Relevant bibliographies by topics / Junior Secondary School (JSS)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Junior Secondary School (JSS)'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Junior Secondary School (JSS)"

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Moses, D., S. Ibrahim, M. K. Idris, and H. A. Ibrahim. "Effect of Blended Teaching Method on Junior Secondary School Students’ Retention in Basic Technology Subject in Biu Educational Zone, Borno State Nigeria." Journal of Education and Culture Studies 5, no. 4 (July 12, 2021): p1. http://dx.doi.org/10.22158/jecs.v5n4p1.

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The main purpose of this study is to determine the effect of blended teaching method on junior secondary school students’ retention in Basic Technology subject in Biu Educational Zone of Borno State, Nigeria. Two research questions and two null hypotheses were formulated to guide the study. The study adopted quasi-experimental design of pretest, posttest nonrandomized nonequivalent control group design. The population of the study was 22,968 Junior Secondary School students offering Basic Technology in Biu Educational Zone of Borno State. Purposive sampling technique was used to select two Junior Secondary School in Biu Educational Zone of Borno State for the study. The total sample size was 182 students in their JSS II. The instrument for data collection was developed by the researcher titled: “Basic Technology Retention Test (BTRT)”. The instrument was validated by three experts. A reliability coefficient of 0.88 was obtained using Cronchbach Alpha after the draft instrument was trial tested on 30 JSS II students of Government Day Juniour Secondary School, Damaturu, Yobe State, Nigeria. Mean and standard deviation was used to answer the research questions while z-test and ANOVA was used to test the null hypotheses at 0.05 level of significance. The finding of the study revealed that the There is significant difference in the mean retention scores of students in Basic Technology taught using blended and lecture teaching method in Biu Educational Zone of Borno State; Male students’ retention mean scores were higher than their female counterpart in both blended and lecture teaching methods. This indicates that blended teaching method is effective in teaching both male and female students. Based on the findings, the following recommendations were made: Government should liaise with the appropriate school authorities in order to encourage and support the use of blended learning platform in secondary schools as this could enhance students’ retention in various subjects.
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Oladapo, Margaret M., and William R. Brieger. "Reproductive Knowledge, Attitudes and Behaviour of Secondary School Students in Akure, Nigeria." International Quarterly of Community Health Education 16, no. 4 (January 1997): 341–58. http://dx.doi.org/10.2190/l85j-x8cj-jlw3-cg6u.

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Adolescents are subject to many life changes as their secondary sexual characteristics emerge. Contrary to parents' and society's wishes, these young people are more sexually active then previous generations and thus at greater risk of unwanted pregnancies, sexually transmitted diseases, and related problems. Adolescents enrolled in school have the potential opportunity to learn ways to prevent these reproductive and sexual health problems, but there is concern whether schools are living up to this challenge. Therefore, this study was designed to learn whether adolescents in secondary school in the Ondo State capital of Akure have reproductive health education and are practicing healthy sexual behaviors. The study was based on a sample of six of the twenty-eight secondary schools in Akure that fell under the jurisdiction of the Ondo State Post-Primary Schools' Management Board. Focus was placed on pupils in the final years of both Junior Secondary School (JSS 3) and Senior Secondary School (SSS 3). Overall, 30 percent of the young people reported having sexual intercourse: 21 percent of females and 38 percent of males. Also 39 percent in SSS 3 reported having had sex compared to 21 percent in JSS 3. Forty percent of students in coeducational school compared to 19 percent in boy's school and 8 percent in girl's school had sex. Respondents averaged only 11 points on a 33-point scale of reproductive health knowledge. Students in the senior classes and those in single sex schools scored higher. The mass media was stated to be the major source of reproductive health knowledge; only one-third reported that they had actually talked with someone about their reproductive health concerns. Attitudes toward pre-marital sex were more favorable among male students, pupils in mixed sex schools and those whose parents had lower levels of education. These findings suggest not only that the schools must take a more active role in providing reproductive health education, but that this should be done in the junior secondary years before most pupils become sexually active.
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Jones, Harriet Yeanoh, Dr Saidu Challay, and Peter Mboh Muffuh. "Factors Militating Against the Effective Teaching and Learning of Krio at the Junior Secondary School Level:." IJOHMN (International Journal online of Humanities) 6, no. 1 (February 4, 2020): 38. http://dx.doi.org/10.24113/ijohmn.v6i1.161.

