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Relevant bibliographies by topics / Freetown Secondary School for Girls

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Academic literature on the topic 'Freetown Secondary School for Girls'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Freetown Secondary School for Girls"

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Muralidharan, Karthik, and Nishith Prakash. "Cycling to School: Increasing Secondary School Enrollment for Girls in India." American Economic Journal: Applied Economics 9, no. 3 (July 1, 2017): 321–50. http://dx.doi.org/10.1257/app.20160004.

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We study the impact of an innovative program in the Indian state of Bihar that aimed to reduce the gender gap in secondary school enrollment by providing girls who continued to secondary school with a bicycle that would improve access to school. Using data from a large representative household survey, we employ a triple difference approach (using boys and the neighboring state of Jharkhand as comparison groups) and find that being in a cohort that was exposed to the Cycle program increased girls' age-appropriate enrollment in secondary school by 32 percent and reduced the corresponding gender gap by 40 percent. We also find an 18 percent increase in the number of girls who appear for the high-stakes secondary school certificate exam, and a 12 percent increase in the number of girls who pass it. Parametric and non-parametric decompositions of the triple-difference estimate as a function of distance to the nearest secondary school show that the increases in enrollment mostly took place in villages that were further away from a secondary school, suggesting that the mechanism of impact was the reduction in the time and safety cost of school attendance made possible by the bicycle. We also find that the Cycle program was much more cost effective at increasing girls' secondary school enrollment than comparable conditional cash transfer programs in South Asia. (JEL H42, I21, I28, J16, O15, O18)

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Mansoori, Naveed, Hiba Tanweer, Imtiaz Ahmed, Abdullah ., Itesham Noor, and Syed Muhammad Mubeen. "Menstrual Hygiene Practices among Adolescent School Girls in Pakistan." ANNALS of JINNAH SINDH MEDICAL UNIVERSITY 6, no. 2 (December 30, 2020): 44–49. http://dx.doi.org/10.46663/ajsmu.v6i2.44-49.

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Objectives: To evaluate menstrual hygiene practices among teenage girls and to compare menstrual hygiene practices among secondary and higher secondary school girls in Pakistan Methodology: A cross-sectional study of adolescent girls (grades 9 to 12) from different secondary and higher secondary schools across Pakistan was conducted between November 2017 and September 2018. A pre-tested and standardized questionnaire was administered using a non-probability sampling technique. The menstrual hygiene practices were evaluated and comparisons were made between secondary and higher secondary school girls about these practices. Data was analysed using SPSS version 22. P-value < 0.05 was set for being statistically significant. Results: Out of a total of 2,000 adolescent girls, an equal number of adolescent girls (n=1,000) were chosen from secondary and higher secondary schools. The mean menarchal age was 12.5 ± 1.2 years. Majority of the participants (63.6%) belonged to public sector schools and (71.3%) responded that menstrual blood comes from the womb. One in five (19.3%) girls missed 2 days/month of school due to pain (54.5%). Two-thirds (68.6%) of the participants were using sanitary pads and one of three changed their pads three times/day, and forty-six percent of the girls were unable to carry out daily activities due to menstrual period. Statistically significant (P < 0.05) association was observed between knowledge of menstruation among secondary and higher secondary school girls. Conclusion: The study showed that menstrual hygiene was understood well among young girls. However, a substantial association was noted between secondary and higher secondary school girls’ hygiene practices.

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Thapa, Dhana Kumari, and Tara Paudel. "Secondary School Students’ Attitude towards Mathematics." Mathematics Education Forum Chitwan 5, no. 5 (December 31, 2020): 34–39. http://dx.doi.org/10.3126/mefc.v5i5.34761.

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The major objective of this article is to describe the perception of self-efficacy and attitude towards mathematics of students studying science and mathematics in grade 12 in Kathmandu valley. Cross-sectional descriptive design and quantitative method were used to collect and analyze data. Data were collected from 318 randomly selected students studying science in grade 12, from nine different schools of Kathmandu valley through self-administered questionnaire. The survey showed that majority of girls and boys were encouraged by their parents to get enrolled in the science stream. Most of them chose mathematics courses to enter into the fields of engineering and technical sciences. From the observation we found that perceived self-efficacy is good i.e. both girls and boys have positive and good attitude towards mathematics courses. There is no gender variation in attitude of students learning mathematics between girls and boys. Therefore, attitude towards mathematics are less likely to be influenced by gender of students, castes and educational status of parents. Many students can be attracted towards mathematics field of study by providing information and counseling about academic opportunity for mathematics in higher education.

