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1
Ilsley, Jeffrey Robert. "Mathematics and physical science choices made by pupils in selected Eastern Cape high schools: an investigation into the factors influencing the different choice patterns of boys and girls." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004750.
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The disparate numbers of boys and girls who elect to continue with mathemalics and/or physical science in the higher slandards of the school system has recently attracted much research atlention and the complexity of the interrelaledness of causal factors has become obvious. The broad aim of the study was to investigale the significant drop-out rate of girls at the end of the junior secondary phase of education (approximate age of fourteen lo fifteen). This was to be carried out for mathematics and physical science and undertaken using a cross-sectional and a longitudinal study. The cross-sectional study entailed administering mathematics and physical science attitude questionnaires to 3531 standard six, seven and eight pupils from 4 co-educational, 2 allgirls' and 2 all-boys' schools, from middle and upper socioeconomic communities with similar language and cultural backgrounds . The longitudinal study involved pupils from two coeducational schools and one all-girls' school. It was a progressively-focused study starting with questionnaires administered to 358 standard six girls and boys, narrowing down to questionnaires and interviews used with 50 girls and 28 boys in standard seven and finally to interviews with 10 girls from standard eight. The parents of these ten girls were interviewed at the end of the study. The attilude questionnaires yielded strong sex differences which favoured the boys in both subjects for all the attitudes measured and also pointed to a progressive deterioralion of altitudes over the three-standard span. They also established significant differences in attitudes which favoured the pupils from Single-sex schools. It was further concluded that the girls were more strongly guided by their attitudes when making their subject-choice decisions. In the longitudinal study, reasons were suggested for pupils either taking or dropping mathematics and physical science. The introduction of algebra in the first year of high school presented a problem to pupils. In physical science, electricity was singled out as giving the subject a male bias. Socialization influences in the home were the main issue dealt with from the parent interviews . Sex-roles and stereotypes were dealt with in depth. Recommendations were made involving classroom strategies, curriculum possibilities, school policies and further research
2
Akpan, E. U. U. "Factors influencing the choice of science or non-science subjects in Nigerian secondary schools and the consequences for science enrolments in Nigerian universities." Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375625.
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Johnson, Earle McClain. "Factors influencing secondary students' attitudes towards agriculture in New Providence, The Bahamas." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321881.
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Bastow, Barry William. "A study of factors affecting parental choice of secondary school." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019099/.
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This thesis describes a research study which endeavours to determine the reasons why parents prefer one school above another when selecting a secondary school for their child. It also examined how these reasons and choices are influenced by the social status of the family and the gender of the child. The major issues addressed in the literature review include; the range of educational choices in which parents could be involved (including choices within schools and choices between schools), the changes in legislation concerning choice of school from The 1921 Act up to the present day, how Local Education Authority policy and practices have led and followed the Central Government legislation, the reasons put forward, for and against, parental choice of schools, a summary of what authors and previous researchers have said about why parents choose particular schools and finally a summary of what the literature offers on the issue of measuring social status. For this empirical study a detailed questionnaire was distributed to over 2000 parents and just over 1250, or 62%, were returned. The respondents were parents of children who were expected to move on to attend one of the 15 secondary schools in a town just outside London. This provided sufficient data to answer each of the following research questions concerning parents selecting a secondary school for their child: 1. What proportion of parents choose their closest secondary school? 2. To what extent do parents read school brochures and attend school open nights and to what extent are parents influenced by these and other sources of information? 3. Which characteristics of a school do parents value most? 4. Do the parents who favour each particular secondary school do so because they value the same characteristics of the school, or do the parents who favour each particular secondary school do so for a whole range of different reasons? Each of the first three issues is further analysed to determine if the parents' responses are related to the social status of the family or the gender of the child. Multilevel analysis is employed to analyse the data because it not only enables the above questions to be answered but also determines how the relationships between the variables vary from one school to another. The results clearly show that a majority of parents in the area surveyed prefer their child to attend a school other than the closest one. However, this trend is significantly more common among parents in the high social status group than among parents in the lowest group. It is also evident that high social status parents read more brochures and attended more open nights and that they are influenced significantly more by talks with other parents. The school characteristics that parents sought for their child are similar to those found in previous studies but this study shows that the proportion of parents who cited many of these characteristics varies significantly between parents of different social status levels and between parents of boys and parents of girls. Finally, it was shown that parents discriminate between cq-educational and single-sex schools and between denominational and non-denominational schools but after these two factors have been considered the best discriminators between the schools parents choose are social status variables. Educational variables only account for about 20% of the discriminatory power of parents and this suggests that efforts by schools to attract parents and students can at best be 20% effective.
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Malekana, Marumo Moses. "Factors influencing the choice of agricultural science as a school subject." Diss., University of Pretoria, 1999. http://hdl.handle.net/2263/30399.
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Agriculture plays an important role as the basis of economic development of many countries. One of the ingredients for accelerating agricultural development is the provision of adequate knowledge through education. Schools where agricultural science is taught play an important role, but the problem that gave rise to this study is the lacking interest and poor performance in agricultural science. The main aim of this study was to investigate factors that may influence the choice of agricultural science as a school subject. In order to attain this aim, six high schools in the Temba District were sampled to represent urban, semi-urban and rural schools. All agricultural science pupils and, for purposes of comparison, forty five pupils doing physical science and twenty seven from home economics were interviewed. The overall image of agriculture appeared quite positive in that 62 percent of the students rated it as high or very high, and only the medical practitioner received a higher average status rating than the agricultural professional. The findings indicated that non-agriculture students had the most intensive association with a farming background, which seems to indicate that a close association with agriculture is a deterrent rather than an incentive to choose agriculture as a school subject. Exposure to agricultural science as a school subject appeared to increase the interest in the study of agriculture at tertiary level, although the possibility that the interest in tertiary studies in agriculture stimulated the choice of agriculture science as a school subject, cannot be ruled out. Amongst agricultural science pupils there is general agreement that agriculture provides good access to tertiary education, although physical science was rated much higher. The assessment of teachers does not favour agricultural science. Agricultural science teachers were assessed significantly lower as far as personality, teaching quality, accessibility and knowledge is concerned. However, the less the influence and assessment of the teacher, the bigger the influence of parents appeared to be. Somewhat alarming is the finding that about 20 percent of respondents claimed to have been forced to study agricultural science at school. Those that received counselling did not have a better image of agriculture, which seems to indicate that agriculture is not a field of study recommended by teachers during counselling.Dissertation (M Inst Agrar (Extension))--University of Pretoria, 1999.
Agricultural Economics, Extension and Rural Development
unrestricted
6
Martin, Douglas Lynn. "Factors influencing student choice to continue participation in an alternative education program." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2572.
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The purpose of this study was to identify students' reasons for choosing to participate in the San Joaquin County Office of Education's Alternative Programs. The major areas studied were (a) curricula, (b) teacher instruction, (c) teacher and student relationship, (d) school climate, and (e) teacher and student ratio. The study also examined the relationship between these areas and their importance in contributing to students attending and remaining in school. Data were gathered from two different sources: (a) student surveys of 104 randomly selected students who have been enrolled in the alternative program for a period of six months and had the opportunity to return to their school district of residence; (b) interviews with 20 randomly selected students who participated in the student survey. Analysis of the data suggested that factors such as subject matter, teacher instruction, teacher and student relationship, school climate, and class size are influential in students choosing to attend and participate in the alternative education program. Evidence supported the notion that many of these factors are interrelated. Data supports the research regarding factors within the classroom that influence students, decisions to attend and participate in school. In addition, data supports the need to provide options to a diverse school population. The study provides recommendations for administrators and teachers of the alternative education program to continue promotion of a positive school culture which may result in positive student outcomes.
7
Williams, Andrea J. "Sioux Lookout District First Nations education, factors influencing secondary school success." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ48588.pdf.
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Paden, Linda Barnette Gaston. "Factors influencing choice in selection of a magnet school program in a large urban school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/2546.
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The purpose of this research was to determine if parental selection criteria identified in the research literature were confirmed in a large metropolitan public school system that has a choice program. Further, the study investigated the relationships between demographic and institutional factors and choice of schools.