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This study was aimed at investigating factors militating against the effective teaching and learning of Krio at the Junior Secondary School (JSS) Level in a sample of JSS pupils in selected schools in the Western Area of Freetown, Sierra Leone. Questionnaires were administered to both teachers of Krio and pupils offering the subject at the targeted level. These, alongside observation and focus group discussions, were used to determine the level of training and experience of the teachers; facilities which support the teaching and learning of Krio; attitudes of teachers, pupils and other stakeholders towards the teaching and learning of Krio; mode and frequency of assessment; provision of institutional support; and, the success rate of pupils at the Basic Educational Certificate Exams (BECE) in the selected schools. Three schools were targeted. In each of these schools, questionnaires were administered to 50 pupils, giving a total of 150 respondents. A total of eleven teachers were sampled. The study revealed that: The teachers of Krio in the selected schools were and trained and qualified. However, none of them studied krio as a major and only about one third read it as a minor. Teaching and learning materials are inadequate, and time allocated to the teaching of krio is insufficient. Attitude is a major factor which militates against the teaching and learning of krio in the selected schools. Written assignments, tests and exams are the main assessment tools. Institutional support (in-service trainings/workshops/seminars) plays a great role in building teachers’ capacity to teach the subject as all the teachers sampled did not study krio as a major subject. BECE results (krio -2010 and 2011) indicate that only a small percentage of the pupils at JSSIII opted for krio
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Challay, Saidu, and Harriet Y. Jones. "A Study of the Errors in the Use of Capitalisation Among Junior Secondary School Pupils in Bo District." International Journal of Social Sciences and Management 6, no. 4 (November 3, 2019): 90–96. http://dx.doi.org/10.3126/ijssm.v6i4.26222.

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Writing constitutes one of the main skills that second language learners find difficulty in. One area they find difficult in the process of writing compositions is the correct use of capital letters. This study is an attempt to describe the common errors that pupils commit in the use of capitalisation in written texts. Since the use of capital letters constitutes an important area in the overall assessment of pupils’ written texts, this study provided necessary information to guide teachers of Language Arts in preparing pupils for writing tasks. The main objective therefore was to categorise and determine the extent to which errors are committed by Junior Secondary School pupils. In order to obtain data for this study, three Junior Secondary Schools were selected in the Bo Municipality. Fifty pupils were randomly selected from each of the three schools, comprising twenty-five from JSS 2 and twenty-five from JSS 3. This gave a total of one hundred and fifty pupils in all. The pupils were given a task to write a composition of at least one hundred and fifty words under normal examination conditions. The study revealed that pupils had generally not understood the rule involved in the use of capital letters. The areas where errors were more prominent involved proper nouns, beginning of a sentence, poor background knowledge of letter shapes, overgeneralisation and not capitalising the first word in the closing of a letter.
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Rahman, MD Mehadi. "SECONDARY SCHOOL STUDENTS ATTITUDE TOWARDS JUNIOR SCHOOL CERTIFICATE (JSC) EXAMINATION IN BANGLADESH." International Journal of Education 11, no. 2 (February 21, 2019): 161. http://dx.doi.org/10.17509/ije.v11i2.14746.

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The study investigates secondary students’ attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students’ have a positive attitude towards JSC examination. There was no significant difference between male and female students attitude towards JSC examination. JSC exam had increased students both quality of study and study time, enhanced students’ creativity and reduced the fear of examination. On the contrary, JSC examination had hampered students’ normal life by extra stress, reduced their playtime and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as o relevant stakeholders in making necessary changes in the JSC examination in Bangladesh.
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Onyebuchi, Chinyere, and Mohammed Ibrahim. "EFFECT OF MULTIMODAL STRATEGIES ON THE LEARNING OF LISTENING SKILLS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN SOKOTO METROPOLIS, SOKOTO STATE, NIGERIA." Sokoto Educational Review 17, no. 1 (December 4, 2017): 9. http://dx.doi.org/10.35386/ser.v17i1.15.

