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Journal articles on the topic 'Grade 11 learner'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Somchay, Songsamayvong. "Ways to encourage intellectual activitesfor grade 11 students in teaching Mathematics at high school in Lao People’s Democratic Republic." Journal of Science Educational Science 65, no. 9 (2020): 191–202. http://dx.doi.org/10.18173/2354-1075.2020-0105.

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This paper studies encouragement methods for basic intellectual activities for grade 11 students in teaching high school mathematics in the Lao People’s Democratic Republic. Those methods are to organize for students to intellectual activities compatible with the process of mathematical teaching; to create situations of language activities; to train methodological knowledge such as “different familiarization types” associated with training intellectual activities for learners in organizing guidance Maths exercises; to organize for students to do activities taking hierarchy compatible with the

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Blanco-Suárez, Zeltia, Francisco Gallardo-del-Puerto, and Evelyn Gandón-Chapela. "The Primary Education Learners’ English Corpus (PELEC): Design and compilation." Research in Corpus Linguistics 8 (2020): 147–63. http://dx.doi.org/10.32714/ricl.08.01.09.

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This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials (47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.

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Mudaly, Vimolan, and Sihlobosenkosi Mpofu. "LEARNERS’ VIEWS ON ASYMPTOTES OF A HYPERBOLA AND EXPONENTIAL FUNCTION: A COMMOGNITIVE APPROACH." Problems of Education in the 21st Century 77, no. 6 (2019): 734–44. http://dx.doi.org/10.33225/pec/19.77.734.

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Learners in South African schools often respond poorly in questions related to the asymptote. Despite the fact that there are only a few functions in the South African curriculum that actually explore the asymptote, learners still show some deficiency in their understanding of the concept. This research examined Grade 11 learners’ mathematical discourses about the asymptotes of the hyperbola and exponential functions. Data were analysed using the Realisation Tree of a Function, an adaptation of the Realisation Tree Assessment tool from Weingarden, Heyd-Metzuyanim and Nachlieli. While the Reali

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Butler, Yuko Goto, Xiaolin Peng, and Jiyoon Lee. "Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy." Language Testing 38, no. 3 (2021): 429–55. http://dx.doi.org/10.1177/0265532221992274.

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Language assessment literacy (LAL) has recently gained substantial attention among language educators and other stakeholders. However, existing models focus almost exclusively on teachers, test developers, and administrators, and lack students’ perspectives in their conceptualizations. To address this gap, with this exploratory study we aimed to understand young learners’ LAL. The participants were fourth- and sixth-grade students (ages 9–10 and 11–12, respectively, with 10 participants in each age group) in China. After taking English mock tests, the children participated in individual, semi-

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Ok, Min Wook, and Katherine T. Ratliffe. "Use of Mobile Devices for English Language Learner Students in the United States." Journal of Educational Computing Research 56, no. 4 (2017): 538–62. http://dx.doi.org/10.1177/0735633117715748.

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Mobile devices have become widely used in K-12 education settings for teaching diverse students. We comprehensively reviewed 11 studies published between 2005 and 2016 that examined the use of mobile devices for teaching K-12th grade English language learner students in the United States. We also examined the methodological quality of the studies. Results of the review indicated promising effects from using mobile devices for teaching K-12th grade students who are learning English. Using the devices for instruction led to improved learning, self-efficacy, and engagement and increased students’

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Newton, Jonathan, and Bao Trang Thi Nguyen. "Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school." Language Teaching for Young Learners 1, no. 1 (2019): 34–56. http://dx.doi.org/10.1075/ltyl.00004.new.

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Abstract This study investigated the occurrence of language-related episodes (LREs) in interactive tasks performed by pairs of Vietnamese English Foreign Language (EFL) learners and the extent to which linguistic knowledge targeted in these LREs was transferred to subsequent public performance (PP) of the same tasks in front of the class. Task performance data was collected from 24 pairs of learners from six intact grade 11 EFL classes at a Vietnamese high school as they carried out two interactive speaking tasks in consecutive weeks, first privately in pairs and then, within the same lesson,

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Darwish, Azhari Abdul Rahim Ahmed, and Baraa Saeed Hamad. "The Utilization of Computer in Teaching Chemistry and Its Impact On Education Achievement for Grade 11 Students." Journal of AlMaarif University College 32, no. 2 (2021): 254–80. http://dx.doi.org/10.51345/.v32i2.393.g224.