The sample of the study consisted of 278 parents enrolling their children in a magnet school program for the first time during the 1993-94 school year. The population for the study consisted of Atlanta parents.
Correlational statistical analyses of the data were conducted to determine relationships between the variables and choice of schools. Of the thirteen factors analyzed in the study, only four were significantly related to parents' choice: school size, magnet theme, reputation of staff, and friends' opinions.
Using stepwise multiple regression analysis, choice was treated as the dependent variable. School student body size (GSIZE), the independent variable, entered the regression equation on Step 1. Theme and emphasis of the magnet school program (ATHEME), the independent variable, entered the regression equation on Step 2. Reputation of staff (DREPUTE), the independent variable, entered the regression equation on Step 3.
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Cheung, Siu-wan, and 張笑韻. "Factors affecting girls' choice of science in a girls' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3727790X.
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Nong, Makwena Victor. "Factors influencing the redeployment of public secondary school educators in the Northern Province." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-093438.
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Conti, Carol. "Factors influencing the selection of nursing as a career choice by high school students /." Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_conti_facto.pdf.
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Repetylo, Anna H., and n/a. "Factors influencing retention rates in secondary schools within the Wollongong region." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.
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Throughout the 1980s, there was a trend in Australia towards increased
participation rates in post-compulsory education. This study examines factors that
influence Year 12 retention rates in four Government secondary schools within the
Wollongong Sub-Region. Factors that were thought to influence students to continue
to Year 12 and sit for the New South Wales Higher School Certificate Examination
included those related to Gender, Socio-economic (relating to occupation of parents,
government financial assistance, and language background), Educational and Career.
The study involved surveying over 400 Year 10 students in four schools by
questionnaires. These schools were chosen for their geographical location and to
include two schools with a history of high retention rates and two schools with low
retention rates.
The questions in the survey were incorporated with a larger survey conducted
in 1989 by the Faculty of Education at the University of Wollongong under the coordination
of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers
advice and industry attitudes towards female students in non-traditional study and
work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after
seeking recommendations from students, teachers and the NSW Department of School
Education Research Group, the survey was administered in 1989.
The study used descriptive research methodology, and Chi-square analysis
was used to establish significance levels in the data.
With regard to gender, the data clearly demonstrated that female students were
more inclined than male students to stay on to Year 12, and have positive reasons for
their decision.
Concerning Socio-Economic factors, the results of this study showed that
students whose parents have a professional background are more likely to stay on to
Year 12. In addition, the achievement of the Higher School Certificate as a preIV
requisite for further study was a strong motivating factor for students staying on to
Year 12. However, students in receipt of Austudy did not appear to relate in a
statistically significant manner with any of the factors that influence the student to stay
on to Year 12. As well, no statistical inference could be drawn from intention to sit for
the HSC and the language most used at home by parents.
With regard to educational factors, the responses from each of the four schools
surveyed showed a high percentage (82 to 85%) of students intending to stay on to
Year 12 and sit for the HSC examination. None of these schools had an appreciably
higher proportion of students intending to sit the HSC exam. However, it was found
that students from one particular school were more likely to undertake further study
and students from this school had a high percentage of both parents with a
professional occupation than any other school.
The findings relating to career factors showed that students who have a
professional career in mind are more likely to proceed to Year 12. It was also found
that students who had school work experience in a professional occupation were more
likely to proceed to Year 12.
The study relates the survey findings to the research literature in Australia, and
also includes a discussion of the limitations of the survey.
13
Grizzle, Alison L. "An exploration of factors influencing effective teachers' decisions to remain in urban school settings." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/800.
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Existing problems identified in the literature on teacher retention and resilience include (a) a gap in understanding factors influencing urban teacher retention; (b) lack of clarity on multiple factors swaying teachers' decisions to remain despite challenges; (c) overlapping definitions of teacher retention, attrition, and resilience; and (d) absence of a theoretical framework for a potential relationship between retention and resilience. This embedded-case study sought to identify factors influencing effective teachers' decisions to remain in an urban setting and to examine the role of teachers' resilience, retention, and effectiveness with respect to this decision. Fourteen core-area secondary teachers, identified through criterion reference sampling by National Board Certification status and administrators' assessment of characteristics derived from studies on effective urban teaching, participated in a focus group and individual interviews and supplied archival data. Line-by-line coding and data grouping revealed that (a) passion for students, dedication to reflection, a sense of spiritual calling, and dedication to social justice influenced both retention and resilience; (b) professional development increased resilience but had little influence on the decision to remain; and (c) teacher community influenced resilience at varying levels. The findings indicate a relationship between retention and resilience, yet they are not synonymous, suggesting caution when using resilience studies to create retention models. Outcomes suggest professional development that emphasizes reflection on one's purpose and practice and the linkage of reflection, pedagogical changes, and student achievement. This study contributes to positive social change by providing insight into retention of effective urban teachers and a foundation for further research on urban teacher retention and its impact on student performance.
14
Washburn, Shannon G. "Factors influencing college choice for matriculants and non-matriculants into a College of Agriculture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052228.
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Jorstad, Susan. "An analysis of factors influencing the teaching of evolution and creation by Arizona high school biology teachers." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280023.
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This study examined the amount of emphasis given by Arizona high school biology teachers to the topics of evolutionary theory and special creation, as explanations for the origin and diversity of life on earth. A questionnaire was mailed to all Arizona public high school biology teachers in March of 2000, to gather data on teachers' classroom practices and attitudes towards evolution and creation, information on teachers' educational and professional backgrounds, their religious preferences, and any perceptions of pressure regarding the teaching of evolution or creation from outside sources. Sixty-five percent (final n = 419) of the questionnaires were returned. Analysis confirmed that, while a strong majority (96%) of Arizona teachers gave some coverage to evolutionary theory, a significant proportion (33%) reported fewer than three class periods per semester in which evolution was a major topic; 10% left it out entirely. Fourteen percent of the teachers reported that they gave moderate-to-strong emphasis to religious explanations of the origins and diversity of life. It was unclear whether this was presented as an alternative scientific theory, or as religion or philosophy. Between ten and thirty percent also rejected the scientific validity of evolutionary theory, rejected the evolution of humans from ape-like ancestors, thought that religious explanations should be taught as part of high school biology classes, or agreed that creationism has a valid scientific foundation. The amount of emphasis given evolution by a teacher correlated positively with teaching experience, number of college classes in evolutionary biology taken by the teacher, the amount of in-service training a teacher had had on teaching evolutionary theory, and age. It correlated negatively with membership in Conservative Christian religious denominations and with degree of religious fervor. Interestingly, the possession of a degree in biological sciences (e.g., versus a degree in education) had no effect. When teacher attitudes (as measured by a series of opinion questions) were taken into account in multiple regression models, all variables except specific evolutionary biology coursework became non-significant. The only variables that correlated with teacher emphasis on creationism were Conservative Christian church membership and religious fervor---both positive correlations. Again, education had no effect.
16
Scalia, Lynne S. "Derailed| Factors influencing college and career decisions of high school students in a deindustrialized rural community." Thesis, Montana State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112074.
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High schools in the United States are charged with preparing students for citizenship and the knowledge, skills and experiences for success in postsecondary education and work. This study examines the problem of how to prepare students for college and work in a rural deindustrialized working-class community where jobs and careers that allow for upward economic mobility are scarce.
This ethnographic case study sought to understand the influences and interplay of school-based and non-school-based factors that influenced students’ decisions as they graduated and made the transition to college and work. Participants were two generational groups of alumni from working class families in the same high school. The first group was comprised of those who graduated in the decade that followed the closure of the railroad in Livingston, Montana in 1985. The second group was comprised of those who graduated a generation later, 20-30 years after deindustrialization.
The study found that the economic restructuring that occurred a generation after the deindustrialization altered the factors that affected the transition from high school to college and work for children in working class families. Financial stress and financial instability weighed more heavily on the present generation. College was seen as an investment in the 1985-1995 generational group, whereas college is a gamble for the 2005-2015 group. The 2005-2015 working class group saw themselves as “too rich” for grants, but “too poor” to afford college. While parent expectations for educational attainment remain the same for all participants, the latter group has fewer community ties and a greater reliance on educators in the high school.