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This research investigated the effect of multimodal strategies of teaching listening skills in Junior Secondary Schools in Sokoto metropolis, Sokoto State. The objective was to find out if using multimodal strategies to teach listening skills will enhance their learning when compared to traditional method. The population was 59,265 JSS students in Sokoto Metropolis. Stratified sampling technique was used to select the schools while random sampling technique was used to select one intact class from each school. Thus, the sample size was 394 JSS1 students. The instrument used for collecting data after treatment was Listening Level Test (LLT). Thirty questions were designed with options A, B and C. A group of 10 questions were set relating to each of the listening type: attitudinal, informative and appreciative. The validity of the instrument was determined by some Junior Secondary School English teachers and language education experts in the Department of Curriculum Studies and Educational Technology, Usmanu Danfodiyo University, Sokoto. Pilot study was conducted on twenty students through test-re-tests method to determine the reliability of the study. The results were correlated using Pearson’s Product Moment Coefficient formula which produced a reliability index of 0.83. The data collected after administration of the treatment was analyzed using mean, standard deviation to answer the research questions and t-test to test the null hypotheses of the research. It was found that multimodal strategies enhanced the listening comprehension skills of the subjects. The researchers recommended that teachers should use multimodal strategies to teach listening skills in junior secondary schools so as to help students perform very better in listening skills.
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Baji, Ibrahim Mohammed, and Aisha I. Mohammed. "RELATIONSHIP BETWEEN PARENTING STYLES AND ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN NIGER STATE, NIGERIA." Sokoto Educational Review 16, no. 2 (December 31, 2018): 11. http://dx.doi.org/10.35386/ser.v16i2.127.

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This study investigated the influence of parenting styles on academic performance of secondary school students in Niger state, Nigeria. The study employed a correlational design to measure the relationship between parenting styles and academic performance. A sample of 380 junior secondary school students during 2013/2014 academic session was selected from public schools through simple random sampling technique. The research instrument used was Parenting Styles Questionnaire (PSQ) which measured parenting styles across authoritative parenting, authoritarian parenting, and permissive parenting styles. The PSQ was validated through content validity and had a reliability coefficients alpha of .800. The second instrument was academic achievement tests in English language and Mathematics which were developed by subject teachers teaching at the SSS level and their content and construct validity were determined by the inspectors in charge of these specialty areas at the Inspectorate Division, Ministry of Education, Minna. The statistical tools used for analysis of the data include mean, standard deviation, and Pearson Product Moment Correlations. The findings revealed that there were positive correlations between parenting styles and academic performance of JSS students with correlation values expressed as: Authoritative parenting style (r = .154, p< 0.05), authoritarian parenting style (r = .102, p< 0.05), and permissive parenting style (r = .066, p>0.05). Based on the findings of this study, it is recommended that parents should encourage, support and monitor academic activities of children to improve their performance.
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Olajide, Simeon O., and Francisca O. Aladejana. "Effect of Computer Assisted Instructional Package on Students' Learning Outcomes in Basic Science." International Journal of Technology-Enabled Student Support Services 9, no. 1 (January 2019): 1–15. http://dx.doi.org/10.4018/ijtesss.2019010101.

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The study developed the basic science information and communication technology (BSICT) instructional package based on Nigerian Junior Secondary School (JSS) curriculum and investigated its effect on the students' learning outcomes with the aim of improving them. The study employed the pre-test, post-test, control group quasi-experimental research design. From a population of all JSS in Osun State, a sample of 180 students from six intact classes in six purposively selected schools was taken. The experimental groups were taught using the BSICT package while the control groups were taught the same concepts without the package. Data was collected using the Basic Science Achievement Test and analysed. The results showed significant effects of the package on students' performance and retention ability in basic science. The study concluded that BSICT could be used to improve students' learning outcomes in basic science if properly proctored. Hence, the use of computer assisted instruction can be recommended for teaching and learning for improved performance and retention.
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Mbaba, Awajiokinor Ekrika, Abiodun Jimoh, and Garba Mohammed Bakori. "THE IMPACT OF DIGITAL AUDIO-TEXT AND AUDIO-VISUAL INSTRUCTIONAL MEDIA ON LEARNING OF CULTURAL AND CREATIVE ARTS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN RIVERS STATE, NIGERIA." Sokoto Educational Review 18, no. 1 (December 31, 2018): 10. http://dx.doi.org/10.35386/ser.v18i1.53.

