participant observation, surveys, etc; • act as a framework on which the field study is built, by providing exposure to theory and knowledge which can be integrated with participant observation in the field setting; 3 COMPONENTS OF THE FIELD STUDY Field Study Orientation Field Study Orientation is presented during HDSR 359: Self, Society and Social Thought. This course focuses primarily on theoretical concepts as well as research methodology—both of which are important to a successful Field Study. A formal orientation will be presented to the SSST students by the HDSR Program Coordinator and the Field Study Seminar Instructor—with assistance and input from students who have already completed their Field Study. This orientation will provide you with key information about the Field Study, and will give you an opportunity to ask questions. Field Study Plan Before leaving campus, you must meet with the HDSR Program Coordinator, Donna McCormick, to discuss your field placement. Once approved, you must submit your Field Study Plan and résumé to Donna. Your résumé is due no later than April 1 unless you will be completing your Field Study in the spring semester. In that case, please submit your résumé by October 31. This necessary paperwork gives the college your contact information, telling us where you will be completing your field study, your start date, your supervisor’s contact information, and your job description. We understand that there are times when you will not have ALL of this information prior to leaving campus. You must however, provide Donna with as much of the information as you can obtain prior to leaving campus, and update us of any change in plans thereafter. If we do not have a definite plan with a definite start date—in writing— by June 1 we will assume that you will not be doing your Field Study this year. If this is the case, you must contact Michael Jackson by June 1 to discuss your future HDSR plans. The Field Study Plan, résumé, time sheet, supervisor evaluation, and field study notes are all components of the final grade that you will receive when you return to campus and take Field Study Seminar. Choosing The Field Study Site The HDSR Field Study can be completed in so many different ways that the choices can seem overwhelming! Remember to choose your site with your learning goals, your interests, and your financial situation in mind. Some of your options include: • an Earlham/GLCA program such as The Philadelphia Center, Northern Ireland program, SICE Japan program, or the New York Arts program; • completing your Field Study during the summer in either a paid position, or as a volunteer in an organization that you have a special interest in; • completing your Field Study in Richmond during the academic year, spreading your 200 hours over one or two semesters, allowing you to observe an organization over a longer period of time. 4 While You Are On Site Your Field Study is done with the agreement and cooperation of the supervisor of the organization you have chosen. It is imperative that you are a reliable and dependable worker, whether you are in a paid position, or serving as a volunteer. If you were unable to provide Donna with the name of the organization for which you will be working, as well as the name and contact information about your site supervisor, it is imperative to forward that information immediately to Donna before you begin ( or to Michael if after May 1.) Confidentiality Given the ethnographic dimension of the field study (that you are studying the organization and not just working there) issues of confidentiality come into play. When you make arrangements for your field study, discuss with your supervisor that you will be meeting an academic requirement through this job (or volunteer service), and that the end result will be a paper, analyzing various aspects of the organization. The paper will only be read for academic purposes by those in the HDSR program. Sometimes supervisors or others at a field site ask if they can read the field study paper. If you are asked about this, you should explain that in order to protect the privacy of the organization and all persons involved, it is the policy of HDSR not to make the field study paper available to anyone outside the program. If your supervisor expresses any concerns about this, you should reassure him or her that you will be protecting the privacy of the organization and those who work there by changing names and other identifying information. It may also be helpful to explain that the goal of the paper is not to expose flaws or problems in the organization, but to help students understand organizational dynamics. In accordance with the ethics of ethnographic research, you will provide your supervisor with a Guide to the HDSR Field Study for Supervisors, outlining the dimensions of the field research that you will be conducting. Your site supervisor must sign the attached consent form and return it to you, so that you can mail it to Michael Jackson. It is your responsibility to be certain that Michael receives this consent form by the beginning of your Field Study. Envelopes are provided for you in this packet. Ethnographic Research and Keeping Field Notes Ethnographic research is the central purpose of your field study. You will use participant observation as your primary means of collecting data. Recording your observations in the form of field notes is mandatory. Make note of ideas, readings, or previous classroom material that might help to interpret and analyze events that occur during your field study. Your field notes will become the basis for your analysis of the organization, and for the field study paper that you will write during your Field Study Seminar course. In addition to conducting participant observation, research your organization in order to gain a broad perspective of its organizational philosophy. Ask your supervisor if you may read the Mission Statement, the Vision Statement, as well as the Policies & Procedures Manual. Information such as flyers, brochures, and newspaper articles can illustrate how 5 the organization generates publicity. Ask questions in order to understand the operation of the agency or organization. Opportunities to engage in or observe staff or board meetings are ideal, if allowed. Keeping good field notes is essential! Record events and experiences daily. **More