Effects of students attitude on their performance

Effects of students attitude on their performance In a developing country like Pakistan, education is considered most important factor in the advancement of a nation. The role of students in developing a country is huge. You cant expect a country to develop if it doesnt have literate people. These students who are studying would be working tomorrow. They would be working for the public, private sector etc. These students, if perform well, can serve as pillars, the country would be standing on in future. And there are several factors which, if identified can improve students performance. In my views among all factors, attitude has a powerful impact on students performance. As Winston Churchill quotes Attitude is a little thing that makes a big difference. Earl Nightingale said that a great attitude does much more than turn on the lights in our worlds; it seems to magically connect us to all sorts of serendipitous opportunities that were somehow absent before the change. Attitudes are generally positive or negative views about person, place, thing, or event-in brief attitudes are judgments. They develop on the ABC model (affect, behavior, and cognition). The behavioral intention is a verbal indication or typical behavioral tendency of an individual. The cognitive response is a cognitive evaluation of the entity that constitutes an individuals beliefs about the object. Most attitudes are the result of either direct experience or observational learning from the environment. Students can increase their performance if they are told that their faulty or negative attitudes are influencing their GPAs badly. The primary objective of this study is to prove to the less scoring students that they can increase their performance by changing their negative attitudes like their beliefs, behaviors or thinking. Most of the students that are unable to perform well thinks that its just the fault of their dumb minds but they do not consider their own attitudes that are significantly affecting their performance. My objective is to prove to them that bringing a change in their faulty attitudes can increase their performance, as those students who have positive attitudes are able to score high. In this way overall class will be performing better and this will * HYPOTHESIS DEVELOPMENT THEORETICAL FRAMEWORK: STUDENTS PERFORMANCE: Students performance or their success is greatly linked with their attitudes i.e their beliefs, feelings or behaviors. Harry F.Bank has quoted that for success, attitude is equally as important as ability. Funmi Wale-Adegbite has stressed more as he said that Success is 80% attitude and 20% aptitude. Sterling W. Sill said that everything depends on attitude. We get good grades or poor grades, it depends on our attitude. Thomas Jefferson say that Nothing can stop the man with the right mental attitude from achieving his goal; nothing on earth can help the man with the wrong mental attitude. H1= Students performance greatly depends upon attitude. STUDENTS ATTITUDE: Attitude is Evaluative statements of judgment concerning objects, people or events. There are three components of attitude that are as follows: Cognitive Attitude: The opinion or belief segment of an attitude Effective Attitude: The emotional or feelings segment of an attitude Behavioral Components: An intention to behave in a certain way towards someone or something. Students performance is affected by all three components. Belief segment of attitude influences students performance significantly as Michael Korda said To succeed, we must first believe that we can. H2= There is positive and significant relationship between Cogniti0n, attitude and students performance Emotions play an important part in our lives, and even more so in self-improvement. Often times, successful people are those who know how to take control of their emotions and use it to their benefit- Ethan Beh H3= Affective component plays an important role in determining attitude and influences performance significantly. When you change your behavior, you change your performance. Author Unknown, from by changing your thinking. Kirby, Winston et al. (2002) focused on students impatience (his time-discount behavior) that influences his own academic performance. H-4= Attitude relies on behavioral segment as well. MODEL: Attitude Students performance Behavioral component Affective component Cognitive component This model shows that attitude significantly effects performance. In this model students performance is an independent variable and attitude is a dependent variable. Whereas cognitive, affective and behavioral are the components of attitude. METHODOLOGY: SAMPLE: As sample we had taken students of MBA 2nd and 3rd semester that are 90 in total. In order to fill questionnaires, Students were selected randomly. 