Relevant bibliographies by topics / Junior secondary school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Junior secondary school'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Junior secondary school"

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Efendi, Muhamad, Suryadi Suryadi, and Ma’ruf Akbar. "THE EFFECTS OF SCHOOL SELF-EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA." Journal of Education Research in Administration and Management (JERAM) 2, no. 1 (January 10, 2018): 143. http://dx.doi.org/10.29061/jeram.v2i1.84.

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THE EFFECTS OF SCHOOL SELF-`EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA MUHAMAD EFENDI Education Management Study Program, postgraduate faculty, State University of Jakarta, Indonesia ABSTRACT The purpose of this study is to find out the effects of school self-evaluation, quality policy, quality planning, and quality improvement on the quality assurance of State Junior Secondary Schools in Jakarta. The population of this study is two hundred and eighty nine state junior secondary schools. Empirical data was drawn from the research sample were collected by using questionnaires that have been checked for validity and reliability distributed to one hundred and sixty five state junior secondary schools. The data was analyzed using statistical package for social science (SPSS V.20) and Microsoft Excel package and it was presented in tables and bar graphs. The results of this study revealed: 1) Three factors have a significant direct positive effect on quality assurance are quality policy, quality planning, and quality improvement of State Junior Secondary Schools in Jakarta. 2) School self-evaluation has a significant direct positive effect on quality policy, quality planning, and quality improvementof State Junior Secondary Schools in Jakarta.3) The Quality policy has a significant direct effect on quality planning, and quality planning has a significant direct effect on quality of State Junior Secondary Schools in Jakarta. The researcher recommended the deployment of a culture of school self-evaluation activities, and all stakeholder play an active role in supporting the quality policy established by the school leadership and implement the quality plan as planned and educators to always improve the quality of learning and teaching in order to improve the quality of education in school. Keywords: Quality assurance, School Self-evaluation, Quality policy, Quality planning, Quality improvement.
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West, Anne, and Andreas Varlaam. "Choosing a secondary school: parents of junior school children." Educational Research 33, no. 1 (March 1991): 22–30. http://dx.doi.org/10.1080/0013188910330103.

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Bartlett, Jedd. "Curriculum integration in the junior secondary school." Curriculum Matters 1 (June 1, 2005): 172–86. http://dx.doi.org/10.18296/cm.0062.

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Salihu, Jamilu Ja’afar, and I. D. Abubakar. "EFFECTS OF EDUCATIONAL FIELD TRIPS ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA." Education, Sustainability And Society 3, no. 2 (April 10, 2020): 41–44. http://dx.doi.org/10.26480/ess.02.2020.41.44.

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The study examined the Effects of Educational Field Trips on Social Studies Students’ Academic Achievement in Junior Secondary Schools in Kaduna State, Nigeria. The design of the study was the non-equivalent pre-test post-test control group type of quasi experiment. The population of the study consisted of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria numbering 26,322. Also, 120 students were purposively sampled from JSSII in the following schools: Government Junior Secondary School Tudun-Jukun, Zaria, Government Junior Secondary School, Awai, Government Junior Secondary School, Aba and Government Junior Secondary School Muchiya, Sabon-Gari. The data collection instrument was Social Studies Achievement Test (SOSAT). The content and construct validity was ascertained by experts in Social Studies, language and test and measurement. The reliability coefficient index power of the instrument stood at 0.81 determined using Pearson Product Moment Correlation Coefficient (PPMC). The data analysis tools were mean and standard deviation used in answering the question posed while t-test independent samples was used in testing the null hypothesis postulated at 0.05 alpha. The study found that there exist significant difference between the mean academic achievement scores of students taught Social Studies using educational field trip (experimental) and those who were taught with lecture method (control). In the light of the foregoing, the study recommended that teachers in the Kaduna State should be encouraged to adopt educational field trip in teaching Social Studies in order to enhance students’ academic achievement.
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AYINDE, OLATOYE MUKAILA. "Structured Instructional Process And Performance of Junior Secondary School 2 Students in Mathematics." JURNAL PENDIDIKAN MALAYSIA 42, no. 2 (November 1, 2017): 135–45. http://dx.doi.org/10.17576/jpen-2017-42.02-07.