The study concludes with recommendations that include interventions in the areas of college and career counseling, an examination of rural college and career readiness, critical pedagogical and collective impact approaches. The study calls upon school leadership to articulate competing discourses that shape educational practice and policy, and to be informed by the awareness that students’ subjective experiences of their lives are embedded within economic, political and social structures, as they attempt to intervene in the lives of young adults who will enter a precarious labor market.
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Du, Toit C. M. "Transition, text and turbulence : factors influencing children's voluntary reading in their progress from primary to secondary school." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03162005-104322.
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Wong, Pui-see Sheila, and 黃佩施. "A study of possible factors influencing secondary 3 students' environmental knowledge and attitude in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30271320.
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Gough-Jones, Vilna Jacqueline. "Girls' perceptions of secondary school specialist computer courses: A case study." Thesis, University of Canterbury. Maori, Social and Cultural Studies in Education, 2008. http://hdl.handle.net/10092/1749.
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This research project investigated girls' perceptions of specialist computer courses in secondary schools. Literature both international and in New Zealand indicate a dwindling number of females pursuing study and careers in ICT. This project identified some of the factors influencing girls' choices to take computer courses; their perceptions on computer careers and the implications for teachers and schools. The research was based on a collective case study with embedded cases. Data was collected from a survey using a mind map and questionnaire, as well as semi-structured face-to-face interviews. A descriptive narrative derived from the interviews with five of the participants is presented as well as cross case analysis for more than five participants. Overall the students' accounts revealed complex, inter-related and disparate data regarding their perceptions of computing. The data revealed confusion with language and terminology; a perception of variance in levels of knowledge and abilities in specific courses; stereotypical perceptions of computing; and differences in experience, relevance and choices within the computing context. The study highlights issues related to the association of computing with science and mathematics; girls' perceptions of the relevance and content of computer courses; genderrelated issues with computing; apparent lack of knowledge of computer careers and how schools label and describe their computer courses. It also puts forward some implications for schools and suggests some actions that schools could take as a starting point to try and break down some of the stereotypes and myths that seem to be discouraging girls into specialist computer courses.
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Sproston, Ronald Leslie, and res cand@acu edu au. "What a Difference a Play Makes: an examination of factors influencing personal development benefits through involvement in extracurricular theatre." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp89.09042006.
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The research investigates the personal development benefits to students of involvement in a particular extracurricular activity (student theatre). It examines aspects of student personal development that are promoted by involvement in this extracurricular activity and discusses factors within the activity that encourage or promote these results. It does this through its focus on participants’ perceptions of what happens in the group, in terms of personal development and events and actions that affected that personal development. The extracurricular theatrical activity that is the focus of this study takes place annually in a regional Catholic co-educational secondary college in Victoria, Australia. It is a multi-age activity that involves students from Years 7 – 12. Participation is open to all students and the activity is non-competitive. A detailed review of the literature covering the areas of extracurricular activity, adolescent development and resilience is provided. The research is underpinned by an holistic enactivist world-view and makes use of the constant comparison methodology of grounded theory to analyse the data it obtains. The theoretical justification for this position is provided. The data were obtained through semi-structured or guided interviews with long term participants in the activity. The participants included students, ex-students, teachers and parents. The participants’ perspectives of the personal development that occurred through involvement in the extracurricular activity were revealed through their voices, and were examined as they described and reflected upon their experiences. The interconnectedness of the personal development benefits and the factors that enable them are highlighted. Conclusions about the significance of an increased awareness of the complex inter-relatedness of the events that subscribe to the enhancement of personal development are offered. Theory related to the elements that contribute to the development of an environment that facilitates personal development benefits is developed.
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Al-Hashmi, Salim Zuwaid. "Factors influencing secondary school students' decisions to enter higher education : implications for higher education capacity in the Sultanate of Oman." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5640.
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The major goal of this study is to investigate the factors influencing Omani secondary school students' decisions to enter higher education, and the implications of such decisions for higher education provision. A number of economic, sociological, psychological, demographic and institutional variables, derived from previous literature and from analysis of labour market conditions in Oman, were incorporated in the conceptual framework guiding the research. A questionnaire, developed to suit the Omani context, was distributed to cluster samples of final-year public secondary school students, stratified by gender and specialisation, in 6 educational regions (N= 1950, valid returns= 1830). These were followed by semi-structured interviews with 42 volunteer students and telephone interviews with 4 decision-makers in the Ministry of Education, to discuss emergent issues. Government and non-government documents and statistics on higher education capacity and labour market demand were analysed. Of the factors, Human Capital Theory appears to be the most influential factor on students' decisions. Students' self confidence in their ability, parents' and family influence, and students' own attitudes and perception towards higher education followed. External factors of the labour market and school were considered less influential and friends least. Moreover, students' specific motivation was shaped and largely determined by the characteristics of the Omani work environment. Mediating effects of gender, specialisation and region were discovered. Current capacity of higher education does not meet either students' aspirations or the labour market demand. However, inequities in capacity, combined with the traditional Omani disdain for certain types of work, complicate the issue. Resolving the problem, therefore, requires not only expansion of higher education capacity, but also adjustment and redirection of demand. Additionally, adjusting educational demand will necessitate addressing disparities in salaries and employment conditions between the public and private sectors. Theoretical and policy implications are highlighted and specific recommendations address the latter.
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Salleh, Sallimah Hj Mohd. "An examination of factors influencing Bruneian secondary teachers' use of information and communication technology in teaching: a survey exploration." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001505/.
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Examining teachers' attitudes/perceptions and their influence on behaviour can be an important step in understanding the psychosocial factors affecting teachers' use of Information and Communication Technology in teaching. This study attempted to provide such an understanding by elaborating Ajzen's theory of planned behaviour (TPB), a widely applied psychosocial theory in modeling behaviours. Basically, TPB explains a behaviour as a consequence of attitude towards the behaviour, subjective norms, and perceived behavioural control. These three direct factors of TPB are, in turn, influenced by salient beliefs or indirect factors: behavioural, normative, and control beliefs, respectively. In this study, the TPB was modified by (1) decomposing each of the three types of beliefs into two dimensions respectively, and (2) incorporating external variables – age, sex, subject taught, teaching experience, teaching period, qualification, level of class, classroom access, and computer laboratory access. Using these predictor variables, an Information and Communication Technology Use Model (ICTUM) was developed for assessment and comparison in performance with the TPB. Using a survey questionnaire, data were collected from a total of 1,040 secondary school teachers in eighteen government schools in Negara Brunei Darussalam. Structural equation modeling, using AMOS 5.0 software, was employed as the major statistical analytic technique for a series of data analyses: measurement model assessment for validity and reliability tests; and assessments of the models, ICTUM and TPB. The proposed model, ICTUM, was found to fit only marginally and the modification efforts through beliefs decomposition and external variables incorporation provided only a small increase in the amounts of variance explained by the predictor variables. However, the TPB model of direct factors was found to be a good-fitting model showing attitude towards behaviour, and perceived behavioural control; as predictors of intention; and intention as a stronger predictor of use of ICT than perceived behavioural control. By demonstrating the significance of those factors as predictors of intention and use of ICT, this study suggests that augmenting teachers' positive attitudes towards the use of ICT and supporting them technically and personally could encourage teachers to increase the use of ICT in their teaching. This study also suggested a need for future research on the direct influence of salient beliefs on intention, and behaviour (use of ICT) respectively. Although the TPB model is theoretically and statistically justifiable, further testing with different samples is required. Through its use of a theoretical and statistical modeling approach, the current study represents an initial step towards uncovering fundamental mechanisms that explain teacher use of ICT in teaching.
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Thieman, Gayle Yvonne. "Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/1461.
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In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209.
The case studies included multiple sources of evidence (administrator and teacher interviews, surveys, classroom observations, focus groups, and documents). The data were analyzed for each school individually and across all three schools to clarify the connection between standards-based reform policy, teachers' learning, and changes in classroom practice.