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Today, the world is witnessing technological progress in various fields and has laid the foundations for a new global culture. Today, we live in a world in which Internet users have exceeded the barrier of five billion through mobile phones and social networking sites, and they all publish millions of information on various topics and are widely used as tools of knowledge. And scientific and social interaction, to complement another part of the technology systems used in teaching and learning and contribute to the delivery and employment of knowledge and work to remove the learner from the mon

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Martinez, Rosa Maria, John R. Slate, and Cynthia Martinez-Garcia. "English Language Learner Boys and Girls Reading and Math Achievement as a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Analysis." Education Research International 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/508459.

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We examined the reading and math performance of English Language Learner boys and girls in Grades 3, 4, 5, and 6 as a function of early-exit or late-exit transitional bilingual education program. Texas Assessment of Knowledge and Skills Reading and Mathematics scores of all English Language Learner boys and girls who were enrolled in either early-exit or late-exit bilingual education programs were analyzed for the 2008-2009, 2009-2010, and 2010-2011 school years. Results were not consistent across reading and math, across the 4 grade levels, and across the 3 school years. On the TAKS Reading t

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Moghazy, Mohamed. "Linguistic Analysis of Some Errors of Arabic-Turkish Writing: A Case Study of Arabic Learner in Dubai." International Journal of Linguistics, Literature and Translation 4, no. 5 (2021): 144–53. http://dx.doi.org/10.32996/ijllt.2021.4.5.14.

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This research focuses on the phonetic distinctions between Arabic and Turkish and the student's work. Based on ACTFL writing competence requirements, the morphological and syntactical differences between Arabic and Turkish in writing an essay about the student's summer vacation. Also, what is the impact of L1 on L2 and L3 writing proficiency? Additionally, the phonological and morphological differences between Arabic and Turkish, and syntactical variations in Arabic and Turkish. Lastly, a grade 11 trilingual IB student is a case study of the research. Also, CBI (content-based instruction metho

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De Beer, E. "’n Konstruktiwistiese benadering tot die fasilitering van die jeugverhaal Dans op die rand van ’n krans (Elkarien Fourie)." Literator 25, no. 3 (2004): 239–64. http://dx.doi.org/10.4102/lit.v25i3.272.

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A constructivist approach to the facilitation of the youth novel Dans op die rand van ’n krans (Elkarien Fourie) In this article the facilitation of a youth novel, “Dans op die rand van ’n krans” (Elkarien Fourie), is discussed from a constructivist point of view. The integration of biblically-related material in the grounding of a Christian approach to language, literacy and communication is focused on in the introductory part of the article. Furthermore an adolescent’s vision of reality is highlighted as in this respect the mentioned novel can appropriately be facilitataed to Grade 11 learne

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Ibrahim, Rachmat Arif. "Penerapan Model Pembelajaran Kooperatif Tipe Group Investigation untuk Meningkatkan Hasil Belajar Peserta Didik." Syntax Idea 3, no. 4 (2021): 916. http://dx.doi.org/10.36418/syntax-idea.v3i4.1172.

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Class Action Research with the aim to know the model of Cooperative Learning Type Investigation Group can be the result of learning students on redox reaction material and electrolysis class XII IPA-1 SMA Negeri 2 Leuwidamar. Ongoing learning Investigation Group Hoping to be the results of learning students class XII IPA-1. Which variables are the Use of Cooperative Model Learning Type Investigation Group (X) and Learner Learning Outcomes (Y). Which data are qualitative and quantitative data from the results of Final Research I, II and Grade III through the Education Process in Class XII IPA-1

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Tap, William D., David K. Mtetwa, and Joseph C. Vere. "Humour-Supported Instructional Approach: A Method for Generating and Maintaining Interest in Mathematics for Secondary School Students in South Sudan Re-settled Communities." Journal of Education and Training Studies 8, no. 8 (2020): 55. http://dx.doi.org/10.11114/jets.v8i8.4943.