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Wong, Marina WY. "Developing Macau’s junior secondary schools music curriculum." International Journal of Music Education 36, no. 4 (June 15, 2018): 574–87. http://dx.doi.org/10.1177/0255761418774907.

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For centuries, Macau’s schooling has embraced laissez-faire market principles, a stasis that from AY2016/17 is being changed by the government offering schools tuition coupons conditional on their adoption of a common school curriculum. A study of part of this new common curriculum, the development of a music curriculum for junior secondary schools in Macau, addresses three research questions: (a) What are music teachers’ perceptions and how do these frame the implementation of Macau’s common music curriculum? (b) Do music teachers’ expectations align with those of the central government? (c) Do music teachers perceive that they impact on or are impacted by this innovation? Discussion of the findings highlights a controversy about the role of teachers within curriculum development – should teachers be center staged (Lawton (2012 [1980]) or is this view an oversimplification based on false assumptions of a social democratic tradition (Whitty (1985, 2012 [1981])?
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Lyugzaeva, Svetlana Il'inichna, and Ol'ga Ivanovna Chiranova. "FORMATION OF JUNIOR SECONDARY SCHOOL PUPIL’S INFORMATION CULTURE." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 112–17. http://dx.doi.org/10.30853/pedagogy.2019.4.20.

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Mills, Reece, Louisa Tomas, and Brian Lewthwaite. "Junior secondary school students' conceptions about plate tectonics." International Research in Geographical and Environmental Education 26, no. 4 (December 8, 2016): 297–310. http://dx.doi.org/10.1080/10382046.2016.1262511.

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Mauti, Joy, Isabel Mank, Jan-Walter De Neve, Guillaume Alfred Gyengani, Paul-André Somé, Sachin Shinde, Wafaie Fawzi, Till Bärnighausen, and Alain Vandormael. "The Food and Health Environment in Junior Secondary Schools in Urban Burkina Faso: A Cross-Sectional Study of Administrators, Food Vendors and Early Adolescents." International Journal of Environmental Research and Public Health 18, no. 23 (December 1, 2021): 12689. http://dx.doi.org/10.3390/ijerph182312689.

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School enrolment rates have increased globally, making the school environment a unique setting to promote healthy nutrition and eating outcomes among early adolescents. In this cross-sectional study, we describe the food and health environment of junior secondary schools in Ouagadougou (Burkina Faso, West Africa). We evaluated the food and health environment using three components: (1) the implementation of health-related policies or guidelines in the schools, (2) the provision of health, nutrition and water, sanitation & hygiene (WASH) services in the schools, and (3) the quality of the school food environment, including foods sold by vendors. We used stratified random sampling to recruit 22 junior secondary schools from the five Ouagadougou districts in 2020. Trained fieldworkers collected standardized questionnaire data from 19 school administrators, 18 food vendors, and 1059 in-school adolescents. We report that only 7 out of 19 school administrators were aware of existing health-related policies and guidelines at their school and only 3 schools had a school health and nutrition curriculum in place. The overall provision of health, nutrition and WASH services was low or inadequate. Likely because of the lack of school canteens, 69% of the students bought snacks and unhealthy foods from food vendors. There is a critical need to improve the food and health environment of junior secondary schools in urban Burkina Faso.
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Piotrowski, Marek. "Requiem for junior high school. Case study - lower secondary school exam 2012." Studia z Teorii Wychowania XI, no. 4(33) (December 31, 2020): 181–200. http://dx.doi.org/10.5604/01.3001.0014.6564.