The study examined the influence of six teacher factors and four school level factors on familiarity with the reform policy, involvement in educational reform, and changes in classroom. Teacher factors were: (a) present teaching experience; (b) previous teaching experience; (c) pedagogical knowledge needed to implement the reform; (d) involvement in educational reform; (e) sense of empowerment; and (f) self-efficacy. School level factors were: (a) previous educational policies; (b) participation in a collaborative learning group; (c) building level and district administrative expectations and support; and (d) organizational features that enhance time for teachers to learn and collaborate.
Both teacher and school level factors were related to familiarity with the policy, involvement in reform, and changes in classroom practice. Teacher factors (involvement in reform, empowerment) predicted more of the variance in familiarity with HB1209 than did school level factors (collegial teams, school reform plan). Contrary to my original hypothesis, knowledge of the reform policy itself was the largest single predictor of involvement in educational reform and of changes in classroom practice. However, while knowledge of the policy was necessary, it was not a sufficient predictor. Teacher factors (staff empowerment, pedagogical knowledge) predicted more of the involvement in reform than did school level factors (time for planning and curriculum development, school reform plan). Teacher factors (involvement in reform) and school level factors (workshops, conversations about practice) were equally predictive of changes in classroom practice.
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Mapasa, Tobeka Eugié. "An analysis of factors influencing the choice of particular schools in preference to township schols, in the Port Elizabeth area." Thesis, Port Elizabeth Technikon, 2005. http://hdl.handle.net/10948/144.
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There has been a radical exodus of learners from the townships schools to former Model C, Coloured and Indian schools and this has had an impact on township schools. In some schools in the Port Elizabeth townships, learner enrolment has dropped tremendously. This tendency has also been a concern of the Eastern Cape Department of Education. The focus of this research was to determine the reasons that prompted the learners to prefer schools that were far from their homes while there were schools situated nearer to their homes. To accomplish this, a review of literature on why learners in other parts of the world moved from school to school and or why their parents send them to particular schools was done. The literature assisted in identifying key issues pertaining to school choice. These issues were translated into questions used in questionnaires to learners and parents to determine the reasons for preference of schools outside the townships. The data gathered via the questionnaires led to interviews with the staff from the schools in the areas where the case study participants live. Apart from gathering data for interpretation the interviews were also used to triangulate data collected via the two questionnaires. The five most important factors that were common to the parents and the learners, identified and endorsed by the educators as influencing school choice, were firstly the fact that high status parents prefer high status schools; secondly that safety, discipline and the smooth running of the school are of high importance. Thirdly it was indicated that extra-mural activities in the school curriculum play an important role. The opportunity the school provides for parental involvement was rated as the fourth most important factor. The educator’s attitudes towards work were rated as the fifth most important factor. The research report finally emphasized the need to undertake a variety of projects for further research. Suggestions were also made by way of recommendations of possible factors that had to be taken into consideration when determining strategies to attract learners to township schools.
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Al-Ansari, Saif H. "Environmental factors influencing students' achievement in English as a foreign language : a case study of third year secondary school students in Bahrain." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254422.
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The main objective of this study was to investigate the relationship between a number of environmental variables and achievement measures in English language of third year Bahraini secondary school students. Fifteen null hypotheses were formulated and tested against students' achievement results. The first set of research instruments included students' first term English Language Achievement Tests while the second was a questionnaire completed by the selected students. The questionnaire was administered entirely in Arabic. The third set of materials involved conducting a total of thirty-two interviews. Responses to the interviews complemented the findings of those of the student and teacher questionnaires. The fourth and final set of materials was a teacher questionnaire which was basically intended as an additional step towards the study of variables existing within the teaching situation. The sample needed for the study was comprised of a total number of 327 randomly selected students, 161 of whom were males and 166 were females. Thus differences in sex were fully taken into account. Ages ranged from 16 to 23 with a mean of 17. Subjects averaged 12 years of education and had studied English as a foreign language for a minimum period of 9 years.The conclusion drawn from this research implied that Bahraini students need to show a considerable degree of commitment and also strive to make use of the language in its various contextual settings. Female students need to modify their present attitudes-held toward English language learning and its culture. Students need to be on the alert as to the degree of availability and teachers' frequency and skill in using a fully incorporated teaching aid. Home conditions, in terms of educational support and encouragement should work in favour of acquiring the language.
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Aitken, Robert Kent. "A graduate internship report including a research report of the factors influencing Newfoundland & Labrador Level III high school students' choice of university to attend following graduation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25818.pdf.
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Rygg, Michelle K. "Context, Content, and Practice: Factors Influencing the Social Literacy of Students in One, All-Female, College-Preparatory Catholic High School." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1341192937.
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Peterman, Amy C. "Factors Influencing College Readiness: Supports and Barriers Experienced by Academically Resilient First-Generation Hispanic Males." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/42.
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This qualitative multiple-case study explored the supports and barriers experienced by nine first-generation Hispanic male high school students who met the college entrance requirements for the University of California and California State University systems. Research indicates that Hispanic males lag behind other underrepresented populations when it comes to college readiness, application, and enrollment rates. Given that parent education level is a strong predictor of degree attainment and that Hispanics have some of the lowest parent education levels, it is essential to examine how first-generation college-bound Hispanic males experience supports that help mitigate the barriers they face when pursuing college enrollment. Particularly in California, where the Hispanic population continues to rise exponentially, it is important for educational practitioners to develop a better understanding of how to support first-generation Hispanic students. This study aims to contribute to the research on improving college access for underrepresented populations using resiliency theory as the lens through which to examine this issue. Rather than look through a deficit-oriented lens, resiliency theory focuses on the protective factors or supports that help mitigate risk factors or barriers. Using data collected through interviews and document analysis, the findings here showed the significant role of supports such as academic capital and college knowledge, a systematic focus on college readiness, college readiness and bridge programs, and a strong counseling program for these students. In addition, it was evident that the students’ familial connections to college had a significant impact on the level of academic capital of each of them, reinforcing the need to look beyond the label of “first-generation”.
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Taha, Madina. "Investigating the success of E-learning in secondary schools : the case of the Kingdom of Bahrain." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/9237.
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As a result of the advances in information and communication technology, E-Learning has been integrated as an essential element in educational settings. Despite its successful implementation, a significant number of E-Learning projects fail to achieve their goals. This has motivated researchers and practitioners to study the reasons for failure and success and the factors that impact E-Learning. This research attempts to investigate the factors that influence the implementation and development of E-Learning and the most appropriate framework for secondary schools in Bahrain. The research adopted a quantitative approach to examine both teachers’ and students’ perceptions of critical factors in secondary schools in the Kingdom of Bahrain. A total of 540 respondents completed the survey-based questionnaire. The results revealed that there are four sets of factors which influence the success of E-Learning in the school education sector. These are: students’ characteristics (computers skills; motivation and attitudes); teachers’ characteristics (attitudes; control of technology and pedagogy and teaching style); technology (quality of technology and effectiveness of infrastructure) and design and content (perceived ease of use and quality of content). In addition, the findings show that there are some differences in perceptions amongst teachers according to gender, specialization, teaching experience and E-Learning experience. Similarly, the findings show that there are some differences in perceptions amongst students according to gender, specialization and level of study (years in school). The main contribution of this research is that it addresses the success of E-Learning in the schools sector in Bahrain and in the Arab region as this area of research lacks theoretical and empirical studies. In addition, the research proposes a conceptual framework that integrates the critical factors and demographic variables. The proposed conceptual framework contributes to the knowledge of E-Learning success by creating a guide for educational institutions and governments for better development and implementation, serving as a planning tool for new E-Learning projects and as an assessment mode for the efficacy of existing projects.
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Shukla, Bhavna. "A Study of Some Factors Influencing Attitudes Towards Energy Education and its Relationship with Academic Qualifications and Personality Characteristics of Secondary School Teachers in Devi Patan Region (Uttar Pradesh) India." Diss., Dr. Ram Manohar Lohia Awadh University, 2006. http://hdl.handle.net/10919/71594.