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This article reports the findings from the main study that investigated relative effects of an instructional approach aimed at generating and maintaining interest in mathematics for secondary school students living in South Sudan’s displaced and re-settled communities. The study compared interest-generating effects of two different instructional approaches on two groups of Grade 11 students over a twelve-week period. While the Humour-supported Instructional Approach (H-SIA) was applied to the experimental group (E-group; n = 53), the control group (C-group; n = 59) was taught using Regular Ins

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Levine, Y. Shen, K. Mungall, et al. "NTRK2 Fusion Driven Pediatric Glioblastoma: Identification of key molecular drivers by personalized oncology." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 46, s2 (2019): S64. http://dx.doi.org/10.1017/cjn.2019.266.

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We describe the case of an 11-month-old girl with a rare cerebellar glioblastoma driven by a NACC2-NTRK2 (Nucleus Accumbens Associated Protein 2-Neurotrophic Receptor Tyrosine Kinase 2) fusion. Initial workup of our case demonstrated homozygous CDKN2A deletion, but immunohistochemistry for other driver mutations, including IDH1 R132H, BRAF V600E, and H3F3A K27M were negative, and ATRX was retained. Tissue was subsequently submitted for personalized oncogenomic analysis, including whole genome and whole transcriptome sequencing, which demonstrated an activating NTRK2 fusion, as well as high PD-

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Ndzimbomvu, Nosipho T., Isaac T. Rampedi, and Marthie E. Kemp. "Learning Environmental Issues from a Secondary School Curriculum: The Case of Learners in Mamelodi Township, South Africa." Sustainability 13, no. 16 (2021): 9149. http://dx.doi.org/10.3390/su13169149.

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In South Africa, the National Curriculum Statement-Curriculum and Assessment Policy Statement (NCS-CAPS), which came into effect in 2011, was expected to play a critical role in raising environmental literacy among school learners. However, no detailed studies have evaluated its effectiveness in fulfilling this role, especially within schools in peri-urban areas. Consequently, this paper evaluated the level of environmental awareness, perceptions, and participation amongst secondary school learners in the peri-urban area of Mamelodi Township. Primary data for this evaluation research were coll

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Mpofu, Sihlobosenkosi, and Vimolan Mudaly. "Grade 11 Rural Learners Understanding of Functions: A Commognition Perspective." African Journal of Research in Mathematics, Science and Technology Education 24, no. 2 (2020): 156–68. http://dx.doi.org/10.1080/18117295.2020.1798670.

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Maree, J. G., J. M. Molepo, J. H. Owen, and R. Ehlers. "Problem-based approach to mathematics in grades 9 and 11 in the Limpopo Province." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 24, no. 4 (2005): 124–33. http://dx.doi.org/10.4102/satnt.v24i4.181.

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Teachers of schools in the central region of the Limpopo Province of South Africa received training in a problem-based approach to the teaching and learning of mathematics and introduced these principles into their classes. Follow-up visits to schools took place on a monthly basis for one year. 800 learners in Grades 9 and 11 completed the Study Orientation Questionnaire in Mathematics (SOM). Mean age in Grade 11 was 17.5 yr. (SD = 1.4), and in Grade 9, 15.1 yr., (SD = 1.2). The differences between the post- and pre-test marks for the two groups were compared. The means for marks in mathematic

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Guzman, Mylene F. De, and Fhrizz S. De Jesus. "Non-intellective Challenges in Oral Communication Skills among Grade 11 Learners." International Journal of English Literature and Social Sciences 6, no. 4 (2021): 084–95. http://dx.doi.org/10.22161/ijels.64.15.

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Lenters, Kimberly, and Alec Whitford. "Making macaroni: classroom improv for transformative embodied critical literacy." English Teaching: Practice & Critique 19, no. 4 (2020): 463–78. http://dx.doi.org/10.1108/etpc-10-2019-0140.

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Purpose In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages? Design/methodology/approach The autho

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John, M., J. M. Molepo, and M. Chirwa. "How Do Learners Conceptualize Plane Mirror Reflection? A Case Study of Grade 11 South African Learners." International Journal of Educational Sciences 13, no. 2 (2016): 221–30. http://dx.doi.org/10.1080/09751122.2016.11890456.

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Van Staden, Surette, Roel Bosker, and Annika Bergbauer. "Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011." South African Journal of Childhood Education 6, no. 1 (2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.441.