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The study evaluated students’ interest on the use of digital text-audio and audio-video in teaching Cultural and Creative Arts. The study was carried out in Andoni Education Zone of Rivers State among Junior Secondary Schools. The research design adopted for the study was quasi-experimental. A total of 183 Junior Secondary two (JSS II) CCA students were sampled from the population of 2118 for the study. The sampled size is made up of 99 males and 84 females. Digital text-audio and audio-video instructional packages were used to present lessons to students in six weeks. A 15-item questionnaire was used in collecting data. Data collected for answering research questions and testing hypotheses were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA) respectively. The results showed that both digital text-audio and audio-video instructional packages improved students’ interest. The authors recommend that governments should improve infrastructure in schools to enhance effective use of technology in the classroom.
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Adeninhun, Deborah Adeninhun. "The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 213–26. http://dx.doi.org/10.14434/ijlcle.v1i0.26835.

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Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.
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Dissertations / Theses on the topic "Junior Secondary School (JSS)"

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Akinyeye, Caroline Modupe. "Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria." University of the Western Cape, 2015. http://hdl.handle.net/11394/5089.

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Philosophiae Doctor - PhD
Nigeria is one of the most multilingual nations in Africa which consists of over 450 languages (Adegbija, 2004; Danladi, 2013). It has a population of more than 150 million people, with three major languages, namely Hausa, Yoruba and Igbo, and a number of minority languages. Despite its linguistic and cultural diversity, English is the main medium of instruction from primary to tertiary education. The negative effects of learning through the medium of English second language (L2) are evidenced in the learners’ poor achievement in the external examination results of the National Examination Council (NECO) and the West African Examination Council (WAEC). There is an assumption that learners’ poor performance in English (L2) is due to little attention given to English writing in schools, and the use of less appropriate or effective teaching approaches (Babalola, 2011). There is a special concern about the poor writing proficiency levels of learners, particularly in the Junior Secondary School (JSS) phase which is an exit to Senior Secondary School level where learners are expected to show strong academic literacy skills. Writing is a process which is central to learners’ learning across the curriculum and it enables learners not only to access knowledge from different sources, but also to display the acquired knowledge in different domains. Learners’ poor writing skills are a great concern given that English (L2) is the main medium of instruction at all levels of education in Nigeria. In light of the above, this study set out to explore the pedagogical strategies and problems encountered by both teachers and learners in English (L2) academic writing in Junior Secondary School (JSS 3) classrooms in the Ekiti State, Nigeria. Guided by Second Language Acquisition theory, the study explored the factors that influence second language learning, in relation to the sociocultural and contextual factors that influence learners’ writing abilities. Through the lens of the Genre Pedagogical Theory and the Social Constructivist theory, it investigated teachers’ pedagogical strategies in English (L2) writing, and analysed learners’ written texts in order to understand the extent to which they reflected the features of specific genres that support learners’ writing skills. Four JSS3 teachers in three schools were purposively selected to participate in the study. The study employed a qualitative research paradigm, underpinned by the interpretive theory. Through the use of an ethnographic design, the day-to-day happenings such as thoughts and engagements of both teachers and students in the English (L2) lessons were observed and recorded by means of an audio-recorder in order to build a comprehensive record of the participants’ practice in the classroom. In addition, both semi-structured and unstructured interviews were conducted with the individual teachers. The students’ written texts and other relevant documents were collected and analysed for the purpose of data triangulation. Ethical considerations such as informed consent, voluntary participation, respect and anonymity of participants were observed throughout the study. In this study, the findings show that the teaching of English (L2) writing is still a challenge to many teachers due to a variety of factors which include linguistic, pedagogical and structural factors. As a result, learners’ academic writing suffers, especially writing to learn at secondary school level. Specifically, the findings of this study indicate that the teachers made use of traditional teaching approaches in the teaching of English (L2) writing as against the approaches recommended in the curriculum. The study also reveals that most of the JSS(3) students’ level of proficiency in English writing is below the expected levels stipulated in the curriculum document, although some of them displayed good basic interpersonal communication skills (BICS), Other contributing factors to the learners’ low academic writing proficiency in English (L2) include teachers’ limited understanding and application of the Genre-Based Approach in teaching writing, inadequate language teaching and learning resources, learners’ limited exposure to English (L2) and limited writing opportunities. The study concludes that while the use of the Genre-Based Approach is not the only strategy to enhance learners’ writing skills, the teaching of writing remains crucial as it is central to language use in different knowledge domains. Students’ writing proficiency is critical for cognitive and socio-economic development as it has implications for students’ access to knowledge and academic literacy which spills over to tertiary education. In a country like Nigeria where the main language of instruction is English, there is a need to prioritise teacher development and to revisit the curriculum to determine how it meets the academic needs of learners in this century.
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Yokozeki, Yumiko. "The causes, processes and consequences of student drop-out from Junior Secondary School (JSS) in Ghana : the case of Komenda-Edina-Eguafo-Abrem (K.E.E.A.) district." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021758/.