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Usman, Lantana Martha. "Terrorism and female teacher leadership in girls’ secondary school." International Journal of Educational Management 32, no. 4 (May 14, 2018): 669–88. http://dx.doi.org/10.1108/ijem-04-2017-0084.

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PurposeThe purpose of this paper is to explore female teachers and vice principal’s leadership on girls attendance and learning, safety and security issues in rural girls’ schools experiencing Boko Haram insurgencies. The secondary purpose is to recommend innovative educational policy initiatives at the school, community and state levels, so as to ameliorate girls and teachers’ challenges, and to sustain girls in schools.Design/methodology/approachQualitative educational research orientation and an ethnographic-narrative research design were used for the study. Purposeful sampling procedure was adopted through the selection of female teachers and a vice principal. Soft qualitative oral data (SQOD) were collected from structured interviews and focus groups and participant observation data. Data analysis engaged hand data analysis (HAD) for transcription, while the coding and theming process involved qualitative computer software data analysis (CSDA) of NVivo 8.0. The measures of validity involved the qualitative process of member checking, while ethical issues of anonymity with participants were addressed in the process of data collection, and reporting.FindingsMajor findings revealed a symbiotic relationship between female teacher’s moral leadership and the application of law of tort in the girls’ school; teachers’ adopted spiritual leadership and moral decision making process on girls’ safety, and learning motivation; and improved school community collaboration for security and safety of the girls and effective communication.Practical implicationsEducational policy options are prescribed. They include the training of teachers and girls on fire safety and conflict crisis; recruitment of female school counsellors; housing incentives for female teachers; support grassroot initiatives on school security; and sustaining school-community/parents involvement.Originality/valueBoko Haram’s impact on teacher and school leadership in girls’ school(s) has not been studied so far. The paper is the first, thereby filling the gap of the literature on girls’ rural education and terrorism.

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Chandy, T. A., and W. A. Grana. "SECONDARY SCHOOL ATHLETIC INJURY IN BOYS AND GIRLS." Journal of Pediatric Orthopaedics 5, no. 5 (September 1985): 629. http://dx.doi.org/10.1097/01241398-198509000-00152.

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Musaiger, Abdulrahman O., Ahmed M. Matter, Sadiq A. Alekri, and Abdul-Rassol E. Mahdi. "Obesity Among Secondary School Students in Bahrain." Nutrition and Health 9, no. 1 (January 1993): 25–32. http://dx.doi.org/10.1177/026010609300900103.

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The aim of this study is to estimate the prevalence of obesity and factors associated with it in Bahraini secondary school students. A cross-sectional study involving a sample of 825 students (417 boys and 408 girls) aged 15 to 21 years was obtained from secondary schools. Obesity was determined using body mass index (BMI = Wt/Ht2). The findings revealed that 15.6% of boys and 17.4% of girls were either overweight or obese (BMI ≥25). Family size, parents education, and family history of obesity were significantly associated with obesity among boys, while family history was the only socio-economic factors statistically associated with obesity among girls. Meal patterns such as eating between meals, number of meals per day, and method of eating were not associated with obesity in students. Boys who ate alone were 3 times more likely to be obese than those who ate with family members (odd ratio = 3.4). Measures to prevent and control obesity among children are suggested.

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Sotelo, María José. "Sex Differences in Self-Concept in Spanish Secondary School Students." Psychological Reports 87, no. 3 (December 2000): 731–34. http://dx.doi.org/10.2466/pr0.2000.87.3.731.