information regarding field notes is on pages 9-10 of this manual. Communication It is important to engage in ongoing consultation with your on-site supervisor. You are also required to consult and communicate with Michael Jackson on a regular basis as well. Michael may need to contact your site supervisor. For this reason, it is crucial that you provide us with complete contact information for you and your supervisor as part of your Field Study Plan. Your site supervisor will complete a brief, written evaluation of your job performance once the Field Study is completed. That form is found in the back of this guide. Ideally, the site supervisor will review this form with you. The supervisor can either give the evaluation form directly to you, or send it to Michael Jackson, in which case you should provide your site supervisor with a stamped, addressed envelope. This evaluation is part of your grade for Field Study Seminar and is placed in your HDSR file. You are encouraged to ask for a general letter of reference from your supervisor. This letter can be used in conjunction with a résumé to apply for future employment or graduate school. Back at Earlham—Courses and Credits The Field Study consists of two parts: HDSR 363, the actual fieldwork, and HDSR 364, Field Study Seminar. The field study requires the student to spend a minimum of 200 hours at the field site. There are no exceptions to this. You may enroll for 0 to 6 credits for HDSR 363; however, the same number of hours on site—200—are required for all students no matter how many credits they choose to receive for the field study. There are several reasons for choosing more/fewer credit hours depending upon an individual student’s credit needs for graduation, maintaining full time student status, and/or financial considerations (such as staying at or under 18 hours to avoid additional fees). Students generally enroll in HDSR 363:Field Study, the semester they return to Earlham following their Field Study. One exception to the above is as follows: If you complete your Field Study as part of an Earlham College off-campus program that has a field study or internship component, such as the Northern Ireland program, SICE Japan program, or the Philadelphia Center program, do not register for HDSR 363: Field Study. Instead, register for the off-campus program that you participate in, and that field study/internship will take the place of HDSR 363. Also, enroll in HDSR 364: Field Study Seminar, for the fall term following the completion of your Field Study. This is a 3 credit hour course. 6 CHOOSING YOUR SITE AND WHEN TO BEGIN PLANNING Your options for a Field Study site are broad, and are based primarily upon your personal preferences. Choose an area that you have an interest in, as you will be spending a great deal of time at the site, and later, delving into the inner workings of the organization during the Field Study Seminar. Planning early gives you the advantage of choice locations, prime programs, and paid positions. Early planning is also important if you want to complete your field study on an offcampus program. Consult with the Program Coordinator and your advisor, and look carefully at your four year plan. Earlham/GLCA Off-campus Programs with Field Studies These off-campus programs incorporate an internship that meets the HDSR requirements. • SICE Japan Program • New York Arts Program • Northern Ireland Program • Philadelphia Center If you will be participating in one of these off-campus programs, the faculty leader must be made aware of your plans for completing your HDSR field study. Be certain that your faculty leader understands that this is an HDSR requirement, and give them Donna’s contact information (found on page 1 of this guide). As soon as the information regarding your field study site is in place, and BEFORE you begin work, your site supervisor must sign the consent form in the Guide to HDSR Field Study for Supervisors so that you can return it to Michael Jackson. You should also contact Donna McCormick, Program Coordinator, with the remainder of the information for your Field Study Plan. Self-Designed Field Studies Many students choose to complete their field study during the summer in either paid or volunteer positions. Some choose to work at an organization in Richmond, while others work in or near their hometown. You may also choose to complete your Field Study during the academic year. If that is your plan, it may be advantageous to spread your Field Study over two semesters to allow you to get 200 hours and still keep up with other academic demands. If you choose to complete your field study at a location outside of the Richmond area, you must handle the arrangements with the organization you intend to work or volunteer with. Begin your planning at least a semester, or even two, ahead of the time you will do your field study, in order to minimize problems getting your paperwork completed. Remember that the completed Field Study Plan is part of your final grade in Field Study Seminar. 7 Recent Self-Designed Field Studies -Public Defender’s Office -A Restaurant -Community Civic Theater -The Breakthrough Collaborative -Family Guidance Center of Alabama -Amigos-Richmond, IN -Various Summer Camps -Charter School-Richmond -Chemical Dependency Treatment - International Partnership for Service Center Learning and Leadership The Program Coordinator can help you with a self-designed Field Study. Please prepare early in the semester prior to completing the Field Study so that problems are minimized and your experience maximized. Questions to Consider When Planning Your Field Study • What are your career interests? Do you want to use your Field Study to check out a possible career choice? • What are your learning goals for the Field Study? • What type of work do you enjoy? • Do you have financial constraints? Do you need your Field Study to take the form of a paying job, or can you afford to volunteer? • With what population would you like to work? (Children, families, or elderly for example.) • In which social system would you like to work? (Health, education, not-for-profit, business or law, for example.) • What are your personal strengths and weaknesses? • How much structure do you want or need in your Field Study setting? Since one goal of the Field Study is to help you broaden your experience, choose a setting in which you have not previously worked. If you choose to work at a site where you have previously worked, try to work in a different capacity or role than you did before. With regard to jobs for which Earlham College is the employer, those which are not directly related to academic programs can work well as a Field Study. However, those that entail assisting directly with an Earlham College class or program do not sufficiently remove a student from their role as an Earlham student, and therefore do not provide adequate opportunities for meeting the goals of the Field Study. If you are considering a position with Earlham College, please be sure to communicate directly with the Program Coordinator to determine if the position is appropriate. After deciding upon your work site, you must get approval from the HDSR Program Coordinator before the Field Study begins. 