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The article has critically assessed the information sent to the public, including teachers, on the results of external examinations contained in the Central Examination Board (CEB) reports. Basing on the analysis of two sources of information decoded from the CEB reports and the analysis of the database containing the results of examinations, 93% of lower secondary school students, it has been showed that about half of the population "failed" the lower secondary school exam in science and mathematics. Therefore they should not continue their high school education. The analysis of data decoded from the CEB report is in line with the results obtained from 93% of students. Therefore, it is advisable to conduct similar analyzes of contemporary CEB reports on students achievement after the new primary school which is operating in the new education system after liquidation of junior high schools.
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Dissertations / Theses on the topic "Junior secondary school"

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Pong, Kwok-wai Haggai-Rebecca. "Secondary two students' perceptions of rotation and reflection." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963493.

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Xu, Shuqin, and 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.

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With specific reference to junior secondary schools in Shanghai, China, this qualitative empirical study examines the dynamics and complexities of leadership in school and, in particular, citizenship education exercised by principals and school party secretaries (SPSs), who are de facto equally-ranked school leaders. Specifically, it examines, from a macro- and micro-political theoretical perspective, the interactions between these two types of school leaders, and how they respond to the demands of various school stakeholders, including macro-political actors (e.g., the state) and micro-political actors (e.g., other school leaders, teachers, students and parents), at the school level. Data were gathered from document analysis, non-participant observation and semi-structured interviews with 44 school leaders from 24 schools and two educational officials in Shanghai, conducted in 2011. This study has four major findings. First, in addition to the leadership responsibilities inherent to their particular portfolios, the interviewed principals and SPSs were also politically and administratively responsible for leading the school and citizenship education, and struggled to balance these (at times conflicting) responsibilities. Second, there were four major school leadership/citizenship education scenarios in which principals and SPSs were torn between faithfully executing state policy demands, adapting those demands to suit the specific needs and conditions of their school, pursuing their professional autonomy, and addressing the interests of different micro-political actors. Third, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while simultaneously competing for power over school leadership and citizenship education. Fourth, principals’ and SPSs’ leadership in school and citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors. To interpret these findings, this study proposes a theoretical framework for understanding leadership in school and citizenship education in China as a political exercise in which school leaders actively use their influence and resources to lead and administer school and citizenship education, resist other school leaders’ (at times contradictory) administrative and political responsibilities, and interact with and mediate between the interests of various actors at the macro- and micro-political levels in response to political, economic and social needs. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors as they fulfill their intertwined political and administrative responsibilities in school leadership and citizenship education.
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Education
Doctoral
Doctor of Philosophy
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Wong, Ho-yan Joyce, and 黃可欣. "Junior secondary school students' attitude towards school science in aHong Kong co-educational school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177102.

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This study aimed at finding out junior secondary student’s attitude towards school science in a co-educational school in Hong Kong. Eleven items from the survey instrument Attitude towards School Science (AtSS) were used to collect both descriptive and explanatory data on student’s attitude towards school science. The sample consisted of 393 Form 1 to Form 3 students. Their positive AtSS were found to decline with grade level (i.e. declining from Form 1 to Form 3). The decrease in positive attitude was sharpest between Form 2 and Form 3. A remarkable decrease in positive attitude towards their science teachers was also noticed between Form 2 and Form 3 mainly due to the decrease in variety of activities during the lessons. In general, female students were less positive to school science but they were trying harder than the male students because they wanted to do well even though they were not as interested as male students in the subject. In terms of interest, female students were more favorably inclined towards biological science and male students towards physical sciences. Based on the findings, it is suggested that the curriculum and time allocation for junior secondary science, especially for Form 3, should be revised so as to help cultivate student’s interest in science. Also, peer observations can be arranged more frequently to let teachers learn from each other.
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Education
Master
Master of Education
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Leung, Hei-man Heman. "Newspaper reading habits of secondary school students in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895165.

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Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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Molwane, Andrew Bushie. "Discourses on computer integration at a Botswana junior secondary school." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178422.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."
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Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

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Adamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.

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Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.