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This study concerns seven factors Area, Sex, Age, Stream, Social background, Economic Status and Academic Qualification influencing attitudes towards Energy Education and their relationship with personality characteristics. Objectives of this study were to compare the attitudes of these different groups which were translated into null hypotheses. Stratified random sampling was applied and data was collected from secondary school teachers of Devi Patan Region, Uttar Pradesh (India) using Likert Scale and Meenakshi Personality Inventory. It was found that 96% teachers cutting across above factors accepted the importance of Energy Education and their personality traits do not have any significant effect on attitudes.
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Scherman, Vanessa. "The validity of value-added measures in secondary schools." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-140841/.
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Beckman, Pontén Helen, and Emma Åkerblom. "Vad ska du bli när du blir stor? : Vilka faktorer påverkar gymnasievalet?" Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77269.
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Huvudsyftet med denna studie är att kartlägga vilka faktorer som påverkar i gymnasievalet. Frågeställningar som belyses är vilka faktorer som påverkar eleverna och vilka personer som är betydelsefulla. I studien diskuteras också skillnader mellan olika grupper som exempelvis kön. Metoden som valdes var enkätundersökning med elever i årskurs 9 som stod inför sitt gymnasieval. Resultatet visar att intresse och att programmet ska förbereda för högre studier är de faktorer som påverkar mest. Betydelsefulla personer är framförallt eleven själv, men också vårdnadshavare. Som teoretisk utgångspunkt har Pierre Bourdieus begreppsram använts. Resultatet visar att vårdnadshavarnas utbildningsnivå har en direkt påverkan på elevens meritvärde vilket i sin tur påverkar valet mot ett bredare program med inriktning mot teoretiska ämnen. Det finns ett samband mellan vilket intresse som utvecklas och elevens habitus. Vårdnadshavarnas informationskapital och skolkapital påverkar också elevens val av program.The main objective of this study is to identify factors that affect the high school choice. The research questions highlights factors that affect students and which persons were significant. The study also discusses the differences between various groups such as sex. The chosen method was a questionnaire survey of students in grade 9 who were facing their election. The results showed that interest and the program to prepare for higher studies was the factors that impacted the most. Important people were mainly pupils themselves, but also parents. As a theoretical point, Pierre Bourdieu's conceptual framework has been used. The results shown that parents education has a direct impact on the student's merit rating, which affects the choice of a broader program focusing on academic subjects. There is a relationship between the interest which is being developed and the student's habitus. Parents' information capital and school capital also affects the student's choice of programs.
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Moshi, Susan. "Teknikprogrammet på gymnasiet och få kvinnliga elever som söker : En studie om orsakerna till den låga andelen kvinnliga elever på teknikprogrammet." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-151894.
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Denna undersökning syftar till att se vilka anledningar som finns till kvinnliga elevers val, eller snarare bortval av utbildning inom teknik, och vad som kan vara de bakomliggande faktorerna som bidrar till eller avgör att få kvinnliga elever väljer teknikprogrammet. Utbildningsvägar med tekniska inriktningar lockar fortfarande endast ett fåtal kvinnliga elever. Kvinnliga elever som går på teknikprogrammet och naturvetenskapsprogrammet har tillfrågats om vilka faktorer som påverkade dem vid deras gymnasieval. Studien har genomförts på tre gymnasieskolor inom Stockholms län (två kommunala skolor från olika kommuner och en fristående skola). Metoderna för studien var enkätundersökning till lärarna, gruppintervju med eleverna och enkätundersökning med frågor till kvinnliga elever på teknikprogrammet och naturvetenskapsprogrammet. Studien visar att hierarkiska strukturer i kulturella koder för programmen var framstående, såsom hur könsfördelningen ser ut på programmen. De kvinnliga eleverna på teknikprogrammet anser att öppet hus och föräldrarnas åsikter har påverkat deras val av teknikprogrammet. Teknikintresset har även visat sig avgörande liksom innehållsmässiga faktorer i högstadiets teknikundervisning, vilket har medfört att eleverna väljer bort teknikprogrammet. Studien påvisar ett troligt samband mellan lågt självförtroende inom teknik och de kvinnliga elevernas gymnasieval, eftersom de saknar tillit till sin egen förmåga inom teknik och anser att de saknar kunskap om vad teknik är. Av studien framkommer möjliga metoder för att utöka antalet kvinnliga elever på teknikprogrammet anordnande av öppet hus och förändring av den kulturella koden för teknikprogrammet genom att betona kvinnliga förebilder inom teknik. En annan möjlig väg till att minska segregerade gymnasieval till teknikprogrammet är att skapa nya inriktningar som passar kvinnliga elever på teknikprogrammet.This survey aims to identify the reasons for female students' choices, or rather discontinuation of education in technology, and what are the main reasons affecting them in their selection that contribute to make female students choose or not choose the technology program in the upper secondary school selection process. Educational pathways with technical focus still attract only a few female students. The female students who are currently studying the technology program and the science program have been asked about the factors that influenced them in the upper secondary school choice process. The study has been conducted at three secondary schools in Stockholm county (two municipal schools from different municipalities and one free school). The methods of the study were a web questionnaire questions to the teachers, group interviews with the students and a web questionnaire questions to female students on the technology program and science program. The study shows that hierarchical structures in cultural codes for the programs were prominent, such as how gender distribution looks like at programs. The female students at the technology program consider that open-houses and parents' opinions have heavily in their decision process. Technical interest has also been crucial as well as substantial factors in upper level lower secondary school technical education, and thus students opt out the technology program. The survey shows the low ability beliefs have strong connection with female students' choices for their future education because they do not belief in their own ability in technology and they consider that they have lack knowledge about what technology is. Conclusion could be made that possible ways for increase the number of female students in the technology program through the open house, and the change of the cultural code of the technology program by emphasizing female role-models in technology world. Another possible way to avoid segregated upper secondary school program choices could create new specializations in the technology program to attract female students.
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Nasca, Maria. "Varför inte fler? : Kvinnliga elever på gymnasieskolans tekniska program - En undersökning kring gymnasievalet." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214612.
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Rapporten baseras på en empirisk studie och en litteraturstudie. Syftet är att belysa några av de anledningar till att flickor och kvinnor utesluter tekniken och i synnerhet väljer bort den vid gymnasievalet. Vad påverkar de kvinnliga eleverna i deras val respektive bortval av teknikprogrammet? Denna studie söker elevperspektivet hos gymnasieungdomar som utfrågas om deras genomgångna gymnasieval och vilka faktorer som påverkade dem. Därigenom erhålls ett resultat i en avvikande synvinel till skillnad från studier där ungdomar utfrågas innan eller i samband med gymnasievalet i årskurs 9, i och med att gymnasieungdomarna är något mer mogna till reflektion över sina anledningar samt att de har mer insikt samtidigt som de har gymnasievalet i närbelägen dåtid. Den empiriska studien har utförts på en stor gymnasieskola i en av Sveriges storstadsregioner. Metoden för den empiriska studien var intervju och enkätfrågor till kvinnliga elever på teknikprogrammet och naturvetenskapsprogrammet samt lärare som undervisar dessa. Studien påvisar att de kvinnliga eleverna anser att existerandet av de mjukare inriktningarna på teknikprogrammet (exempelvis Design- och produktutveckling), öppet hus samt föräldrarnas åsikt utgör en stark påverkan på deras val av Teknikprogrammet. I nära samverkan med litteraturen gick dessa områden att sammanfoga till några koncilianta sammanhörande gebit. Hierarkiska strukturer i kulturella koder för de olika programmen var framstående. Återgivningen av tekniskt intresse tolkades också ha en avgörande betydelse liksom innehållsmässiga faktorer i teknikundervisningen på högstadiet. Även föräldrarnas direkta eller indirekta åsikt tros spela in. Studien påvisade ett troligt samband mellan föräldrars utbildning samt yrkesval och de kvinnliga elevernas gymnasieval. Av studien framkommer att eventuellt möjliga vägar till att undvika segregerade gymnasieval till teknikprogrammet exempelvis är att utöka antalet mjuka inriktningar på teknikprogrammet, fortsätta att medvetet arbeta för fler kvinnliga elever på teknikprogrammet på det öppna huset samt att försöka att medvetet skynda på förändringen av den kulturella koden för teknikprogrammet genom att bland annat föra fram och trycka på kvinnliga förebilder inom teknik, både moderna och historiska.The report is based on both a survey and a literature study. The purpose is to highlight the reasons why girls and women exclude technology as such and, in particular, why they opt it out in the upper secondary school selection process. What do the female students consider to be the main reasons affecting them in their selection and discontinuation of the technology programs? This study searches for the pupil perspective of upper secondary school students. This gives a deviating result as opposed to studies that are conducted with pupiles in lower grades. The survey was conducted at a major secondary school in one of Sweden's metropolitan regions. The method of the survey was interviews and a web questionnaire addressing female students on the technology program and the science program as well as teachers who teach them both. The study shows that the existence of the softer specializations of the technology program (such as design and production development), open-houses and the parents' opinion weighed heavily in their decision process. In close collaboration with the literature, these areas joined up to some conciliatory related fields. Hierarchical structures in cultural codes for the various programs were prominent. The interpretation of the term technical interest was also crucial as well as substantial factors in upper level lower secondary school technical education. Even the parents' direct –as well as indirect opinions are important. The survey shows that parents' education and their existing career choices have strong connection with female students' choices for their future education. Conclusion could be made that possible ways to avoid segregated upper secondary school program choices could include setting up an increased number of "soft" specializations in the technology program, active work to attract female students during technology programs’ open-houses and speeding up change of the technology program cultural codes by, among other things, emphasizing the importance of both established and new female role-models in the technology world.