25 questionnaires were made and all were utilized. PREPARATION OF QUESTIONNAIRE: Questionnaire comprised of thirteen questions in total. First question was regarding their performance i.e. GPA in previous semester. It had three options that are 2.5-3.0, 3.0-3.5, and 3.5-4.0. Rest twelve questions were regarding attitude i.e four questions from each component. Every question had three options yes, no and sometimes. PROCEDURE: After questionnaires were filled. We counted the no. of students choosing each option. We also counted the student falling in each category of performance. After it was done we made table showing overall calculations. We also calculated percentages regarding result of each question and also made pie charts for convenience purpose. The purpose of doing all this was to show that good performers have comparatively good attitudes and vice versa. RESULT AND DISCUSSION: Following is the result of first question that was meant to checkout students performance. QUESTIONS 2.4-3.0 3.0-3.5 3.5-4.0 1.GPA in previous semester 11 9 5 *Q.2-Q.5, Q.6-Q.9, Q.10-Q.13 YES NO SOMETIMES 2.Do you feel good about your subjects? 60 30 10 3.Do you feel bad when your friend gets good marks? 40 52 8 4.Do you feel your teacher is competent? 68 20 12 5.Do you feel bored when your teacher delivers lecture? 52 33 15 6.Do you irritate your teacher intentionally by asking silly questions? 24 60 16 7.Do you dream during class? 48 45 7 8.Are you in a habit of producing different sounds during lecture? 52 32 16 9.Do you misbehave in class? 44 50 6 10.Do you perceive that teachers attention is directed towards specific students as favoritism or biasness? 44 40 16 11.Do you perceive that your subjects are challenging? 48 36 16 12.Do you feel your teacher deducts your marks intentionally? 24 64 12 13.Do you feel your outcome is less than the efforts you are putting in? 56 40 4 In beginning of questionnaire development, I set the performance standard. Students falling in GPA 3.0 were considered poor performers or weak students. Those between 3.0-3.5 were labeled good whereas above that GPA were categorized as brilliant students. As in fig. 1 the results showed that 44% students lie in weak category.36% are good students whereas only 20% are brilliant performers. Fig.1 Now our intention was to check up the feelings or affective part of students attitude. So we asked them that do they like their subjects and the result is depicted as follows: Fig.2: We got a higher percentage of students who had a positive attitude towards their chosen subjects. But at the same time there were 30% students who had not actually liked there subjects. Means the problem with attitude of some students was that they didnt feel good about their subjects. There can be many possible reasons to this. But overall affect it had was on their performance. Our third question was directly looking up for sign of jealousy (a highly negative feeling) in students. It straightly asked them that do they feel jealous when any friend gets good marks and the results are shown through pie chart i.e. Fig.3 The result clearly showed that there are a lot of jealous students in class. Jealousy is a form of negative attitude and is related to the feeling or affective segment. This was a big reason for a high percentage of low scoring students in class. it is very important for a student to feel good about his/her teacher and feel that teacher is competent. But when they were asked about their feeling about competence of their professor, 40 percent felt that the teacher is incompetent. Its a fairly high percentage. And clearly told the reason for bad performance of students in exams. Results to the question that do they feel bored during lecture directly favored my hypothesis. Next four questions were aimed at faulty attitudes regarding behaviors. By the results of our next question, we found out that students biggest problem lies with their behavior in class. It was because 60% students admitted that they irritate their teacher intentionally by asking silly questions. We had observed that the backbenchers of our class produce different sounds during lecture in order to interrupt or tease the teacher. So we thought to include this question also. Surprisingly students were honest enough to admit that they are in habit of producing different sounds during lecture. 52% marked yes to this question. Overall result to this question is shown in fig. There were many i.e. 44% who even admitted that they misbehave in class. And the result was this: Attitudes major and equally important component is cognitive component. Here we included last four questions, which purely dealt with students believes or opinions. Our first question regarding cognition was that do they perceive that teacher favors specific students and the answer were: Our thinking can affect our performance sign -ANALYSIS As it is clear from our results that the results show what was intended. The students who try and make progress in there studies with positive attitude are always successful while those who are negative in there behavior are more concerned about the negative outcomes which lead to there failure. The results of the questionnaire are also same as intended. -OVERALL DISCUSSION CONCLUSION AND RECOMMENDATION: -HYPOTHESIS WAS THIS -MY RESULT WAS THIS -COMPARE UR CONCLUSION WITH ANYONES -RECOMMENDATIONS