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This thesis develops a discipline-based ceramic instruction using art history, art criticism, aesthetics and art production, which will be used to train Nigerian junior secondary school ceramic teachers. Concepts of discipline-based art education, materials, and techniques of ceramics production will be used to make a systematic, sequential, written curriculum of activities that will be used in the class.
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Scapens, Mennie (Mary-Ann). "Implementing the theory of multiple intelligences in the junior secondary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2284.

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First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms. The following research questions provided the focus for the project: 1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme? 2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes? 3. What are the best ways to address these issues? iii A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation. The following outcomes for teachers as a result of the MI project were noted: (a) Increased awareness and understanding of student diversity. (b) Extended teaching practice and enhanced teacher creativity. (c) Improved planning framework. (d) Teachers' beliefs about learning and intelligence were affirmed and extended. (e) Teachers experienced improved confidence in their abilities as teachers. (f) The emergence of a cohesive student-centred curriculum. (g) Improved collegiality. As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories: (a) Barriers relating to teacher culture (b) Barriers relating to management requirements (c) Barriers relating to time (d) Barriers relating to personnel (e) Barriers relating to external pressures on the school The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural iv framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.
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Books on the topic "Junior secondary school"

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Committee, Prince Edward Island Junior High Review. Junior high school review: Report of the Junior High Review Committee. [Charlottetown, P.E.I: The Committee], 1994.

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Motlhabane, Ratanang E. Organising school libraries: A manual for junior secondary schools in Botswana. Gaborone: Botswana National Library Services, 1991.

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International Association for the Evaluation of Educational Achievement., ed. Reading literacy at junior secondary school level in Zimbabwe. Mount Pleasant, Harare, Zimbabwe: University of Zimbabwe Publications, 2000.

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Rutherford, Douglas E. Archaeology: An introduction for junior high school teachers. Whitehorse, Yukon: Northern Research Institute, Yukon College, 1992.

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Marks, Gary N. Reading comprehension and numeracy among junior secondary school students in Australia. [S.l.]: Australian Council for Educational Research, 1997.

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Kilcher, Charlotte Ann. Current and emerging research on successful junior high schools: The middle years. [Halifax]: Nova Scotia, Dept. of Education and Culture, 1997.

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Building on success: An evaluation of the junior certificate school programme. Dublin: Stationery Office, 2005.

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Middle education in the Middle Kingdom: The Chinese junior high school in modern Taiwan. Westport, Conn: Praeger, 1997.

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Reading in the content areas for junior high and high school. Boston: Allyn and Bacon, 1993.

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Economic and Social Research Institute, ed. Gearing up for the exam?: The experience of Junior Certificate students. Dublin: The Liffey Press in association with the Economic and Social Research Institute, 2007.

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Book chapters on the topic "Junior secondary school"

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Bodin, Antoine, and Bernard Capponi. "Junior Secondary School Practices." In International Handbook of Mathematics Education, 647–74. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_18.

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Dobinson, C. H. "Education in the junior secondary school stage." In Jean-Jacques Rousseau, 86–99. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003168492-14.

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Tytler, Russell, David Symington, Gaye Williams, and Peta White. "Enlivening STEM Education Through School-Community Partnerships." In STEM Education in the Junior Secondary, 249–72. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_12.

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Arzarello, Ferdinando, Alwyn Olivier, Rick Billstein, Keiichi Shigematsu, Suwattana Utairat, Nanae Matsuo, and Julianna Szendrey. "WGA 2: Mathematics Education in Junior Secondary School." In Proceedings of the Ninth International Congress on Mathematical Education, 226–31. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_59.

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Carss, Marjorie. "Action Group 3: Junior Secondary School (Ages 11–16)." In Proceedings of the Fifth International Congress on Mathematical Education, 73–83. Boston, MA: Birkhäuser Boston, 1986. http://dx.doi.org/10.1007/978-1-4757-4238-1_6.

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Martin, Vincent, Izabella Oliveira, and Laurent Theis. "Teaching Probability in Junior High School Through Problem Solving: Construction and Analysis of a Probabilistic Problem." In Teaching and Learning Secondary School Mathematics, 325–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_31.