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Rydgren, Lovisa, and Britt-Marie Hagman. "Håll dörrarna öppna : Gymnasieungdomars tankar kring sina studieval." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182790.
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The study aims to examine students on the Natural Sciences program and their thoughts on their choice of program as well as what may have influenced their decision. Semi-structured interviews have been used as a data collection method and a phenomenological approach has been taken to seek answers to the study's research questions. The study shows that there are many similarities between the interviewees' ways of reasoning about their choice. Influencing factors that are prominent among the interviewees are, for example, the importance of the grades for program selection and interest. The study shows that students tend to sort themselves into a compartment based on self-perception and then adapt the program choice. As a theoretical framework for the study, Hodkinson's and Sparkes's sociological theory of career choice has been used.Studien har undersökt elever på det Naturvetenskapliga programmet och deras tankar runt sitt programval samt vad som kan ha påverkat deras beslut. Semistrukturerade intervjuer har använts som datainsamlingsmetod och ett fenomenologiskt förhållningssätt har intagits för att söka svar på studiens forskningsfrågor. Studien har visat att det finns många likheter mellan intervjupersonernas sätt att resonera kring sitt val. Påverkansfaktorer som visade sig framträdande mellan intervjupersonerna var exempelvis betygens betydelse för val av program samt intresse. Studien visar att eleverna hade en tendens att sortera in sig själva i ett fack utifrån självuppfattning och därefter anpassa programvalet. Som teoretiskt ramverk för studien har Hodkinsons och Sparkes sociologiska teori om karriärval använts.
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Nukeri, Happy Jabulani. "Factors influencing the choice of physical science at secondary schools in the Northern Province." Diss., 1998. http://hdl.handle.net/10500/15678.
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This study investigates variables that influence choice of Physical Science as a
secondary school subject. The variables are pupil, home environment, teacher and
school environment. A questionnaire was administered to 849 grade 9 pupils. The
following findings are recorded:
The better pupils achieve in Science the more likely that they will further their studies
in Science. If pupils have positive self-concepts, beliefs about, attitudes and interest
in Science and enjoyed Science at primary school they are inclined to choose Science
as a subject. Pupils who choose Science view it as a valuable subject for daily life,
have parents who evaluate Science favourably and come from better socio-economic
backgrounds than those who do not choose Science. These pupils also view the
attitudes, personalities, competencies and methods of assessment of their Science teachers positively. Finally, they perceive the Science curricula and textbooks as beneficial.Psychology of Education
M. Ed. (Psychology of Education)
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Ngobeli, Dorah Thinavhuyo. "Factors influencing the choice of mathematics as a subject at senior secondary level." Diss., 1994. http://hdl.handle.net/10500/17570.
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The study was undertaken to identify the factors that influence standard seven pupils when they choose
whether to continue with mathematics at senior secondary level or not. The relative importance of the
factors was also determined. The literature study identified the following factors: attitude towards mathematics, utility of mathematics, family members' influence, mathematics teacher's influence, peer group influence, achievement and gender.
The empirical study dealt with the following:
* A 77 item questionnaire was completed by 201 standard seven pupils.
* The statistical analysis revealed significant differences between pupils who chose mathematics and those who did not, with regard to all variables except gender.
* A regression analysis identified the most influential factors as achievement, family members' influence, attitude and the mathematics teacher.
* The overall implications were:
- Pupils be made to experience success so that their attitudes may change.
- Parents must be involved in their children's education.Psychology of Education
M. Ed. (Psychology of Education)
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Letlape, Tabea Mmasebedise. "Ga-Rankuwa secondary school students' awareness of career counselling and factors influencing career choices." Thesis, 2019. http://hdl.handle.net/10500/26611.
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The fundamental aim of education is to empower learners to succeed in their career path and,
as such, the future of South African learners depends on the quality of decisions and the
progress made by them in respect of their personal and career development needs. The focus
of the study was on investigating the awareness of guidance and counselling in Ga-Rankuwa
secondary schools, and explore factors influencing career choice. The total number of
secondary schools that participated in the study were seven (7), and all public schools from
the disadvantaged context, in the Tshwane West Education District. The study was a descriptive
survey, and the target population consisted of 859 participants. The data were collected, using
two questionnaires; namely the Career Development Questionnaire (CDQ), and the Selfstructured Questionnaire (SSQ). The Statistical Package for Social Sciences (SPSS) was used
to generate data, which were used as descriptive statistics of frequency table, percentages and
cross-tabulation to “raise awareness on the status of career guidance and counselling in GaRankuwa secondary schools”
The findings of the study showed that career guidance and counselling was not effectively
implemented in schools, and that inadequate career education was offered to learners during
Life Orientation classes. From the findings, it was discovered that learners did not have the
accurate, sufficient, informed and practical knowledge to help them make sound career
decisions, and that learners’ levels of career maturity were very low. It was evident from the
findings that age, gender, parents/guardians educational background did not have any
significant influence on learners’ career choices. The researcher, therefore, recommends that
Life-Orientation teachers be exposed to extensive career guidance and be offered training in
career counselling, and that there should be adequate and accessible career guidance and
counselling facilities for learners – and that career guidance strategies and policies should be
reviewed.Psychology
Ph. D. (Psychology)
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Yang, Chin-Chung, and 楊金川. "A Study of Factors influencing Parental choice in the nearby Community''s secondary School －Examples of the Learning Community on the Left Bank in Taipei County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/40967297290160902427.
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碩士銘傳大學
教育研究所碩士在職專班
93
Since 2001 the government has implemented a policy to promote the connection of secondary school with their community in order to encourage the student to enter schools nearby. Based on this educational policy, this research wants to find out main factors influencing parental choice in the nearby community school. Methods of literature analysis and questionnaire survey are used to achieve the research purpose .A self-constructed questionnaire was applied to 698 effective samples and relevant statistical method of the mean , percentage , chi square criterion , factor analysis , T-test , one-way ANOVA , product-moment correlation were used to analysis the data. The results of the research are listed in the following: 1. The willingness of parental choice in nearby secondary school are as follows： (1) 75.6% of parents'' are willing to choice community''s secondary schools. (2) The parents with higher social-economic status tend not to choose the nearby schools. (3) The parental choice mainly focuses on the public school. 2. The major influential factors to choose the school are the environment of study, academic achievement and school management. 3. Five important information sources to make the school choice are in the following: Visiting the community''s schools, discussing with the junior high school teachers, reading the enrollment materials dispatched from the school, surfing the websites of the schools and participating in the open fair for new students. 4. Six relevant measures from the government to promote the connection of the secondary schools with their community and to increase the enrollment percentage from the local junior high schools are as follows: (1) to subsidize the school teaching facilities, (2) to stipulate the enrolling number for the local junior high school students, (3) to offer the local graduates’ guarantee that the local community universities and colleges will accept them based on an agreement, (4) to offer the channel for the local school graduates to enroll in the secondary school without entrance examination , (5) to offer scholarships for the local students and (6) to set up flexible transferring mechanism among secondary schools.