Huntingtons Disease :: essays research papers

Huntington's Disease   Ã‚  Ã‚  Ã‚  Ã‚  Huntington's disease, or Huntngton's chorea, is a genetic disease that causes selective neural cell death, which results in chorea, or irregular, jerking movements of the limbs caused by involuntary muscle contractions, and dementia. It can cause a lack of concentration and depression. It also may cause atrophy of the caudate nucleus, a part of the brain. However, symptoms vary between individuals, with some sufferers showing symptoms that others do not. Those suffering from Huntington's disease normally begin displaying symptoms between the ages of 30 and 50, but has been known to show itself in people as young as two and as old as 80.   Ã‚  Ã‚  Ã‚  Ã‚  Huntington's disease is inehrited from one of the victim's parents. Since the gene for HD is dominant, there is a 50% chance of a sufferer's offspring inheriting the disease. Because a victim usually does not begin to display symptoms until after the period in which he or she would have children and the disease may have been misdiagnosed in earlier generations as Parkinson's disease or other similar affliction, he or she might pass along the gene without even knowing it.   Ã‚  Ã‚  Ã‚  Ã‚  The gene for Huntington's disease is located on the short arm of chromosome four in cytogenetic band 4p16.3. It was first identified in 1993. While everyone posseses this gene, in someone suffering from Huntington's disease, the number of repeats of a certain trinucleotide, cytozine-adenine- guanine (CAG), is much larger than what it is in a normal person. In an average person, the number of repeats is between 9 and 37. But is a sufferer of HD, the repeat count is from 37 to 86. While nobody has found a direct correlation between the number of repeats and the age when symptoms appear, there is evidence that people with very high numbers of repeats contract the rarer early- onset Huntington's disease, which usually affects people under the age of 20. It is estimated that between .1 and 10 % of people who suffer from Huntington's disease have obtained it through new mutations.   Ã‚  Ã‚  Ã‚  Ã‚  There are three different tests for Huntington's disease. The first, presymptomatic testing, is for people who are at risk for the disease. The second, prenatal testing, is a testing of a fetus at risk for the disease. The third type of testing, confirmatory testing, is used on someone suspected of having Huntington's disease.   Ã‚  Ã‚  Ã‚  Ã‚  Treatment of Huntington's disease usually involves counciling and education about the disease of both the family and the patient. Since the symptoms are so varied in both type and severeness from patient to patient, medical treatment must be individualized.   Ã‚  Ã‚  Ã‚  Ã‚  Depression, a common symptom, is usually treated with tricyclic

Coping with loss

Loss we all go through this emotion in life. It's a part of life and we learn and grow from it every day. It's that strong hurt or painful feeling In your chest. That ping in your stomach that Just wont go away. Coping with a huge loss in your life Is one of most difficult things you can do. We have all experience this feeling In one way or another. I recently felt these tumbling emotions not too long ago In October. When I lost my dog my friend of fourteen years Blackly of old age. I remember the first day I got Blackly he was so small and cute.He had a long black coat that looked like you are staring into the darkest of nights. His coat was soft to the touch like cotton or silk. Blackly eyes were so warm and friendly inviting you to pet him. He came up to me and tried to Jump on me. But he fell off of me he was always a silly dog. He was the one I wanted out of that litter of puppies something about him made him stand out to me. It was a weird feeling but a good kind of weird. That moment in time when I got my first puppy changed my childhood forever and has taught me so much.Blackly has taught me so many things in life It Is hard to believe a dog could have such a huge Impact on one person's life. On a warm summers afternoon I was in the back yard with Blackly. A nice warm summer's afternoon a cool breeze drafting through the air. Smelling flowers, barbeques In the still summers air, early In the afternoon. The cicada's In the tree's making noise me carefree having a good time a boy and his dog. I lay on the pavement Blackly right by my side. He would always lay himself out spreading out all his legs. He was my little black carpet I used to call him.It seems kind of silly to be such close friends with an animal. Animals are so similar to people and have so such personality like us it's unbelievable. I would always tell Blackly little secrets here and there about myself. How I used to say I don't know what life is all about and what's to come of my life. I wa s and scared what the future may hold for me and I go on being a silly ten year old boy. Talking to a dog but you know something as weird as It may sound. Blackly understood where I was coming from and how I was feeling In this world.That dog had such understanding I thought he was human for the looks he used to give me. He always did have this Brian your crazy look. Then as life seems to go on forever In this world death Is here to take It away from us. Blackly and me had so many fun adventures. From a simple walk around the block to me washing him and even watching movies together. Blackly was getting really old I'm nineteen and already in college having him for so long was such a great gift. I could tell he was going to leave me soon and I made sure I was by his side as much as I could be.But work and school kept me more busy and away. Then that day came in October which is so ironic because Blackly birthday was October fourteen and it was October thirteen. He died before he turn ed fifteen years old. The day I came home and saw that look on my mom's face and that look in her eye's I knew what she was going to say without her saying it. I'll never forget what my mom said â€Å"Brian Blackly Is gone now but he walked around a little bit in the backyard and then laid back down fell asleep and never woke up. † I never cried so much before Like that In my life.My mom's words shattered me Into so many pieces. It was Like glass that is broken and you trying to find and fix all the pieces together. I went over memories we shared together in my mind whirling around and around. I think that happened to him to before he left this world. He remembered all the fun times we had together. Blackly getting up and walking around the yard was such a shock to me. Pets don't care if you're perfect, rich, or different. They accept and love you for who you are as a person which is one thing Blackly left behind to me.It doesn't matter who oh are people should love you for t he way you are no matter what. That is the biggest lesson I learned while I had Blackly in my life up until this point. I think all pet owners feel this strong deep connection with their pets. The one thing people should do more of is not to feel sad and lonely once their pet is gone. Your pet would never want you to feel that way I know Blackly wouldn't like it if I was sad. Losing an important part of my life my childhood has affected me greatly. I Just learn to control those strong deep emotions and hope in time they will heal over my saddened heart.

