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Stats Research

Stats Research

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Published by Jiordan Simon
I finished my statistics research last Tuesday, October 20, 2009! AT LAST!
I finished my statistics research last Tuesday, October 20, 2009! AT LAST!

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Published by: Jiordan Simon on Oct 19, 2009
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10/19/2009

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In Partial Fulfillment of theRequirements in Statistics II
 “Comparative study of hours spent for studyingamongst sophomores inCSQC and PSHS” 
Submitted by:
II-SAGResearch Leader: Jiordan Gabriel F.SimonMembers: Justin SurotRoman Regala
Submitted to:
Mr. Jacinto Liwag
2
nd
year, Statistics Teacher
 
CHAPTER IINTRODUCTION
Introduction:This survey was implemented for the purpose of an immersion on sophomorestudents in two different schools, Claret School of Quezon City and PhilippineScience High School as a comparative study on the number of hours children spent instudying, recreation and play. This is also done as a hands-on practice on statisticssubject requirement.Background of study:Our study is all about the practice on how the teenage students ages 13 to 15,manage their time especially in their study habits. We would like to find out howmany hours do they spent in watching television as part of their relaxation, other recreation for individual enrichment, their travelling time from school, averagenumber of hours in doing their assignments and time spent for studying for the nextday’s lesson. Through this study we hope to find out if teens have a sense of work-life balance comparing it from the number of activity distribution in Twenty-four (24)hours. As we all know, children also experience stress and being burnout; in thisstudy, we would like to know the practice of the children at this age in managing their time in recreation, play and study. We chose to conduct interviews for sophomorestudents in two (2) selected schools, Claret School of Quezon City and PhilippineScience High School.Here under are related studies which may contribute to why we would like to find outhow children of our age manage their time and the outcome that we most fear about.1.Factors Related to Impacts of Test Anxiety Levels on Student PerformanceIn recent years, with the passage of legislations such as the “No Child LeftBehind Act”, standardized testing has become an integral part of studentlearning from elementary school to high school levels. Due to the increase intesting, it is vital for educators, especially classroom teachers who areresponsible for preparing the students for these tests, to be aware of the impactof test anxiety of student performance (Supon, 2004).Over the last several decades, researchers have highlighted the adverse impactof test anxiety on student performance, regardless of the students' grade levelsor previous academic achievement (Anastasi, 1976; Sarason, Davidson,Lighthall, Waite, & Ruebush, 1960; McDonald, 2001). For instance,Hembree's (1988) meta-analysis of 562 studies addressing the relationship between test anxiety and student performance have indicated that test anxietyis a key factor in undermining student performance.In the case of some students, particularly elementary school students, testanxiety can lead to the students' completing their tests rapidly simply to"escape the unpleasant physical experiences" (Cheek, Bradley, Reynolds, &
 
Coy, 2002, p. 162). What is highly disturbing is that as testing becomesincreasingly frequently and common in the lives of test-anxious students, their experiences of "flight or fight" responses can exert long-term effects.To what extent is student study skills/habits related to test anxiety? Whatadditional factors are related to test anxiety? Hypotheses 1. Students with highlevels of test anxiety will score significantly lower on standardized tests (mathand reading), compared to students with lower levels of test anxiety. 2. SchoolSES will be related to test anxiety levels. 3. High levels of study skills/habitswill be positively related to low levels of test anxiety. 4. Test anxiety, incomelevel of school, and study skills/habits will predict academic performance onstandardized tests.The general thrust of the studies reported in the literature is that high levels of test anxiety among high school students are manifested by reduced levels of academic performance. While some researchers contend that test anxiety is amanifestation of academic performance, most researchers contend thatacademic performance is affected by test anxiety. All researchers agree,however, that a strong relationship exists between test anxiety and academic performance, regardless of the causal direction of the relationship, or whether or not such a causal relationship exists.2.ADOLESCENT GROWTH AND DEVELOPMENT by Jamie Stang andMary StoryBiological, psychosocial and cognitive changes that begin during puberty andcontinue throughout adolescence directly affect nutritional status and nutrientneeds. Adolescents experience dramatic physical growth and developmentduring puberty, which in turn appreciably increases their requirements for energy, protein, and many vitamins and minerals. Adolescents also experiencesignificant changes in their ability to assess and comprehend complexsituations and information and in their desire to become independent, uniqueindividuals. The increased need for energy and nutrients among adolescents,combined with increasing financial independence, increasing need foautonomy when making food choices, and immature cognitive abilities, placesadolescents at nutritional risk. Therefore, it is vital that health care providerswho provide nutrition education and counselling have a thoroughunderstanding of adolescent physical and psychosocial growth anddevelopment.3.Time Management-Guide.com for studentsWell-developed student time management skills are a foundation of goodstudy habits.A student needs to develop effective time management skills, because their lives are full of mountains of home-works at one end, and many games andactivities on the other. So a student needs to know how to manage things better, while also having good grades. Now here are few tips for timemanagement for students.

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