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This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official languages. The language of testing did not always coincide with the learner’s home language; therefore, prePIRLS 2011 test results reveal achievement for learners who in many cases did the test in a second or third language. Results from the current analys

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Thubakgale, Katlego, and Chaka Chaka. "Possible effects of text messaging on Grade 11 EFAL learners’ written work." Language Matters 47, no. 2 (2016): 223–45. http://dx.doi.org/10.1080/10228195.2016.1185139.

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Kibirige, Israel, and Kgashane Bethuel Bodirwa. "THE EFFECT OF USING COMPUTER SIMULATIONS ON GRADE 11 LEARNERS’ PERFORMANCE IN PLANTS BIODIVERSITY IN SOUTH AFRICA." Journal of Baltic Science Education 20, no. 4 (2021): 612–21. http://dx.doi.org/10.33225/jbse/21.20.612.

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Teachers use different pedagogies to improve learners’ performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners’ performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted w

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Mji, Andile. "PROMOTING POSITIVE YOUTH DEVELOPMENT: A SCHOOL GARDEN NARRATIVE." Commonwealth Youth and Development 14, no. 2 (2017): 135–50. http://dx.doi.org/10.25159/1727-7140/1823.

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This study reports on a programme encapsulating the ideals of positive youth development. Here, a specific narrative of an observed problem, how youths were encouraged to participate in activities and the resultant effect of interactions, is described. Participants were 118 learners, 67 (56.8%) of whom were females. The learners were in Grades 10, 11 and 12 with ages ranging between 16 years and 18 years. The programme learners participated in starting and tending gardens at school. Here, the aim was to determine how exposing learners to an empowering environment resulted in building their com

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John, M., J. M. Molepo, and M. Chirwa. "Exploring Grade 11 Learners’ Conceptual Understanding of Refraction: A South African Case Study." International Journal of Educational Sciences 10, no. 3 (2015): 391–98. http://dx.doi.org/10.1080/09751122.2015.11890361.

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Díez-Bedmar, María Belén, and Pascual Pérez-Paredes. "Noun phrase complexity in young Spanish EFL learners’ writing." International Journal of Corpus Linguistics 25, no. 1 (2020): 4–35. http://dx.doi.org/10.1075/ijcl.17058.die.

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Abstract The research reported in this article examines Noun Phrase (NP) syntactic complexity in the writing of Spanish EFL secondary school learners in Grades 7, 8, 11 and 12 in the International Corpus of Crosslinguistic Interlanguage. Two methods were combined: a manual parsing of NPs and an automatic analysis of NP indices using the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC). Our results revealed that it is in premodifying slots that syntactic complexity in NPs develops. We argue that two measures, (i) nouns and modifiers (a syntactic complexity ind

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Simeon, Elzahne, Alida Herbst, and Alida Nienaber. "THE EFFECT OF A LEADERSHIP DEVELOPMENT PROGRAMME ON A GROUP OF ADOLESCENTS FROM A RESOURCE-RESTRICTED COMMUNITY." Southern African Journal of Social Work and Social Development 26, no. 1 (2017): 4–23. http://dx.doi.org/10.25159/2415-5829/2175.

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The Student Rag Community Service (SRCS) of the North-West University’s Potchefstroom campus is a student-driven, registered, non-profit organisation which plans and manages more than 75 student community engagement projects. One of these projects involves a leadership development programme, Pick-A-Leader (PAL), among the grade 11 learners of three schools in resource-restricted communities in the Potchefstroom district. This article focuses on the experiences of the grade 11 learners who took part in this programme.

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Strydom, M. A. A., P. J. Pretorius, and G. Joubert. "Depression and anxiety among Grade 11 and 12 learners attending schools in central Bloemfontein." South African Journal of Psychiatry 18, no. 3 (2012): 5. http://dx.doi.org/10.4102/sajpsychiatry.v18i3.356.