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The aims of the study were to examine differences between boys and girls in global self-esteem and in specific domains of self-concept. Several measures of global self-esteem and multidimensional self-concept were administered to 61 boys and 64 girls. Analysis showed that boys reported higher scores than girls on global self-esteem, measured on the Coopersmith Self-esteem Inventory and the Feelings of Inadequacy Scale by Janis-Field, but this result was not reproduced when self-esteem was measured on the Rosenberg Self-esteem Scale. No differences have been found in domain-specific self-concepts, except for the ethical-moral self-concept, on which girls reported higher scores than boys.

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Shakeel, Amal, Hafiz Muhammad Asim, Naeem Ahmad, and Amer Aziz. "Idiopathic Scoliosis In Secondary School Girls: A Screening Programme." Journal of the College of Physicians and Surgeons Pakistan 28, no. 9 (September 1, 2018): 726. http://dx.doi.org/10.29271/jcpsp.2018.09.726.

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PILLAI, VIJAYAN K., THOMAS BARTON, and KOFI BENEFO. "SEXUAL ACTIVITY AMONG JUNIOR SECONDARY SCHOOL GIRLS IN ZAMBIA." Journal of Biosocial Science 29, no. 3 (July 1997): 297–301. http://dx.doi.org/10.1017/s0021932097002976.

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This paper proposes a causal model of sexual activity among a randomly selected sample of 305 Junior secondary school girls in Zambia. The results indicate that liberal sexual attitudes influence romantic involvement with boys. Emotional involvement is likely to result in sexual activity. Traditional courtship forms are slowly being replaced by modern patterns of courtship behaviour. Policy and programme implications are discussed.

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Cefai, Carmel, Paul Cooper, and Ray Vella. "A whole-school approach to positive behaviour in a girls' secondary school." International Journal of Inclusive Education 17, no. 7 (July 2013): 700–713. http://dx.doi.org/10.1080/13603116.2012.708362.

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Dissertations / Theses on the topic "Freetown Secondary School for Girls"

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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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Mwingira, Margaret Philip. "Teachers' understandings of girls' inclusion in a Tanzanian secondary school." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17932.

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Thesis (MEd )--Stellenbosch University, 2011.
ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania.
AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.

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Fraser, Carolyn Jean. "Secondary school girls in conversation about school success : implications for practice and policy." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31310.

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I sought to gain insight into the meaning of the term "success" as it related to three groups of secondary school girls. There were six girls who affiliated themselves with a Fine Arts group, five girls with an Academic group, and four girls with an Aboriginal group. Utilizing a focus group format, each group met for an hour to have a discussion about what success meant to them. I analyzed the transcripts for themes that emerged, interpreting the girls' views through a poststructuralist, feminist lens. The girls in each group were articulate, engaged, and reflective, able to deconstruct many taken-for-granted assumptions inherent in the dominant discourse on success, jointly constructing meaning on a number of similar themes. These themes included the importance of maintaining some balance in their lives, of making, monitoring, and assessing their own goals for success, and of the positive impact of support from friends and families. There were also some differences among the groups. For instance, the Academic group focused almost exclusively on achievement as a determiner of success, echoing the dominant discourse. They also expressed some ambivalent feelings about this focus. The Fine Arts group discussed the importance of following their passion for the arts as a way to express themselves and to contribute to society. The Aboriginal group deconstructed several notions concerning success, including "enough" money, the importance of developing strategies to overcome obstacles, and of having self-confidence. I placed this study within the context of the Women's Rights and the Aboriginal Rights Movements, examining the literature for the impact of these social movements on Western society generally, and on the education for girls more specifically. I also highlighted some contextual issues that may have affected the Aboriginal girls in the study. I also examined the BC Ministry of Education Gender Equity Policy, including the context for its development, implementation strategies, and the exclusion of important voices. I discussed the tension between conflicting and contradictory discourses concerning the "accountability" agenda and the social justice movement within educational policy and practice.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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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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Kwong, Yip-yee, and 鄺葉宜. "Body dissatisfaction of adolescent girls in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960984.

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Kwong, Yip-yee. "Body dissatisfaction of adolescent girls in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2243429X.

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Jacobs, Ruwayda. "The experience of adolescense girls regarding verbal bullying in secondary school." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/449.