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Despite open access to both primary and junior secondary school (JSS), non-enrolment and dropout have been countrywide problems in Ghana. This thesis investigates the nature of student dropout from JSS in one district in the country, through four main questions. What is the relationship between drop-out rates and school characteristics of JSS in K.E.E.A. district? What are the factors causing students to drop out? What are the processes of dropping out? What are the consequences of dropping out? The thesis investigates the above questions in two phases: the first on a macro level, by means of a school survey of all 39 schools in the district; and the second on a micro level, by means of an in-depth study of drop-outs from four schools. In the school survey, among the school factors included in the current study, few showed significant association with the drop-out rates. (However, in subsequent in-depth study, the school characteristics were found to exert some influence; for example, the schools with low drop-out rates had stronger teacher commitment). In the school survey, drop-out rates were clearly associated with gender. The in-depth study of 32 drop-outs from four schools suggested that the cause of drop-out was predominantly finance for males and pregnancy for females. In a comparison of 32 drop-outs and 32 stay-ins, where age, gender, academic achievement and economic status were matched, few differences were found in family composition and school experience. In the examination of matched pairs, drop-outs tended to display particular characteristics, such as belonging to a minority language/ethnic group, or having a slight physical handicap. Parental divorce was common among both drop-outs and stay-ins. The investigation of the process of leaving school revealed that the problem was more complicated than the surface cause might suggest; there were often multiple causes leading drop-outs to abandon their education. When problems such as parents' divorce, belonging to a minority language/ethnic group, or having a slight physical handicap were coupled with poverty, the combination of these factors could cause students to leave school. Although a cause might not be serious enough to effect drop-out by itself, many students were already on the verge of dropping out; thus very little pressure was necessary to cause them to discontinue their schooling. Girls were more vulnerable than boys. Girls in general showed fewer risk factors yet more girls than boys dropped out. In some cases girls would not have dropped out if they had not become pregnant. After leaving school, most drop-outs engaged in economic activities. Only a few drop-outs wished to go back to school, and almost all wished to undertake an apprenticeship to lead to selfemployment. The occupational skills learned in apprenticeship were gender-specific, and women had fewer choices. Inequality was evident at every step; girls were disadvantaged in enrolment, retention, examination results, and in economic activities after leaving school. Education can be an effective tool for empowering the disadvantaged population. However, schooling in rural Ghana was not always meeting the strategic needs of the disadvantaged. Drop-outs, therefore, searched for other alternatives in which they could be successful, such as self-employment in microenterprises.
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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.
published_or_final_version
Education
Master
Master of Education
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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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鄭自良 and Chi-leung Cheng. "Junior secondary school science education in the Shenzhen special economic zone." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956312.

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林鳳茹 and Fung-yu Magdelena Lam. "The effects of social skills training on junior secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716632.

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Books on the topic "Junior Secondary School (JSS)"

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Odekunle, S. O. A comparative analysis of the junior secondary school (JSS) in Osun State and vocational education and training (VET) in Germany. Ibadan: Nigerian Institute of Social and Economic Research (NISER), 1999.

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

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

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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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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 (JSS)"

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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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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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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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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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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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Habib, Ahsan, and Saira Hossain. "Students’ Sense of Belonging in Urban Junior Secondary Schools in Bangladesh: Grades, Academic Achievement and School Satisfaction." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 89–102. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0708-9_5.

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Conference papers on the topic "Junior Secondary School (JSS)"

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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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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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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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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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Reports on the topic "Junior Secondary School (JSS)"

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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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