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<p><strong>Objectives.</strong> Anxiety disorders are the most common childhood psychiatric disorders. Previous research suggests that South African rates may be high. Our study examined the prevalence and severity of anxiety and depression among Grade 11 and 12 learners attending schools in central Bloemfontein. Learners’ perception of the important stressors as well as the most relevant coping strategies were investigated.<strong></strong></p><p><strong> Methods.</strong> A cross-sectional study was conducted by using self-assessment rati

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Mbonambi, Martin Sipho, and Sarah Bansilal. "Comparing Grade 11 Mathematics and Mathematical Literacy Learners' Algebraic Proficiency in Temperature Conversion Problems." African Journal of Research in Mathematics, Science and Technology Education 18, no. 2 (2014): 198–209. http://dx.doi.org/10.1080/10288457.2014.929247.

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Rasana, Nomakhosazana Hazel. "The reading preferences of Grade 11 ESL learners in the Eastern Cape, South Africa." Southern African Linguistics and Applied Language Studies 24, no. 2 (2006): 175–90. http://dx.doi.org/10.2989/16073610609486416.

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Nyakinda, Joseph Otula, Charles Onchiri Onguti, and Peter J. O. Aloka. "Using self-regulated learning to enhance mathematics achievement among grade 11 learners in Kenya." International Journal of Learning and Change 1, no. 1 (2021): 1. http://dx.doi.org/10.1504/ijlc.2021.10040284.

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Esman, Esterline Nograles, Dennis V. Madrigal, and Chona G. Mascuňana. "Social Media Exposure and English Writing Proficiency of Grade 11 Students in a Philippine Public High School." Technium Social Sciences Journal 20 (June 8, 2021): 212–32. http://dx.doi.org/10.47577/tssj.v20i1.3001.

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Social media has become a vital part of people's daily communication activities in all walks of life and had globalized its use, especially to learners. Learners' propensity to social media has come to increasing involvement in the internet cafes. Since its medium of instruction is mainly English, it influences learners' English communication skills, especially in writing. The paper examined the relationship between the extent of exposure to social media and the English writing proficiency of Grade 11 students in a Philippine public senior high school. Using the descriptive research design, da

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Zano, Kufakunesu, and Nkidi Caroline Phatudi. "Vocabulary learning strategies of South African English First Additional Language learners." Journal for Language Teaching 54, no. 2 (2021): 53–69. http://dx.doi.org/10.4314/jlt.v54i2.3.

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This article reflects the qualitative part of a doctoral degree thesis, in which the researchers used an explanatory, sequential, mixed-methods research design to investigate the role of English academic vocabulary in the reading comprehension of Grade 11 English First Additional Language (EFAL) learners in a district in South Africa. The study represents an attempt to investigate which vocabulary learning strategies (VLS) the learners used. To this end, the researchers employed a focus group discussion to collect data from a sample comprising eight (n=8) Grade 11 EFAL learners. The data were

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Lekgeu, Mapaleng Silas, and Nerhene Davis. "Perceptions of climate change among Grade 11 learners in the Tshwane Metropolitan Municipality, South Africa." Southern African Journal of Environmental Education 33, no. 1 (2017): 52. http://dx.doi.org/10.4314/sajee.v.33i1.5.

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Resty C. Samosa. "Mobile Physics as Innovation to Reinvigorating Active Engagement and Learning Dynamics of Grade 11 Learners on Uniform Accelerated Motion." International Journal for Research in Applied Sciences and Biotechnology 8, no. 2 (2021): 162–66. http://dx.doi.org/10.31033/ijrasb.8.2.21.

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Physics phenomena are widely viewed in daily life, and the technical nature of physics makes modern life seem to be simpler than it was many years ago. Physics teaching and learning, on the other hand, has not always been done effectively, especially in developing countries. This study aimed measured the effectiveness using mobile physics on students’ reinvigorating active engagement and learning dynamics on teaching uniform accelerated motion. The study employed the one-group pretest–posttest design. The design compared the result obtained from researcher – made - pretest and posttest and ada

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Chimhande, Tinoda, Ana Naidoo, and Gerrit Stols. "An analysis of Grade 11 learners’ levels of understanding of functions in terms of APOS theory." Africa Education Review 14, no. 3-4 (2017): 1–19. http://dx.doi.org/10.1080/18146627.2016.1224562.

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Miles, Jean, and Anthony Vernon Naidoo. "The impact of a career intervention programme on South African Grade 11 learners’ career decision-making self-efficacy." South African Journal of Psychology 47, no. 2 (2016): 209–21. http://dx.doi.org/10.1177/0081246316654804.