8 To Recap • Complete Your Prerequisites— 1. HDSR 239: Persons and Systems 2. HDSR 359: Self, Society and Social Thought 3. Attend the Field Study Orientation in SSST • Determine Your Site— 1. Think about your preferences, your finances, and your planned graduation date 2. Consider an Earlham approved off-campus program 3. Research and network 4. Talk with the Program Coordinator to focus your search 5. Get approval of your site PRIOR to leaving campus • Complete Your Paperwork— 1. Major Declaration Form 2. Field Study Plan 3. Resume • While on site— 1. Check your EC email regularly 2. Ask your supervisor to read and sign the consent form so that you can return it immediately to Michael Jackson 3. Complete a minimum of 200 hours 4. Take complete field notes 5. Collect additional information about your site 6. Ask supervisor to: a. complete your evaluation and return it to EC b. sign your time sheet c. provide you with a letter of reference 7. Write thank you notes to your supervisor and any others who might serve as references someday • Return To Campus— 1. Be certain to register for HDSR 363: Field Study, for the fall semester following your return to campus. You may register for 0-6 credits, depending upon your needs unless you are receiving credits for an internship or field work through another Earlham GLCA program. If you are receiving credit through another program, simply register for HDSR 363: Field Study, for 0 credits. 2. Submit time sheet and any other outstanding paperwork to Michael Jackson9 KEEPING ETHNOGRAPHIC FIELD NOTES The Field Study is a required component of the HDSR major. Approach it as you would any other course—prepare and do your homework! Your homework will primarily consist of the detailed, ethnographic field notes that are essential to the success of your research. Your field notes will record the observations that will be the basis for the detailed paper that you will write during your Field Study Seminar course. Your notes should include your observations of ordinary day to day events, interactions, and conversations, as well as interesting, unusual or unexpected things that occur during your field study. Several months may pass between the actual field work and the completion of the Field Study paper. This necessitates taking good notes in order to keep your memory fresh. Analysis of the experience will occur mostly during Field Study Seminar, and should not be the primary focus of your field notes. Notes may be handwritten, or kept on your computer. Find a method and style that works best for your organizational needs. You will turn in your field notes for credit at the beginning of the Field Study Seminar. They will then be returned to you so that you can use them while writing your paper. Questions to assist you in taking quality field notes: Daily • What interactions did I observe or participate in today? • Did anything unexpected happen today? How was it handled? • What decisions were made today? By me? By coworkers? By those we served? By others outside the site? What effect did these decisions have? • What styles(s) of supervision am I observing/experiencing? Is it effective? Why or why not? • What did I learn today? Who did I meet today? • How is my work going? How has my work changed? • What theories that I learned in HDSR and related classes provide insight into what I observed today? • Did I feel uncomfortable with anything I did or saw today? Why? Did I feel proud of anything I did or saw today? Why? Over the Course of your Field Study • What is the formal structure of the organization? The informal structure? Who really runs things? • What is the organization’s funding source? How does the organization allocate resources? • What is my role in the organization? What are my obligations to the organization? To co-workers? To clients? To the community? • How well does the organization communicate with staff? With clients? • What are the dynamics among staff members? Between staff and clients? • What are the goals/mission of the organization? Are they being met? Why or why not?10 • What do I think is effective in the organization’s system of operation? What is ineffective and why? • What would I change at this organization or in this system? Why and how? • Can this organization make a difference in people’s lives? How? If not, why not? • What are the demographics of this organization? • What are the demographics of those that this organization serves? • What dynamics do I observe in the organization that involve social categories such as race, class, gender, ethnicity, age, or sexual orientation? • What are the larger fields of power within which this organization operates? • How has the Field Study challenged my beliefs and personal values? My personal ethics? In what ways are my beliefs, values and ethics similar to those of others at the organization? In what ways are they different? • What theories from HDSR and related courses am I finding useful in analyzing the organization, and what theories are not useful? • What do you like most and least about this experience? What did you find most challenging? These questions are not exhaustive. Use them as starting points for recording field notes, and for thinking about the Field Study paper. Develop questions of your own as you progress through the Field Study. 