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The experience of verbal bullying at school may cause a female adolescent much distress. This distress can result in the adolescent experiencing life as traumatic and may influence her sense of well being negatively. Verbal bullying usually takes the form of name-calling, put-downs and insults. This can be very traumatic for adolescents and can lower their self-esteem, which may eventually lead to mental illness. The parents of adolescent learners often have the misconception that bullying is a normal part of a teenager’s life and are unaware of the distress it may cause the adolescent. The victimized adolescent should, therefore, be provided with support in order to avert the occurrence of mental illness. The goals of this study were to: • Explore and describe the experiences of adolescent girls regarding verbal bullying in secondary school settings. • Develop guidelines to assist mental health nursing specialists in helping adolescent girls to cope with bullying in secondary schools. The researcher used a qualitative, explorative, descriptive and contextual design with a phenomenological approach. The research population consisted of female learners in a secondary school setting. Purposive sampling was used in this study to identify participants. Data was collected by means of naïve sketches, one-to-one-interviews and field notes based on observations. Data was analyzed using Tesch’s method (in Creswell, 1994:190) of descriptive analysis. The identified themes were compared to available literature. The data collected from this study was used to develop guidelines to aid mental health nursing specialists to help adolescents to cope with verbal bullying.

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Henry-Keon, Nadene Anne. "Hailing the hero: Critical cultural studies, subjectivity and girls in vocational high school." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/9040.

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Language allows us to narrate our stories. Creating ourselves as subjects is a function of language practices mobilized in complex and contradictory negotiations of the texts we engage, in the contexts in which they appear. This qualitative, interpretive study examines how seven, grade nine, female adolescent girls engage popular culture texts and practices to constitute themselves subjectively in vocational high school. The study shows that discursive representations of gender, desire, race and class critically inform and are informed by female adolescents' negotiation of their everyday lived experiences. In particular, it finds that female adolescents engage the discursive practice of anger to name their being and becoming.

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Tang, Sui-sim Cecilia. "An implementation of a forgiveness education programme in a secondary girls' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37337567.

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Tang, Sui-sim Cecilia, and 鄧瑞嬋. "An implementation of a forgiveness education programme in a secondary girls' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37337567.

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Books on the topic "Freetown Secondary School for Girls"

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Finnegan, Michele. Addressing behaviour modification in a girls secondary school. [s.l: The author], 2000.

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Bryant, George. Twelve plus: Girls in school. Palmerston North, N.Z: Dunmore Press, 1990.

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Centre for Policy Research (Dhaka, Bangladesh), ed. Barriers to girls' secondary school participation in rural Bangladesh. Dhaka: Centre for Policy Research, International University of Business Agriculture and Technology, 2007.

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Invisible girls: At risk adolescent girls' writing within and beyond school. New York: P. Lang, 2012.

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School, Coleraine Girls' Secondary. The Carthall scene: The magazine of Coleraine Girls' Secondary School. Ballymena: The School, 1991.

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Sagawa, Jessie. Wastage of girls in secondary schools in Malawi. [Malawi: s.n., 1991.

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"At school I've got a chance": Culture/privilege : Pacific Islands and Pakeha girls at school. Palmerston North [N.Z.]: Dunmore Press, 1991.

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Shankey, Gerard P. Tackling absenteeism among senior pupils in an all-girls secondary school. (s.l: The Author), 2002.

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Tolerton, Jane. Convent girls. Auckland, N.Z: Penguin, 1994.

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Harper, Helen J. Dangerous desires: High school girls and feminist writing practices. New York: Peter Lang, 1998.

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Book chapters on the topic "Freetown Secondary School for Girls"

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O’Hern, Darren M., and Yoshiko Nozaki. "Uhuru Girls Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 109–32. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_7.

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O’Donoghue, Tom, and Judith Harford. "Secondary School Education in Girls’ Catholic Secondary Schools Run by Other Orders of Nuns in Ireland, 1922–1962." In Secondary School Education in Ireland, 141–57. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_7.

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O’Donoghue, Tom, and Judith Harford. "Secondary School Education in Girls’ Catholic Secondary Schools Run by the Sisters of Mercy and the Presentation Sisters in Ireland, 1922–1962." In Secondary School Education in Ireland, 120–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_6.