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There have been increasing calls for career development interventions that take the local context into account while providing a firm theoretical basis to engage with the career processes and attributes of individuals coming from diverse backgrounds. The goal of this study was to determine the effect of a career intervention programme derived from Social Cognitive Career Theory on the career decision-making self-efficacy of Grade 11 learners at three schools with diverse socio-economic backgrounds in the Eastern Cape. Using a quasi-experimental design, measurements were taken at a pretest, pos

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Chatterji, Madhabi, and Meiko Lin. "Designing non-cognitive construct measures that improve mathematics achievement in Grade 5-6 learners." Quality Assurance in Education 26, no. 1 (2018): 70–100. http://dx.doi.org/10.1108/qae-11-2017-0081.

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Purpose The purpose of this study was to design and iteratively improve the quality of survey-based measures of three non-cognitive constructs for Grade 5-6 students, keeping in mind information needs of users in education reform contexts. The constructs are: Mathematics-related Self-Efficacy, Self-Concept, and Anxiety (M-SE, M-SC, and M-ANX). Design/methodology/approach The authors applied a multi-stage, iterative and user-centered approach to design and validate the measures, using several psychometric techniques and three data samples. They evaluated the utility of student-level scores and

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Ngirishi, Harrison, and Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS." Problems of Education in the 21st Century 77, no. 1 (2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.

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There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion an

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Matheus, Elizabeth, and Ruth Abankwah. "Learners’ perceptions on online library resources at Namibian College of Open Learning." Information and Learning Science 119, no. 9/10 (2018): 597–606. http://dx.doi.org/10.1108/ils-11-2017-0126.

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PurposeThe purpose of this paper is to determine the learners’ perceptions on the use of online resources at the Namibian College of Open Learning (NAMCOL) Yetu Yama Resource Center.Design/methodology/approachThis study used a mixed methods research approach which was also used by other researchers such as Hamutumwa (2014). It enabled the researchers to delve into the topic under study by conducting a survey using self-administered questionnaires to collect data from learners, and a semi-structured interview guide, to collect data from the Librarian, the Director and tutors. The target populat

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Page, J. A., L. Ebersohn, and J. Rogan. "The impact of an HIV/AIDS module on the knowledge and attitudes of Grade 11 Biology learners." African Journal of Research in Mathematics, Science and Technology Education 10, no. 1 (2006): 103–14. http://dx.doi.org/10.1080/10288457.2006.10740598.

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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjelil. "Learning with simulations: Influence of a computer simulation with hand- on activities on students' learning of the physics capacitors' concepts." Research in Social Sciences and Technology 4, no. 1 (2019): 1–29. http://dx.doi.org/10.46303/ressat.04.01.1.

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The persistence of this study was to investigate the contribution of a computer simulation to studentsÂ´ learning of physics concepts (charging and discharging of capacitors). Interactive computer simulation (Crocodile simulation) was used to spread over the aim of this study. This attempt assesses the progress in understanding the concepts by grade 11 Scientific section after four complete periods (200 minutes) in two different situations: 1- using only a computer simulation; 2-using computer simulation with â€œhand- onâ€ activities. The progress was measured through post-test. The results o

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Kotoka, Jonas, and Jeanne Kriek. "The Impact of Computer Simulations as Interactive Demonstration Tools on the Performance of Grade 11 Learners in Electromagnetism." African Journal of Research in Mathematics, Science and Technology Education 18, no. 1 (2014): 100–110. http://dx.doi.org/10.1080/10288457.2014.884263.

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Wild, Lauren G., Alan J. Flisher, Arvin Bhana, and Carl Lombard. "Psychometric Properties of the Self-Esteem Questionnaire for South African Adolescents." South African Journal of Psychology 35, no. 2 (2005): 195–208. http://dx.doi.org/10.1177/008124630503500203.

