E Profiling Foreign and Local Literature

Adventist University of the Philippines On-line Information System (Local Literature)

In the relation of Service Departments of AUP, through an Online Information system that is implemented in the school can access centralized database such as the information needed by the department to focus primarily in the information gathered through the system, thus, it can hold and input directly the information needed to interact with the students and teacher focus systems
Online-systems like Information systems of the students must have the data to be collected inside the computer systems of the school and it must be prioritized remotely to prevent unecessary inconvenience, that if the users or the students in the computer system typically interact from it's terminals that may be located miles from the other terminals and from the computer itself.

With the use of such Systems databases and other important files must be organized. Also in the way how individual see pieces of data (such as an individual airline reservation system and other personal or personnel records). That can be retrieved or modified quick access and without unecessary entering the record files and other piece of information in the system and it's database.

The relationship of this article to the proposed system is to provide information and collect the students data entries. To let the students view their performance and their academic records like grades, achievements and basic information that is needed.

Student Off-Task Behavior in Computer-Based
Learning in the Philippines:
Comparison to Prior Research in the USA
(Local Literature)

Over the last several decades, there has been considerable evidence that off-

task behavior is less common in East Asia and Southeast Asia than in the United

States. However, comparisons have been confounded along several dimensions,

including differences in curricula and research methods.

Off-task behavior has been viewed as a major problem in North American and European

schools for over a century and it remains a concern today than in East Asia and Southeast

Asia. A Comparison of Student Off-Task behavior any behavior that does not involve the

learning task or material, or where learning from the material is not the primary goal Off-task

behavior can take a number forms, including off-task conversation with other students (or the

teacher), interacting with materials other than the learning materials (such as a magazine), and

sleeping in class.

In each study, students use the same intelligent tutoring software, controlling for both

curriculum and study method. However, another form of disengaged behavior, termed gaming

the system, appeared to be more common in the Philippines. In follow-up studies, we study other

school settings and other adaptive educational technologies in the Philippines, finding similarly

low levels of off-task behavior. These findings suggest that international differences in off-task

behavior are not just due to confounds in curriculum or research methods. A common belief about off-task behavior is that every moment spent off-task, however it

is used, is time not spent learning. The relationship between off-task behavior and learning has

not been universally negative but the preponderance of evidence appears to suggest that off-task

behavior is associated with poorer learning in a variety of instructional settings.

OFF-TASK BEHAVIOR IN EAST ASIA AND SOUTHEST ASIA

Though there are many cultural differences between East and Southeast Asian cultures,

some characteristics are relatively common across cultures in this region. One key cultural

difference between Western students and East and Southeast Asian students is the

individualist/collectivist dimension. Americans in particular typically describe themselves as

individualistic Compared with East and Southeast Asian students, Western students prefer to

choose their own goals and to have more exciting, varied experiences Southeast Asian students,

on the other hand, describe themselves as obedient and tend to value collectivistic traits such as

honoring their elders argues that behaving in socially acceptable fashion is more important in

the Philippines than in the USA, and Filipino students tend to blend their authority figures’

wishes, expectations, goals, and standards into their own personal motivations.

FACILITATING CROSS-CULTURAL COMPARISON WITH INTELLIGENT TUTORING
SYSTEMS

Recent developments have increased the feasibility of studying off-task behavior in different

countries in a less confounded fashion. Specifically, adaptive learning technologies such as

intelligent tutoring systems are now becoming increasingly incorporated into classrooms

worldwide.

Student Off-Task Behavior in Computer-Based Learning in the Philippines:

Comparison to Prior Research in the USA is related to the study of the proponent’s

because some of the main reason of the student to become potentially drop out is

shown in their study which is included in proposed system.

ESP (Foreigner Literature)
According to the Australian public school, ESP is the first online student profile system originated in public schools. The student's may able to have their own profile and will include up to date records of the student's enrolment history, records of attendance, their achievements, assesments and awards of the student's work in school.
ESP or Electronic Student Profile is an online system that manages student records, and give us the advantage to get in close with the child's potential in learning in their academic performance.
ESP will help the students in their attendance and progress from school and even at home. Thus, it will easily connect from the teachers to the students. Each user will also be able to view the teacher's coordinated functional and educational progress and development of the student's individual needs. this will help the student's when they advance in higher year levels development when they stay or move between schools.
ESP creates a single point of contact for all the student's record providing the records and their data being processed. it also provides to secure space for student's, teacher's and parents to share information and to establish learning agreement for the student's track records, their achievements and adress any issues that arise throughout their schooling process.
ESP provides the student and follow them to record their progress even if they transfer from school to school.
Since it is an online system, the relationship of this article is to track up to date records of the students Progress of the student’s performance level is coordinated by the teachers functional involvement. This will help the student participation in school and even at home. And through track records the student profile gathered information, the student may able to improve in his/her academic performance.