Comparing Fitzgeralds Great Gatsby and Eliots The Love...

The Great Gatsby and Love Song of Alfred J. Prufrock nbsp; So often, it seems, life can seem like a patient etherized on the table (Eliot, 3). Be it the apparent futility of existence as a whole, or the insecurity of those single moments of doubt; life is often fleeting. I believe life is best described as a fickle beast, always elusive; always turning down some new and unexpected road. This fleeting life is what both Jay Gatsby of nbsp;The Great Gatsby and Alfred J. Prufrock of Love Song of Alfred J. Prufrock experience. These two men experiences move down remarkably similar paths as they quest for love and life. Yet each has sealed their shared fate in a different manner. As they head toward the seeming abyss of death, both†¦show more content†¦Speaking to himself, Prufrock says, Would it have been worth while, To have bitten off the matter with a smile, to have squeezed the universe into a ball, To roll it towards some overwhelming question (Eliot, 91). Prufrock sums up his desire to have done something more with his life, but as before it is too late for he is approaching fast his end. Where Prufrock looks back Gatsby looks forward. He dreams and would have had a happy life; except that he dreamt of perfection, something that could never be. In Daisy does Gatsby see his perfect dream and she comes to represent it entirely, At his lips touch she blossomed for him like a flower and the incarnation was complete (Fitzgerald, 117). She was the whole of his goal and his single purpose for living, but he could not have her. Prufrock never dreamed at all, Gatsby dreamed but never did the dream stand to succeed. Both men seem to themselves to be failures, to have wasted life. nbsp; If the life of Prufrock and Gatsby differ; their deaths are nearly identical. After their unique failures, both men stand on the edge of deaths doorstep and prepare to unhappily move in. Prufrock has decided upon the futility of all women, or at least to him they are futile. Gatsby is destroyed by a single woman for whom he built his life. Prufrock openly accepts his fate, sliding into his death. Nick suspects that Gatsby didnt believe it would come and perhaps he no longer cared (Fitzgerald, 169). Speaking ofShow MoreRelated Comparing Fitzgeralds Great Gatsby and Eliots The Love Song of J. Alfred Prufrock1134 Words   |  5 PagesFitzgeralds Great Gatsby and Eliots The Love Song of J. Alfred Prufrock   Ã‚   The Roaring Twenties bring to mind a generation of endless partying, which reflected very little of the morals of the generations preceding it. The world, for that generation, was fast-paced and thoroughly material, crowded with bizarre and colorful characters like David Belasco and Arnold Rothstein. Inspired by this eras spiritually exhausted people (Brians), F. Scott Fitzgeralds The Great Gatsby and T. SRead MoreAnimation of a Statue2268 Words   |  9 PagesNothing gives one person so great advantage over another, as to remain always cool and unruffled under all circumstances. -- Thomas Jefferson The Roaring 20’s are often viewed as an era of reverie and true American spirit. But, like the Gilded Age, the exuberance was superficial and fleeting. In revealing the progression of Jordan Baker’s character through the motif of her complex demeanor, F. Scott Fitzgerald illuminates the theme of authenticity in The Great Gatsby. Presenting Ms. Baker’s image