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This article describes two studies investigating the reliability and factorial validity of scores on the Self-Esteem Questionnaire (SEQ) for assessing self-evaluations relating to peers, school, family, sports/athletics, body image and global self-worth in South African adolescents. Participants were 900 learners enrolled in Grades 8 and 11 at public schools In Cape Town, and 116 Grades 8 and 11 learners attending independent schools. The results provided general support for the six-factor structure proposed by DuBois, Feiner, Brand, Phillips and Lease (1996) and indicated that SEQ scores have

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Drennan, Gillian R., Susan Benvenuti, and Mary Evans. "Addressing the gap between school and university in South Africa: exposing grade 11 learners to the integrated and applied nature of science and commerce using geoscience examples." Terrae Didatica 14, no. 3 (2018): 339–34. http://dx.doi.org/10.20396/td.v14i3.8653535.

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Geoscience Education is not included in the School curriculum in South Africa as a stand-alone subject area. Some concepts are embedded in other subject areas such as Plate Tectonic Theory in Geography and Evolution in Life Sciences. Consequently, most students who do register for a BSc degree at South African Universities do not initially intend to study Geology. Minimum entry requirements for different disciplines in the Faculty of Science at the University of the Witwatersrand (Wits) mean that most of the Geology I registrations are by students not qualifying for Mathematical or Physical Sc

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Loranger, Ann L. "The Study Strategies of Successful and Unsuccessful High School Students." Journal of Reading Behavior 26, no. 4 (1994): 347–60. http://dx.doi.org/10.1080/10862969409547858.

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I examined the study strategies of successful and unsuccessful learners to determine if successful learners would differ in the quality of their information processing from unsuccessful learners. It was expected that good learners would use studying techniques requiring greater cognitive effort, such as notetaking, summarizing, and outlining. Three high school students in Grade 11 were studied as successful students; three unsuccessful students were studied as well. Each of the six participants was interviewed individually for a single, 1-hour session. During the session, students read and stu

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Görner, Karol, Mária Gregáňová, Katarzyna Wójcik, and Jakub Spieszny. "COMPARING SELECTED TYPES OF AGGRESSIVENESS AND INDIVIDUAL TYPES OF HOSTILITY AMONG STUDENTS OF SPORTS HOCKEY CLASSES." Journal of Kinesiology and Exercise Sciences 28, no. 82 (2018): 61–67. http://dx.doi.org/10.5604/01.3001.0013.5129.

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Aim of the research was to find out and compare individual subsystems of selected types of aggressiveness and individual types of hostility within age categories of learners of sports hockey classes. Research sample consisted of sixth, seventh, eighth and ninth grade boys from primary schools. Age of learners varied from 11 to 14 years. Total sample consisted of 120 learners. The research was it was implemented with the help of a standardized psychological questionnaire B – D – I. In the results we‘re comparing the differences in individual subspecies of aggressive behaviour and also in overal

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Al-Jahwari, Moza, Abdo Mohamed Al Mekhlafi, Thuwayba Al-Barwani, and Ahmed Abdulraheim. "The Effect of Metacognitive Listening Strategy Instruction on Omani Grade 11 EFL Learners’ Listening Comprehension and their Metacognitive Listening Awareness." International Journal of Learning, Teaching and Educational Research 18, no. 9 (2019): 256–75. http://dx.doi.org/10.26803/ijlter.18.9.14.

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Pilkington, Colin, and Ian Sanders. "Learners’ and Educators’ Perspectives on the Value of Web Design in the South African Grade 11 Computer Applications Technology Curriculum." African Journal of Research in Mathematics, Science and Technology Education 20, no. 3 (2016): 267–77. http://dx.doi.org/10.1080/18117295.2016.1236999.

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McIntosh, Angela Stephens, Anne Graves, and Russell Gersten. "The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings." Learning Disability Quarterly 30, no. 3 (2007): 197–212. http://dx.doi.org/10.2307/30035564.

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This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between class

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Maree, J. G., and W. J. Schoeman. "Ontwikkeling van ’n studie-oriëntasievraelys in wiskunde." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 16, no. 3 (1997): 127–34. http://dx.doi.org/10.4102/satnt.v16i3.675.

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The aim of this study was to standardize a study orientation questionnaire in mathematics for learners from all language groups in South Africa. The population was defined as all learners taking mathematics in Grades 8 and 9, and in Grades 10 and 11 in high schools in South Africa. A stratified, random, two stage sample was then drawn. Statistical analyses included determining of reliability, intercorrelations (with a view to establishing criterion-related validity), norm determining and intercorrelations between factors. The data obtained were analysed by means of statistical techniques incl

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