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Zehringerová, Adéla. "Faktory ovlivňující volbu další vzdělávací dráhy žáků deváté třídy ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-370003.
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This work is focused on the choice of further educational path of elementary school pupils, namely pupils of the last year's ninth grade of the elementary school Novoborská. First the theoretical part is devoted to defining the basic concepts, the specifics of the pupils of the ninth classes and subsequently the specific factors that could influence the choice of pupils' secondary school. In this sense, it also deals with the professional orientation of pupils and the system of career counseling in the Czech Republic at the level of basic education. The practical part of this thesis focuses on the process of making decisions of the students of the ninth class about the choice of further educational or professional career through in-depth interviews with individual pupils. It also examines the specific aspects that have entered this decision and the extent to which the choice of the secondary school coincided with their professional orientation. The aim of this work is to approach the issue, to describe the factors that can be the key in transferring pupils from elementary to the secondary school and to identify the specific aspects that most influenced the choice of the secondary school pupils of the last year's ninth grade of elementary school Novoborská.
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Tzong-Min, Liu, and 劉宗旻. "Factors Influencing Secondary School Teachers’ Adoption of Teaching Blog." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/32833920039366808704.
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碩士國立彰化師範大學
工業教育與技術學系
97
Abstract Recently, there has been a dramatic proliferation in the number of teaching blogs; however, little is published about what motivates people to adopt the teaching blogs. The purpose of this study is to find out which factors can significantly influence whether a teacher chooses to use a teaching blog or not, and the degrees of these influences. An integrated model was conducted based on innovation diffusion theory. Four constructs (including individual characteristics, the characteristics of innovation technology, school’s characteristics and organizational characteristics) and fourteen factors are included. A questionnaire was sent to 188 teachers from junior high schools, senior high schools, and vocational high schools. The 188 teachers who had signed up for the first eduBlog Awards held by the Ministry of Education as survey subjects, so that invitations to fill out questionnaires can be delivered to teachers by leaving messages in their blogs or by email. A total of 74 (out of 188) usable responses were obtained. In addition, 10 high schools, 10 vocational high schools, and 10 junior high schools were selected by random sampling. By the time this survey was concluded, a total of 251 (out of 600) questionnaires were collected. The total number of valid questionnaires is 325 for data analysis. Discriminant analysis, Chi square test, and Canonical correlation analysis are used in this study to test each of the research hypotheses. The results indicate that codification effort, loss of knowledge power, altruism, personal innovation, perceived usefulness, perceived ease of use, compatibility, perceived enjoyment, school support, school incentives, superior influence and peer influence are critical factors. The results also indicate that codification effort, altruism, personal innovation, perceived usefulness, perceived ease of use, compatibility, perceived enjoyment and school support are important discriminatory factors The purpose of this study is to find out the factors which influence whether a teacher chooses to use a teaching blog or not, and the degrees of the influences. Hopefully, it can contribute to related studies in the future and can be used as a reference when schools recommend teachers to use teaching blogs in the future. And schools can make plans and policies for all the situations to avoid teachers’ unwillingness to using teaching blogs, which may result in a platform without any information, so that schools’ promotion of teaching blogs would go smoother. Keywords: Blog, Teaching Blog, Innovation Diffusion Theory, IT Adoption
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Aherne, Ledy, and Ledy Aherne. "Factors Influencing Job Choice for International School Staff in Asia." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/79916082238697209197.
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碩士義守大學
管理碩博士班
104
A study was undertaken to research the factors that affect the job choices of teachers in international schools in Asia. International schools can be defined as educational institutions following non-local (U.K., American, or International Baccalaureate) curriculums, the language of instruction is English, and where a majority of the teachers come from western countries. Due to an increase in expatriate employees and their children and perceived differences in the quality of international schools over local schools, the number of international schools has increased dramatically over recent decades. The research methodology included interviewing experienced international staff about the relative importance of various factors in determining their choice of where to work and whether to move from their current position. The results of the survey were that teachers job choices are influenced by salary and other financial benefits, location, and working conditions. Working conditions are likely the most important of these factors. This can be understood by using decision theory. Teachers tend to behave rationally when making job choices.
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Bignotti, Alex. "Factors relating to entrepreneurial career choice of secondary school students." Thesis, 2013. http://hdl.handle.net/2263/33489.
Full textAbstract:
Young people face escalating unemployment rates and insufficient or unsatisfactory job opportunities. Despite this, most of them prefer a career in a formal organisation to a career in entrepreneurship. To more effectively prompt young people to choose entrepreneurship as a career, it is critically important to understand the personal and environmental factors relating to entrepreneurial career choice: the antecedents of entrepreneurial career choice. The core research question underlying this study is: What are the factors relating to entrepreneurial career choice in young people?
This study first constructs a conceptual framework of antecedents starting from the extant literature in this field. It then attempts to validate the framework empirically in a sample of South African secondary-school students, laying the foundation for building a theory of antecedents of entrepreneurial career choice. The data collection instrument is a questionnaire compiled mainly on the basis of validated questions available in the literature. The sample is made up of Grade-10, -11 and -12 secondary school learners, aged sixteen, seventeen and eighteen, respectively, selected using a convenience sampling technique. Different statistical tests are employed to examine the relationship between each antecedent factor of the conceptual framework and entrepreneurial career choice.
The majority of respondents expressed entrepreneurial-career-choice intentions. The results confirmed a relationship between entrepreneurial career choice and the following antecedents: family support, community support, early childhood experiences, work experience, prior start-up experiences and education. An intricate network of relationships was also found among the antecedents investigated, including some biographical variables. The findings suggest that the current Economic and Management Science (EMS) curriculum implemented in South African secondary schools is achieving its objective of raising students’ entrepreneurial-career-choice intentions. At the same time, however, a number of extra-curricular activities and experiences seem to be related to students’ entrepreneurial-career-choice intentions. This signifies that efforts to foster the choice of an entrepreneurial career among the youth should not be focused entirely on adjusting the school curriculum. Lastly, the number of inter-relationships observed among the antecedents of entrepreneurial career choice signifies that entrepreneurial career choice is a complex phenomenon and that building a theory of antecedents is an arduous undertaking.Thesis (PhD)--University of Pretoria, 2013.
Business Management
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Damtie, Demeke Gizew. "Factors influencing sexual risk behaviors among senior secondary school students (youths)." Diss., 2013. http://hdl.handle.net/10500/13772.
Full textAbstract:
This quantitative descriptive cross sectional study explored factors influencing sexual risk behaviours among youths in senior secondary schools in Ethiopia. Data were collected using structured questionnaires. Religious attachment, living with friends, living alone, parental control, level of parental education, peer pressure and number of friends who had experienced sex were some of the factors noted to influence youths to engage in sexual risk behaviours. The findings of this study have implications for both practice and policy development. They will enable healthcare workers to identify youths at risk of engaging in sexual risk behaviours and subsequently motivate them using health promotion strategies to engage in safe sexual practices. Adopting such an approach will prevent or at least minimise risk of youths being infected with sexually transmitted diseases, such as HIV/AIDS.Health Studies
M.A. (Health Studies)
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"Individual and systemic factors influencing secondary school teacher stress in Hong Kong." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074559.