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Shek, Daniel T. L., and Janet T. Y. Leung. "Substance Abuse in Junior Secondary School Students in Hong Kong." In Quality of Life in Asia, 133–53. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-143-5_8.

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Cao, Yiming, Libao Wu, and Lianchun Dong. "Comparing the Difficulty Level of Junior Secondary School Mathematics Textbooks in Five Nations." In What Matters? Research Trends in International Comparative Studies in Mathematics Education, 63–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51187-0_3.

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Shek, Daniel T. L., and Florence K. Y. Wu. "Positive Youth Development in Junior Secondary School Students: Do Gender and Time Matter?" In Quality of Life in Asia, 35–49. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-143-5_3.

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Shek, Daniel T. L., and Lu Yu. "Intention to Gamble Among Junior Secondary School Students in Hong Kong: Changes and Predictors." In Quality of Life in Asia, 201–19. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-143-5_11.

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Conference papers on the topic "Junior secondary school"

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Baa, Sultan, and ErzacZafan Jaya. "Teaching Listening through Islamic Storytelling in Indonesian Junior Secondary School Context." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.74.

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Hadiyanto, Rifma, Adek Febriyanti, and Usti Ba’di Fitrillah. "Contribution of Transformational Leadership, School Committees, Supervision, and Local Governments to School-Based Management at Junior Secondary Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.021.

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Hidayati, Dian, A. Komariah, and A. M. Mirfani. "School Based Management of Information Technology for Quality Improvement of Junior Secondary Academic Service in Bandung." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.38.

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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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Triasningsih, E., Laurens Kaluge, and Sudiyono. "High Order Thinking Ability Through Social Studies Problem-Based Learning at a Junior Secondary School in Eastern Java." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.046.

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Assuah, Charles. "ENHANCING GHANAIAN JUNIOR SECONDARY SCHOOL STUDENTS’ UNDERSTANDING OF THE CONCEPT OF DIVIDING A NON-ZERO REAL NUMBER BY ZERO." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1145.

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Fitria, Rani. "Evaluation Program of Physical and Health Educational Learning in Junior Secondary School In The Gayo Lues Region of Aceh." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.168.

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Мурашова, Евгения Анатольевна. "SPEECH PLAY AS A MEANS OF FORMING GRAMMAR SKILLS IN STUDENTS OF LOWER AND MIDDLE CLASSES OF comprehensive school." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp290.2020.72.92.009.

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Abstract:
В статье рассматривается значение речевой игры для освоения грамматики немецкого языка как важного компонента формирования коммуникативной компетенции учащихся младших и средних классов СОШ. Описываются алгоритм, формы и классификация речевых игр, направленных на формирование грамматических навыков и стимулирование речевой деятельности учащихся. The article examines the importance of speech play for the mastery of German grammar as an important component of the formation of communicative competence of students of junior and secondary classes of high comprehensive school. Algorithm, forms and classification of speech games aimed at formation of grammar skills and stimulation of speech activity of students are described.
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Holovska, Iryna. "THE TEACHER’S ROLE IN ORGANIZING THE EFFECTIVE INTERACTION OF SECONDARY SCHOOLS, OUT-OF-SCHOOL EDUCATIONAL ESTABLISHMENTS AND A FAMILY IN THE PROCESS OF JUNIOR PUPILS’ MORAL DEVELOPMENT." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_11.

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Turmudi and Eri Erlina. "Constructing formula of pyramid volume by comparing volume of prism with the beach sand and container media in junior secondary school: A lesson study." In THE 5TH INTERNATIONAL CONFERENCE ON RESEARCH AND EDUCATION IN MATHEMATICS: ICREM5. AIP, 2012. http://dx.doi.org/10.1063/1.4724136.

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Reports on the topic "Junior secondary school"

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Benski, Alice. A study of the role of acrylic paints in the secondary and junior high school art curriculum. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.623.

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