11 FIELD STUDY CHECKLIST __ Schedule an individual meeting with the HDSR Program Coordinator (Donna) to discuss your plans for completing your Field Study. The Program Coordinator can assist you in locating and securing a position if you are having difficulty. __ Select a site in consultation with Donna, being sure to discuss with your on site supervisor that you will also be doing research to fulfill your academic requirements. Provide your supervisor with the Guide to HDSR Field Study for Supervisors, included in your packet. Ask them to sign and return the form to you. Mail the form to Michael. You MUST have your site supervisor’s written approval to conduct your Field Study at that site. __ Complete the Field Study Plan and submit it to the Donna before leaving campus. You must have the Program Coordinator’s signature, indicating approval of your site selection. __ Submit your résumé to the Program Coordinator by April 1 if you will be doing your Field Study in the summer, or by October 31 if you will be doing it in the spring semester. __ If you were unable to obtain all of the necessary information or signatures prior to leaving campus, complete that information prior to beginning your Field Study and e-mail it Donna McCormick. After May 1, email your information to Michael Jackson. Your arrangements and start date must be finalized and approved by us no later than 1:00 PM on June 1. __ Near the end of your Field Study, schedule a meeting with your supervisor to review your performance evaluation. __ Provide your supervisor with an addressed, stamped envelope in which to mail your evaluation to Michael. __ If appropriate, ask your supervisor for a letter of recommendation. Also ask if you may use them as a reference in the future. __ Complete your field notes and collect any additional print materials about your organization for the Field Study Seminar. __ Turn in your signed Time Sheet to Michael Jackson. __ Send written thank you notes (not e-mail) to your supervisor and others that were of assistance to you at your site. __ When you return in the Fall be sure to bring your field notes, which will constitute part of your grade in the Field Study Seminar. __ When you return in the Fall, be sure to bring articles and other readings you had in SSST and your other HDSR courses (along with any class notes and reading notes) so that you can draw from them when you write your field study paper.12 HDSR FIELD STUDY PLAN Name_______________________________________________ Today’s Date ________ Field Study Start Date________ Anticipated Graduation Date________ Home Address and Telephone # ___________________________________________________________________________ _____________________________________________________________________ Earlham E-mail Address (You must check your Earlham e-mail frequently throughout your Field Study) ________________________________________________________________________ Your Cell Phone #________________________________________________________ Organization’s Name______________________________________________________ Address_________________________________________________________________ Web Address_____________________________________________________________ On Site Supervisor’s Name, Telephone # and E-Mail Address ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ Job Description (Submit a copy of your position’s description if available) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ______________________________________________________ Level of Supervision from On-Site Supervisor: Instruction, consultation, meetings—how will supervision be structured? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________ Is this a paid or unpaid position? _____________________________________________ Student____________________________________________________Date__________ HDSR Program Coordinator___________________________________Date__________13 FIELD STUDY TIME SHEET Keep a record of hours worked on this sheet. Ask your supervisor to sign it prior to turning it in to Michael Jackson. Sun Mon Tues Wed Thurs Fri Sat Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Student Signature______________________________________________ Date_________ Site Supervisor’s Signature_______________________________________Date________14 STUDENT EVALUATION Please complete this brief evaluation at the end of the student’s time with your organization. We encourage your comments in addition to the ratings. We ask that you review the evaluation with the student, and remind you that constructive criticism will only help to improve the student’s performance. Please return this evaluation to: Michael Jackson HDSR Program Director Earlham College 801 National Road West Richmond, IN 47374 765-983-1265 jacksmi@earlham.edu Student’s Name___________________________________________________________ Field Study Site___________________________________________________________ Unacceptable Acceptable Neutral Good Excellent Work Habits • Student was punctual and remained on the 1 2 3 4 5 job until shift ended • Student made arrangements with supervisor 1 2 3 4 5 if he/she needed to make adjustments in the schedule • Student dressed appropriately for work, according 1 2 3 4 5 to workplace policy • Student took responsibility for own learning 1 2 3 4 5 • Student followed workplace policies and procedures 1 2 3 4 5 • Student completed assigned tasks 1 2 3 4 5 • Student sought supervision as needed 1 2 3 4 5 • Student completed readings, trainings, etc. as 1 2 3 4 5 required by the organization and supervisor Professional Demeanor • Student worked constructively within the 1 2 3 4 5 organization’s parameters • Student asked appropriate questions 1 2 3 4 5 • Student maintained good working relationships with 1 2 3 4 5 staff members • Student maintained good working relationships with 1 2 3 4 5 clients/consumers • Student worked effectively as a team member 1 2 3 4 515 Communication Unacceptable Acceptable Neutral Good Excellent • Student communicated clearly and concisely in 1 2 3 4 5 both written and oral form • Student used appropriate channels of communication 1 2 3 4 5 • Student provided supervisor with HDSR Field Study 1 2 3 4 5 information and communicated the goals and rationale of the Field Study Supervisor Comments ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Did this student fulfill the requirement of 200 hours?_____________________________ Did you review this evaluation with the student? _________________________________ Supervisor Signature_______________________________Date_____________________

