Written in English
|The Physical Object|
|Pagination||viii, 122 leaves|
|Number of Pages||122|
Researchers have been discussing the link between social interactions among peers in school and academic outcomes for over 40 years. 3 The extensive literature notes that a child's peer . Underneath the broad umbrella of social interactions and learning, variants can range from peer learning, reciprocal teaching, learning by teaching, learning by observation, learning by doing, and self–other monitoring. These areas overlap in scholarship and are often an optimal way to help students . Given research has proven student motivation to be a predictor of academic achievement, this exploratory study surveyed the academic and social achievement goal orientations of Year 11 students . Abstract The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis.
ABSTRACT. This study investigated the effect of social interactions on the academic performance of adult learners in Lagos state. The objectives of this research were to establish the extent to which social interaction affect the academic performance of adult learner; examine how do social interaction contributeto the academic performance of adult learner; identify how adult learner utilize. noticeable affect on social interaction and achievement. When students are grouped with classmates of approximately equal social status, they interact more freely and positively and achieve a clear Wlderstanding of the mathematical concept or task. When students are members of a group composed of students with diverse social. students academic success in the high school most importantly (Fleming, Haggerty, Catalano, Harachi, Mazza, & Gruman, ). In its most basic form, Cazden (), declared that education consist of a series of interaction between a teacher and student, between groups of students, or between students and various school personnel. This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the.
Early social-emotional competencies, such as behavioral regulation, attentional skills, and the ability to problem solve, are critical to children’s academic outcomes (Blair, ; Diamond & Lee, ).Such findings have prompted the development and implementation of social-emotional learning (SEL) programs, which are a type of school-based preventive intervention explicitly designed . The investigator is interested in knowing the relationship between social maturity and academic achievement of the higher secondary students. Both academic achievement and social maturity are equally important. In this context the present study assumes a greater significance. Social ties that students have among each other have been found to have effects on academic achievement (Broh ), such that positive social interactions in the school environment spill over into how well they do in their schoolwork. It has been said earlier that most slow learners enter into schools with needs of achievement and success to counteract their loss of confidence and sense of inadequacy. Many children are able to achieve success or have it contrived for them in one or other creative activities. On this foundation the academic achievement can be based.