Full textAbstract:
All in all, the research findings had confirmed the hypotheses of this study. Demographic differences among secondary school teachers were related to stress. Self-efficacy, resiliency and school environment in various extents was related to secondary school teacher stress. This study has theoretical and practical contributions to the understanding of secondary school teacher stress in Hong Kong. Lastly, implications, limitations of this study and suggestions for future research directions were also discussed.Moreover, structural equation modeling analysis was conducted to test and compare the goodness of fit of an overall direct effect model, a mediating model and a modified direct effect mediating model. Results indicated that the modified direct effect mediating model provided the best model fit with the data. School environment, self-efficacy and resiliency were found to be all negatively correlated to teacher stress. School environment exerted significant impact on teacher stress. Among the factors of school environment evaluated, affiliation, student support and work pressure had high correlation with secondary school teacher stress in Hong Kong.
Multivariate analysis of variance (MANOVA) was conducted to test for main effect of demographic variables on teacher stress. Findings revealed that years of teaching and school banding had significant main effect on stress. Teachers with more teaching experience were found to exhibit more stress than teachers with less experience in emotional manifestation and cardiovascular manifestation. Teachers worked in band three schools were found to be more stressful than teachers of band one and two schools in behavioural, emotional, fatigue and gastronomical manifestation of stress.
Reliability test and confirmatory factor analysis was conducted on the Teacher Stress Inventory, Generalized Self-efficacy Scale, Ego Resiliency Scale and the School-Level Environment Questionnaire and the instruments were found to be reliable and valid.
The purpose of this study are to examine whether demographic variables are related to teacher stress, if individual factors including self-efficacy and resiliency and systemic factor, school environment are related to teacher stress and how the individual factors together with the systemic factor jointly affect stress. The study is comprised of a convenient sample with 390 secondary school teachers.
Hung Oi Ling.
"April 2008."
Adviser: Alvin Leung Seung Ming.
Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0797.
Thesis (Ed.D.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 208-231).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
School code: 1307.
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Garudzo-Kusereka, Louis. "Factors influencing the motivation of Zimbabwean secondary school teachers: an education management perspective." Diss., 2003. http://hdl.handle.net/10500/1071.
Full textAbstract:
The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made.Educational Studies
M. Ed. (Education Management)
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Frerking, Brian Christopher. "Analysis of factors influencing college selection by prospective elite high school basketball players." 2002. http://www.oregonpdf.org.
Full text
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KO, HAN-YA, and 葛翰雅. "Investigation of Factors Influencing Parent's Choice of Private Bilingual Elementary School in the Taipei Area." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/tecm6f.
Full textAbstract:
碩士國立臺北大學
社會學系
105
The purpose of this study is to explore the factors influencing parents to choose for their children to attend private bilingual primary schools in Taipei. This comprises an analysis of the parents’ planning as regards their children’s education from the perspective of the following four aspects: credentialism; educational reform; socioeconomic background; and changes in Taiwanese society, globalization, and sub-replacement fertility. Through in-depth interviews, supplemented by questionnaires, this study identifies the following four reasons: 1. Sociolinguistic segregation: As private schools have considerable tuition fees, it is usually the economically well-off families who are able to send their children to private bilingual primary schools; one of the main reasons for choosing private schools is parents’ desire to associate their children with socioeconomic peers, often with the intent of reducing the probability of deviant behavior by means of social segregation to eliminate negative influences from students of lower socioeconomic strata. 2. Global competition: In light of the increased pressure of globalization, parents hope to enable their children to be more competitive in the future, so as to be able to go abroad to study and obtain a diploma in an English-speaking country. 3. Distrust of educational reform: Taiwan is still in a transitional period as regards education reform. Parents do not trust the de facto policy of piecewise reform, fearing that sudden changes to evaluation methods may jeopardize their preparations for their children to advance to successive stages of study. In contrast, private schools’ system of direct ascent via affiliated junior schools is perceived as a more secure option. 4. Avoiding pressures related to credentialism: In contrast with the tradition of pursuing high exam scores, parents now pay more attention to the balanced development of their children. However, if they go the route of the general public school system, they will have to face the prospect of competing with other students over scores. This is another reason many parents choose for their children to attend private bilingual primary schools.
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Mtemeri, Jeofrey. "Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe." Thesis, 2017. http://hdl.handle.net/10500/23174.
Full textAbstract:
The study sought to investigate factors that influence the choice of career pathways among high school students in Midlands Province of Zimbabwe. The investigation serves as a springboard to establishing a career guidance model that would assist career guidance teachers in high schools in their endeavours to help students make career choice from a well-informed perspective. A survey design which was mainly quantitative in nature was used in this empirical study. A self-designed questionnaire was used in collecting data from the participants. One thousand and ten high school students and 20 career guidance teachers participated in the study. The Statistical Package for Social Sciences version 19 calculated the percentages that were used to analyse the data. The study revealed that family members, both nucleus and extended, had an influence on students’ choice of careers. The influence of mothers and fathers was rated highly as compared to other family members. The study also revealed that schools had an impact on high school students’ choice of careers. Career guidance, especially school career days, was cited as having a positive impact on students’ choice of careers. The geographical location of schools was cited as quite influential in the choices of careers by students. The study also revealed that peers had an influence on students’ choices of careers through peer advice and encouragement. However, the influence of gender on career choice was lowly rated. In other words, gender did not influence the students’ choice of careers. Several recommendations were made. The study recommended the training of parents, peers and teachers to enhance students’ choice of careers. It was also recommended that only trained career guidance teachers be allowed to teach career guidance. Lastly, the study also recommended a career guidance model to assist in helping students choose suitable careers.Psychology of Education
D. Ed. (Psychology of Education)
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Du, Toit Cecilia Magdalena. "Transition, text and turbulence: factors influencing children’s voluntary reading in their progress from primary to secondary school." Thesis, 2004. http://hdl.handle.net/2263/23201.
Full textAbstract:
A basic premise of the investigation is that the acquisition and exercise of advanced reading skills are essential for effective adolescent learning. For the benefits of reading to accrue maximally, learners should continue to read avidly during leisure and long after basic reading instruction, traditionally the domain of the primary school, has ceased. The purpose of this study is to investigate factors that influence the voluntary reading of some South African adolescents, specifically at an age when they undergo emotional, intellectual, social and physical changes which influence their behaviour, habits and choices. The research problem focuses on the transition from primary to secondary school, since extant literature shows that numerous factors influence adolescents’ reading habits during this phase, sometimes resulting in declining voluntary reading. Parameters for the investigation are set by the theoretical framework, centring on four domains that highlight the research problem, namely adolescence, literature, literacy and voluntary reading. Facets of these domains are explored, specifically motivation, qualitative change and the influence of home, school and community. Vygotsky’s theories on adolescent development underscore the research, as well as research on intrinsic and extrinsic motivation since, axiomatically, reading strategies develop optimally with high motivation. Stage-environmental fit theories - applied to motivation, self-efficacy or reading development - assert that learners have different sets of psychological, cognitive and psychosocial needs at different developmental levels, and unless these needs are met, academic achievement, appreciation for learning and effective reading development can decline. The often critical transition from primary to secondary school can result in a variety of lifestyle changes, and periodicity theories support the pattern and scaffolding of these transformational factors. Merging the relevant domains with developmental theories creates a matrix of Piagetian cognitive stratification. Chall’s model of developmental reading stages crafts an epistemological foundation and further refines constructivist principles developed by Vygotsky. Together they form a network explaining factors of transitional change that influence adolescents’ voluntary reading activities. The study’s methodology is delineated and followed by a description of the qualitative research design, data collection, data analysis strategies and ethical considerations. The course of the inquiry is refined in a closer focus on three domains and an explanation of the research instruments. The strengths and limitations of the study are discussed, as well as issues of reliability, validity, authenticity and generalisability. The empirical results are extrapolated from face-to-face interviews with ten respondents and their views generate the findings after a four-tiered analysis of the interview transcripts. Themes and conclusions are couched in three domains of the theoretical framework in an endeavour to address the research problem. The final chapter offers a synthesis by interweaving the theoretical outline and empirical findings. A hypothesis opening future avenues for investigation is identified, namely the factor of the internalisation of speech on reading in general and voluntary reading in particular. Two significant findings indicate that developmental stage theories effectively describe the transitional nature of the reading experiences of Grade Eight learners, and that intrinsic motivation, mastery learning and self-efficacy views play central roles in the continuation of voluntary reading.Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2006.
Educational Psychology
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