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...The proponent would like to study the Factors Affecting the Study Habits of Bachelor of Science in Finance Students in University of Makati as perceived by the Fourth Yr. Students, Academic Yr. 2010-2011. Please read the instructions carefully and answer the questions based on your own personal views. The questionnaire will not take more than 20 minutes to complete, your responses will be kept strictly confidential and will be used for the educational purposes only. Should you require further clarification please do not hesitate to contact our professor at 09192261202 Thank you very much for your cooperation Sincerely yours, The Proponent General Instruction: please put a check on a space provided that best describes your answer and fill in the blank. Please do not leave a question unanswered. Name (optional) __________________________________ Address ________________________________________ Screening Questions: 1. Do you Study in University of Makati? ( ) Yes ( ) No 2. Are you a fourth yr. B.S. Finance students? ( ) Yes ( ) No II- Demographic Profile 3. Age ( ) 18-19 ( ) 20-21 ( ) 22-23 ( ) 24-25 ( ) above 26 4. Gender ( ) Male ( ) Female 5. Civil Status ( ) Single ( ) Married ( ) Widow ( ) Separated 6. Enrollment Status ( ) Fulltime Students ( ) Working Students III- Professor,......

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Factors Affecting the Study Habits of Students in Cnhs

...Catanduanes National High School Virac, Catanduanes SY: 2010-2011 February , 2011 Dear Respondents, The aim of this questionnaire is to gather information about the factors affecting the study habits among students. The researchers are currently in their fourth year level and are conducting the research to fulfill the requirements for English IV. The research aims to use the data gathered to determine the probable factors affecting the study habits among students of Catanduanes National High School. We can assure you that any information you provide will be treated privately. We ask you to answer the questionnaire honestly and truthfully so that we can use them as valid data for our study. Thank you very much. Yours truly, The Researchers: Luis Karlo T. Avila And ...