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Munachonga, Heather. "School and Home Sexuality Discourses in Selected Girls’ Secondary Schools In Lusaka." In Perspectives on Youth, HIV/AIDS and Indigenous Knowledges, 77–95. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-196-0_6.

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Yamin-Ali, Jennifer. "A Study of Student Stress at the Senior Level at an All Girls Secondary School—A Case Study." In Data-Driven Decision-Making in Schools, 56–82. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137412393_3.

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Yu, George C. "The Case of St Margaret’s Girls’ College: How SLOA Promotes Self-Assessment and Peer Assessment to Enhance Secondary School Student English Learning." In Self-directed Learning Oriented Assessments in the Asia-Pacific, 393–411. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4507-0_20.

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"Entering Secondary School." In Counting Girls Out, 121–42. Routledge, 2012. http://dx.doi.org/10.4324/9780203209394-15.

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"Burntwood Secondary Girls' School." In Success Against The Odds, 115–34. Routledge, 2003. http://dx.doi.org/10.4324/9780203436448-13.

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"Handout for girls." In Stress Management Programme For Secondary School Students, 138. Routledge, 2003. http://dx.doi.org/10.4324/9780203469828-43.

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Alobaidi, Ramla Hamed Ahmed, Amina Hamed Ahmed Alobaidi, and Abdulghani M. Alsamarai. "Risk Factors for Allergy in Secondary School Girls." In Allergic Diseases - New Insights. InTech, 2015. http://dx.doi.org/10.5772/59376.

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Conference papers on the topic "Freetown Secondary School for Girls"

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Korpinen, Leena, Maarit Vesapuisto, and Timo Vekara. "Vaasa region E-Girls — education of electrical engineering for the senior secondary school students." In 2008 19th EAEEIE Annual Conference. IEEE, 2008. http://dx.doi.org/10.1109/eaeeie.2008.4610150.

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Wong, Timothy T. K., and Yee Wan Kwan. "A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end017.

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Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.

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KOVALČIKIENĖ, Kristina, and Sonata MILUSAUSKIENE. "VOCATIONAL PURPOSEFULNESS OF YOUNG PEOPLE IN RURAL COMMUNITIES: THE SIGNIFICANCE OF SOCIO-ENVIRONMENT FACTORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.136.

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The development of rural businesses and the implementation of innovations in rural areas depends on possibilities to realize individual’s potential, and the opportunities to develop initiative and creativity of young people. The aim of the study was to reveal the significance of socio-environment factors for the vocational decision making of senior pupils from secondary school in rural areas. The factors were analyzed from the viewpoint of senior pupils and members of rural community. The object of the research – the socio-environment factors of vocational purposefulness of young people in rural communities. The research tasks focus on the attitudes of rural community members and young people toward factors that influence the vocational purposefulness of youth in rural areas. Also, the differences between two groups were analyzed. The sample consisted of 280 respondents: 100 secondary school senior pupils (56% girls and 44% boys, the mean age – 16 years) and 180 rural community members (80% women and 20% men, 35 years old in average). Based on the works of researchers in the area of vocational orientation and purposefulness, the questionnaire was compiled. The results revealed that socio-environment factors are important for the purposeful decision making on the vocational choice of youth in rural areas. From the view point of rural community members, the main factors are: family traditions, the profession’s prestige in society, the influence of parents, friends and important others, and family conditions. According to the opinion of senior pupils from secondary school, the important factors are: family conditions and traditions, friends and other important people, as well as profession status in the rural community. Recommendations for development of young people’s vocational purposefulness in rural areas are presented.

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Reports on the topic "Freetown Secondary School for Girls"

1

Muralidharan, Karthik, and Nishith Prakash. Cycling to School: Increasing Secondary School Enrollment for Girls in India. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19305.

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2

Santhya, K. G., Shireen Jejeebhoy, A. J. Zavier, Rajib Acharya, and Neeta Shah. Supporting girls in their transition to secondary education: An exploratory study of the family, school and community environments of adolescent girls in Gujarat. Population Council, 2014. http://dx.doi.org/10.31899/pgy10.1012.

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