The document discusses three Pearson correlations related to student performance:
1. There was a negligible correlation between student punctuality/attendance and their grade point average (GPA).
2. There was also a negligible correlation found between student disrespectful behavior and their GPA. Effective teachers were shown to improve student achievement more than any other factor.
3. A negligible correlation was found between school uniform policies and student GPA. While uniforms may symbolize school commitment, research shows they do not directly impact behaviors or academic outcomes. Other factors must also be improving student performance.
The document discusses three Pearson correlations related to student performance:
1. There was a negligible correlation between student punctuality/attendance and their grade point average (GPA).
2. There was also a negligible correlation found between student disrespectful behavior and their GPA. Effective teachers were shown to improve student achievement more than any other factor.
3. A negligible correlation was found between school uniform policies and student GPA. While uniforms may symbolize school commitment, research shows they do not directly impact behaviors or academic outcomes. Other factors must also be improving student performance.
The document discusses three Pearson correlations related to student performance:
1. There was a negligible correlation between student punctuality/attendance and their grade point average (GPA).
2. There was also a negligible correlation found between student disrespectful behavior and their GPA. Effective teachers were shown to improve student achievement more than any other factor.
3. A negligible correlation was found between school uniform policies and student GPA. While uniforms may symbolize school commitment, research shows they do not directly impact behaviors or academic outcomes. Other factors must also be improving student performance.
The Pearson correlation of punctuality/attendance in regards to GWA was 0.
065 this means that
there was a negligible correlation between the punctuality/attendance and GWA of the respondents. According to Maryellen Weimer, PhD (Do Attendance Policies Influence Student Learning?, 2012), most college teachers dont need research results to confirm that class attendance is a problem for many students. Some skip occasionally, others regularly; and some we see for the first time on exam days. Most faculty believe that students learn the material much better when they regularly attend class, and hence policies that require attendance are now the norm in many (could we say most?) classrooms. The Pearson correlation of disrespectful behaviour in regards to GWA was 0.029 this means that there was a negligible correlation between the disrespectful behaviour and GWA of the respondents. According to Robert J. Marzano, Jana S. Marzano and Debra J. Pickering (Classroom Management That Works , 2006), if students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm. We live in an era when research tells us that the teacher is probably the single most important factor affecting student achievementat least the single most important factor that we can do much about. To illustrate, as a result of their study involving some 60,000 students, S. Paul Wright, Sandra Horn, and William Sanders note the following: The results of this study will document that the most important factor affecting student learning is the teacher. In addition, the results show wide variation in effectiveness among teachers. The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor. Effective teachers appear to be effective with students of all achievement levels regardless of the levels of heterogeneity in their classes. If the teacher is ineffective, students under that teacher's tutelage will achieve inadequate progress academically, regardless of how similar or different they are regarding their academic achievement. The Pearson correlation of Uniform Policy in regards to GWA was 0.152 this means that there was a negligible correlation between Uniform policy and GWA. According to Glori Chaika (School Uniforms: Panacea or Band-Aid?, 2008), sociologists David Brunsma and Kerry Rockquemore discovered that requiring students to wear uniforms had no direct effect on substance abuse, behavioral problems, or school attendance. "Uniform policies may indirectly affect school environment and student outcomes by providing a visible and public symbol of commitment to school improvement and reform," Brunsma told Education World. "They are not the sole factor responsible for the numerous behavioral and academic outcomes attributed to them." Long Beach Unified School District public information director Dick Van Der Laan, speaking about the successes achieved after initiating a uniform policy, says in the Manual on School Uniforms, "We can't attribute the improvement exclusively to school uniforms...."