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Factors Affecting Study Habits of Students

...has to transmit to his students largely depends on the quality of his education. The teacher’s best teaching device is herself (Adams, 1994). It follows then that in order to be an effective communication of knowledge; the teacher should have sufficient background of the subject matter that he/she teaches. In Teaching, Every educator must master his/her lesson plan. And everything that a teacher will teach to his student must be based on her own learning and experiences. Every teacher has their own way of providing knowledge to their students. They have their techniques in teaching for the student to better understand everything about their lesson. There are so many factors that affect students’ performance, and it includes the way of how the teachers communicate to their students (Cuevas, 1991). Longman (1996), emphasized that the instructor’s behaviour affects the student’s performance. She stressed that an instructor should try to be fair and impartial to all students. She added that the instructor’s behaviour or attitudes influence the attitudes of the students. For this, an instruction should possess both personal and professional qualities, which are pertinent in classroom setting. The personality of the teacher may affect the academic performance of his student. Whenever teachers do unnecessary things in front of his class, different perception can be form in the mind of his students. The gender of the teacher can be also one of the factors. The physical......

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Factors Affecting Study Habit

...ISSN: 2165-1019 Approved December 17, 2013 www.ala.org/aasl/slr Factors Affecting Students’ Information Literacy as They Transition from High School to College Jana Varlejs, Professor Emerita, Rutgers, 612 S. First Avenue, Highland Park, NJ 08904, 732846-6850 Eileen Stec, Instruction & Outreach Librarian, Douglass Library, Rutgers, New Brunswick, NJ 08901, 848-932-5009 Hannah Kwon, PhD Student, Rutgers SC&I, New Brunswick, NJ 08901 Abstract Despite the considerable attention paid to the need to increase the information literacy of high school students in preparation for the transition to college, poor research skills still seem to be the norm. To gain insight into the problem, library instruction environments of nineteen high schools were explored. The schools were selected based on whether their graduates did well or poorly on information-skills assignments integrated in a required first-year college course. The librarians in the nineteen schools were asked to characterize their working relationships with teachers, estimate their students’ information-literacy achievement, and provide data on their staffing and budgets. Findings suggest that school librarians are seldom in a position to adequately collaborate with teachers and that their opportunities to help students achieve information literacy are limited. Introduction The study reported in this paper was inspired by observations made by students in the Master’s in Library and Information Science (MLIS)......

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Factors That Affecting Student Study Habit

...Factors Affecting Study Habits of Students In: People Factors Affecting Study Habits of Students Chapter I Introduction Research Background Teachers are educators that teach us what we must learn. They are one of the most inspiring people not only in school but also within our nation. They help us to achieve our goals and dreams in life, and the ones who shape every person’s character. We consider them as our second parents who guide and lead us to the right path. And it truly proves that all educators are such a magnificent person. According to Benito (2000), the best hope for education lies with the teacher; his education is of primary importance. She explained that the quality of education the teacher has to transmit to his students largely depends on the quality of his education. The teacher’s best teaching device is herself (Adams, 1994). It follows then that in order to be an effective communication of knowledge; the teacher should have sufficient background of the subject matter that he/she teaches. In Teaching, Every educator must master his/her lesson plan. And everything that a teacher will teach to his student must be based on her own learning and experiences. Every teacher has their own way of providing knowledge to their students. They have their techniques in teaching for the student to better understand everything about their lesson. There are so many factors that affect students’ performance, and it includes the way of how the teachers communicate to...

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Factors Affecting the Study Habits for the Grade10 Students in Philippine

...Published: May 10, 2012 A Survey of Students Study Habits in Selected Secondary Schools: Implication for Counselling G.I. Osa-Edoh, and A.N.G. Alutu Department of Educational Psychology and Curriculum Studies, Faculty of Education, University of Benin, P.M.B. 1154, Benin City, Nigeria Abstract: This study examined the usefulness of Imbibing in the students study habit as a means of enhancing their academic performance. The study tried to delve into the fallen standard of education in Nigeria and reasons for the fallen standard from the perspective of the stakeholders in education, the teacher, parents as well as the students themselves. The study also examined efforts that have been put in place in die past to put an end to the fallen standard of education. In these regard, some hypothesis were raised to find out reasons for the fallen standard. However, the study showed a high and academic performance. Furthermore, the difference in the study habits are attributed to the facts that students do not know how to study and those that manage to study do not adopt effective study methods! Key words: Academic performance, Nigeria, student habits, study habit C INTRODUCTION It is an understatement to say that the standard of education in Nigeria has fallen. However, it has been realized that students who possess adequate mental abilities sometimes do not perform well in their academic work either because they do not know how to study effectively or they do......