Electronic Course Profile System (Foreign Literature) According to University of Queensland, the electronic course profile system (ECPS) is an integrated and distributed web-based system for developing, delivering and archiving all course profiles. It was develop on 2006 for the semester course profiles to be use for schools and faculties and to provide profiles for the next upcoming semesters for undergraduate and postgraduate courses. It is designed for teaching and learning aid for course designers and coordinators, thus, the system aims to produce a consistent course profiles across the University and includes sufficient flexibility to accommodate the variety of teaching, learning and administrative practices in place across Faculties and Schools. The ECPS integrates with the student information system (mySI-net) the prospective students’ website (Programs & Courses) and the University’s e-learning management system (Blackboard). While the primary objective of the ECPS is to provide a support for the staff in developing course profiles with consistency of delivering course detailed to students, the collected data can be used to reduce the load of administrative tasks, to be able to analysed the data for the purpose of teaching and learning quality assurance processes, e.g., curriculum review, graduate attribute mapping and mode and spread of assessment. The relation of ECPS to the proposed system was to provide a profile for reviewing, retrieving, and monitoring of data collected of the students. The ECPS primary purpose is to provide a course profile for the whole semester while the E-Profiling System is to provide an academic profile for the public school's students throughout their school year's. ECPS and E-Profiling System are aiming to reduced the load and task given to the administrative staff for much faster and accurate means of collecting and retrieving of data.

School Context, Student Attitudes and Behavior,
And Academic Achievement
(Foreign Literature)

What are the key factors that promote academic success among students whose demographic characteristics and school circumstances place them at high risk of failure?
This study’s findings may have important implications for understanding how students learn in the classroom. Consonant with previous research, they indicate that both engagement in school and students’ perception of their own academic competence influence achievement in mathematics for high school students. But the study departs from earlier work in suggesting that perceived academic competence may be more influential than engagement in boosting achievement in both mathematics and reading. Indeed, analyses indicate that perceived competence had a stronger influence on subsequent engagement than engagement had on students’ perceptions of themselves as competent learners.

The findings also make clear those supportive teachers and clear and high expectations about behavior are key to the development of both student engagement and perceived competence. This study suggests that the earlier schools and teachers begin to build students’ confidence in their ability to do well, the better off students will be. Because students’ perceptions of their capacity for success are key to their engagement in school and learning, schools should be designed to enhance students’ feelings of accomplishment. Teachers whom students see as supportive and who set clear expectations about behavior help create an atmosphere in which students feel in control and confident about their ability to succeed in future educational endeavors.

Relevant literature on student attitudes and behavior and their relationship to academic achievement and elements of school context:

Contextual and Psychological Predictors of Student Learning and Success
There is substantial evidence that engagement in school is important in promoting student success and learning and that a number of factors in the school environment foster high levels of engagement. Research also suggests that the influence of the educational context on engagement is partially mediated by psychological beliefs about competence and control. The next sections briefly summarize the literature relevant to these points.

Engagement and Learning
Student engagement can be defined as the level of participation and intrinsic interest that a student shows in school. Engagement in schoolwork involves both behaviors (such as persistence, effort, attention) and attitudes (such as motivation, positive learning values, enthusiasm, interest, pride in success). Thus, engaged students seek out activities, inside and outside the classroom, that lead to success or learning. They also display curiosity, a desire to know more, and positive emotional responses to learning and school. Extensive evidence exists that engagement and motivation are critical elements in student success and learning. Researchers agree that engaged students learn more, retain more, and enjoy learning activities more than students who are not engaged.

Perceived Competence and Control as Mediators of the Relationship between School Context and Student Engagement
A primary psychological mediator of the relationship between student engagement and educational context is the degree to which students feel competent and confident of their ability to be successful in completing educational tasks. Students who are convinced that they lack the ability to succeed or control the outcome of their educational experience will not make an effort to engage or excel in school-related work. To become successful, students need to know what it takes to succeed and believe they can succeed, given what they know.

Factors in the School Context that Support Student Success
Relationships between students and teachers and the climate in the classroom are positively associated with levels of student engagement and academic competence. Similarly, meaningful and challenging learning environments have been linked to both engagement and perceived competence. When students are authentically engaged in meaningful, quality work, the likelihood increases that they will learn something new and remember what they learned. Three kinds of contextual factors merit special attention.

Sense of Belonging and Caring
Although learning involves individual cognitive and emotional processes, student motivation is also significantly influenced by a supportive network of relationships. The likelihood that students will be motivated and engaged in school is increased to the extent that they perceive their teachers, family, and friends as supportive. Schools that engage students promote a sense of belonging by personalizing instruction and creating a supportive, caring social environment where adults show an interest in students’ lives in and out of school.

Clear, High, and Consistent Expectations
High, clear, and consistent expectations also support students’ self-confidence, their belief that their efforts will lead to success, and their engagement in school. A substantial body of evidence demonstrates that schools where students achieve high levels of performance tend to set high expectations and standards. To motivate students, however, standards and expectations must be clear and genuinely achievable. Students are most likely to be academically engaged when goals are set at an appropriate level - that is, when they both challenge students and allow them to experience a sense of competence and accomplishment.

Meaningful and Challenging Educational Environments
Research on learning shows that students become cognitively engaged when teachers ask them to wrestle with new concepts, explain their reasoning, defend their conclusions, or explore alternative strategies and solutions. Students enjoy learning more and are more likely to participate in school tasks when their teachers employ active pedagogical strategies.

School context such as supportive relationships with teachers to the student`s, school set a clear, high and consistent behavioral and academic expectations to the student`s and most importantly implement the high quality instruction and pedagogy to the student`s in order for them to be highly engage in the school`s academic activity in math and reading and perceived academic competence as a learner that will result for the achievement of high school student. The article stated in the research study is related to the development of an electronic profiling of student records because the proponents proposal is also a program factors that teachers, parents and students could see the records over the internet. The proponents believe that by developing this online student profiling system will help them in monitoring the overall student performance and also in order for the parents and teachers to give an immediate advice to the student to be more responsible and well determined in their study.