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Factors Affecting Study Habits of Students

...Downloaded by [COMSATS Headquarters] at 14:24 22 October 2015 b Improving teaching in higher education is a concern for universities worldwide. This study explored academics’ developmental processes in teaching using episodic interviews and teaching portfolios. Eight academics in the context of teaching development reported changes in their teaching and change triggers. Thematic analyses revealed seven areas of change: participants most frequently reported changes in concepts about teaching, their teaching selves and teaching strategies. Triggers of change clustered into eight categories with teaching practices, teaching courses and metacognition reported most frequently. Analysing relations among areas and triggers of change indicated complex dynamics in academics’ developmental processes in teaching. This suggests that teaching development should incorporate multiple change triggers to facilitate academics’ development in teaching effectively. Keywords: academic teaching; academics; change; higher education; professional development; teacher development; trigger Introduction Improving teaching in higher education has become a global concern, as the changing landscape of higher education requires academics to provide meaningful learning opportunities for larger and more diverse groups of students. As a result, many higher education institutions provide teaching development programmes for academics (Ginns, Kitay, & Prosser, 2010). To facilitate......

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Factors Affecting the Study Habits of Students in Cnhs

...at a compass given to him by his father. Private tuition. 1885 Starts catholic school and violin lessons (until 14.) Jewish religious instruction at home. 1888 Passes entrance exam for Luitpold Gymnasium, Munich. 1889 Meets 21 year old student Max Talmud, introduces Einstein to key science and philosophy texts including Kant’s "Critique of pure reason" 1891: 2nd major sense of wonder with Euclidean geometry. Wrote later: “If Euclid fails to kindle your youthful enthusiasm, you were not born to be a scientific thinker.”Begins to excel in maths and science, despite hating regimentation of school and rote learning. 1892 Einstein is not bar mitzvahed so not technically a member of the Jewish community. 1894 June – Parent’s engineering company go into liquidation, the family move to Milan while Einstein remains in Munich with distance relatives to finish his schooling. 29th December - Einstein leaves school early with a medical certificate, joins family in Milan. He had no school leaving certificate but a letter from his maths teacher confirming his excellent maths abilities. 1895 Essay “On the investigation of the state of the Ether in a magnetic field” in summer sent to his uncle Caesar Kock in Belgium. Einstein’s family plan for him to study engineering. 8 – 14th October – Einstein fails the entrance exam for the Swiss polytechnic in Zurich despite outstanding results for maths and science (he was two years below the normal age of 18.) However the mathematical and......

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Factors Affecting the Study Habits Among the Maritime Students

...happening at home. Ask the teacher about homework and alert her to any specific problems... View Full Essay Join Now Please login to view the full essay... Essay's Statistics Submitted by: 0522127 Date shared: 07/12/2011 10:03 PM Words: 354 Pages: 2 Save Paper Report this Essay Similar Documents Factors Affecting The Study Habit Of Rshs Students Sy 2009 - 2010 Study Habits Study Habits Study Habits Chapter 2 In Study Habits Academic Performance Related To Study Habits Study Habits Study Habits Thesis About Study Habits Factors Affecting The Study Habits Of Students In Cnhs Study Habits The Effects Of Malls Near Schools To The Study Habits Of 4Th Year High School Students In St. Louis School-Catherina Cittadini In The School Year 10-11” Study Habits Study Habits Of Fourth Year Students Of Kakawate High School Study Habits Of Fourth Year High School Students Of Asu Laboratory High School Study Habits Study Habits And Skills Affecting Academic Achievement Factors That Affects Study Habits Of Students In Jpnhs Study Habits Thesis About Study Habits...

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Factors Affecting Study Habits

...Factors affecting the study habits of students? Bibliography Books Brown, Donald, et al. (1994). Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie. Hillsdale, NJ: Lawrence Erlbaum Associates. Heermance, E. (1924). Codes of Ethics: A Handbook. Burlington, VT: Free Press Printing. Shiffrin, R. M., & Dumais, S. T. (1981). The development of automatism. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 111-140). Hillsdale, NJ: Lawrence Erlbaum Associates. Journal Bettman, J., Johnson, E., & Payne, J. ( 1990). A componential analysis of cognitive effort in choice. Organizational Behavior and Human Decision Processes, 45, 111-139. Carnine, D. (1989). Designing practice activities. Journal of Learning Disabilities, 22, 603-607. Fagley, N. S. (1988). Judgmental heuristics: Implications for the decision making of school psychologists. School Psychology Review, 17, 311-321. Tversky, A., & Kahneman, D. (1983). Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. Psychological Review, 90, 293-315. Magazine Clinchy, E. (1997, December 22). Bashing American schools: how the print and visual media all too often misunderstand, misrepresent and thereby misreport and severely damage our American system of public education. Nieman Reports. Harris, P. (1995, July 1). Short-term/long-term dilemmas. (the conflict between short- and long-term goals). Management......

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