Journal articles: '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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Cham, Haddi J., Sarah M. Lasswell, and Kim S. Miller. "Parents’ reactions to testing for herpes simplex virus type 2 as a biomarker of sexual activity in Botswana junior secondary school students." Sexual Health 13, no. 2 (2016): 148. http://dx.doi.org/10.1071/sh15092.

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Background Use of sexual activity biomarkers in HIV prevention trials has been widely supported to validate self-reported data. When such trials involve minors, researchers may face challenges in obtaining parental buy-in, especially if return of results procedures uphold the confidentiality and privacy rights of minors and preclude parental access to test results. In preparation for a randomised controlled trial (RCT) with junior secondary school (JSS) students in Botswana, a formative assessment was conducted to assess parents’ opinions and concerns about testing for herpes simplex virus type 2 (HSV-2) (biomarker of sexual activity) as part of the RCT. Methods: Six focus groups were held with parents (n = 32) of JSS students from urban, peri-urban and rural communities. Parents were asked their opinions of students being tested for HSV-2 and procedures for blood sample collection and return of results. Results: Overall, parents were supportive of HSV-2 testing, which they thought was a beneficial sexual health resource for adolescents and parents, and a motivation for parent–child communication about HSV-2, sexual activity and sexual abuse. Some parents supported the proposed plan to disclose HSV-2 test results to adolescents only, citing the importance of adolescent privacy and the possibility of HSV-2 positive adolescents being stigmatised by family members. Conversely, opposing parents requested parental access to results. These parents were concerned that adolescents may experience distress following a positive result and withhold this information thereby reducing parents’ abilities to provide support. Parents were also concerned about support for victims of sexual abuse. Conclusion: Although the present study demonstrates that parents can be accepting of sexual activity biomarker testing of adolescents, more research is needed to identify best approaches for returning test results.

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Etta, Bisong Anthony, Oko Bernard Atrogor, John Eteng Imoke, Achu Regina Anyungwu, and Owor Effiom Owor. "Personal Variables and Students' Academic Performance of Virtual Classroom Learners of Social Studies in Secondary Schools in Uyo Local Government Area, Akwa Ibom State." Review of European Studies 13, no. 3 (June 22, 2021): 1. http://dx.doi.org/10.5539/res.v13n3p1.

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The study examines the factors of age, gender and location of social studies students and their performance on a virtual classroom platform. The study adopted the quasi-experimental design. A specific class arm of 50 Junior Secondary School (JSS) 3 students that were treated to a social studies lesson on family. The researcher developed a Social Studies Achievement Test (SSAT) with a reliability coefficient of .861; Cronbach Coefficient Alpha Statistics was administered to elicit student performance. The data collected were grouped based on age, gender and location. Mean (X ) score analysis indicated variance in performance based on personal factors, but, there was no significant correlation with academic performance of social studies students when taught using a virtual classroom platform, It was concluded that age and gender significantly influence students' academic performance in social studies using virtual classroom platform. The state government and education stakeholders adopted a virtual classroom strategy and teachers should be trained to use virtual classroom platforms for instruction for optimum educational effect in the study area.

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Dharmadi, Made Agus, and Ni Nyoman Mestri Agustini. "Description of School Health Development Index (SHDI) in Junior High Schools in Buleleng Regency – Bali." Jurnal Kesehatan Masyarakat 14, no. 3 (May 21, 2019): 326–31. http://dx.doi.org/10.15294/kemas.v14i3.12389.

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Synergism in the field of health and education is strongly needed and urgent in order to attain a comprehensive education goal of intelligent and healthy people both physically and mentally according to the mandate of the 1945 Constitution. Based on the observation in Junior High Schools in Buleleng, We found that there were a lack synchronization between vision, missions, and the planned programs in the schools, limited cleaning facilities, and an implicitly lack of healthy lifestyle of the school residents. This research aimed to describe the School Health Development Index (SHDI) at the level of secondary schools in Buleleng Regency in 2017. The sample of the research were obtained from 10 junior high schools/JHS (SMP) in Buleleng Regency. We used a method of quantitative description following observations, documentation studies, and interviews. Based on the result and discussion, we concluded that: 1) SHDI of SMP in Buleleng Regency was categorized as mid-low (0.62), with minimal value of 0.51 and largest value of 0.78. The highest index was obtained by SMP 1 Singaraja and the lowest index was obtained by SMP Bhaktiasa Singaraja, 2) most of the schools did not include healthy value explicitly in the schools’ vision and missions, 3) most of the schools operated limited number of programs on health and did not include written reports on their programs, 4) the condition of facilities and infrastructures were sufficient, there were several schools having no warehouse, and the food products in cafeterias were not controllable yet especially for the unlicensed food products (without BPOM logo), 4) the school residents’ healthy lifestyle was good enough especially for the teachers and the students.

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Efendi, Nur, and Septi Budi Sartika. "The Effect of Distance Learning Practicum based on PhET Interactive Simulations on Science Process Skills of Secondary School Students." JURNAL PENDIDIKAN SAINS (JPS) 9, no. 1 (April 20, 2021): 91. http://dx.doi.org/10.26714/jps.9.1.2021.91-96.

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The condition of the covid-19 pandemic makes face-to-face learning become distance learning, learning activities from home are no exception to practicum learning. Alternative solutions using PhET Interactive Simulations. The research aims to describe the influence and great influence of PhET Interactive Simulations-based distance practicum learning on the science process skills of junior high school students. The research method uses quasi-experimentation with matching pre-test post-test control group design. The research population is grade VIII students of SMP Sepuluh Nopember Sidoarjo with a sample of 2 grade VIII, namely VIII H as an experimental class and VIII F as a control class of 40 students each. Research instruments use science process skills tests with 7 indicators namely formulating problems, formulating hypotheses, identifying variables and operational definitions of variables, assembling tools and materials, presenting data, conducting data analysis, and concluding. The results showed there is a huge influence between distance learning practicum based on PhET interactive simulations on the science process skills of secondary school students in natural science subjects. Further research increases the number of research variables, in addition to science process skills as well as understanding of student concepts to science, and so on.

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Kalolo, John F. "Addressing the Tensions and Controversies towards Quality Science Education: A Pragmatic Approach." Issues in Social Science 3, no. 1 (June 2, 2015): 97. http://dx.doi.org/10.5296/iss.v3i1.7345.

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<p>Quality science education (SE) has emerged in the last few years as a necessary requirement for a specific country to advance technologically, develop literate scientific community, and improve the country’s competitive power. As such critical commentaries have surfaced on how SE can be best provided in schools. In the context of Tanzania the concerns towards quality SE seem to be mounted, but with little achievements as a result of a slanted definition of the term quality SE. Such biased explanation about quality SE has led to several tensions and controversies in its practice. This paper examined stakeholders’ views about the meaning, measurement, and goals for providing quality SE in Tanzanian Junior secondary schools (JSS). In particular, the paper was focused on understanding what SE stakeholders consider quality SE is, how it is measured, the goals for its delivery, and the implications for all these. The study involved 100 SE stakeholders in the categories of students, teachers, and heads of schools, science alumni and parents. The paper presents useful information for SE researchers, students, and policy makers that is likely to help them appreciate some unanswered questions about quality SE and reflect on new commitments in the provision of quality SE, and guide the continued discussion and ongoing conversation about promising ways to understanding, describing and providing quality SE in schools.</p>

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Agbonkpolo, Monday Ugiagbe, Thaddeus Ifeanyi Mamah, and Bridget Oyamendan. "Predicting students’ final grades for regulating the supervision of academic activities: A model of continuous assessment practices, teaching effectiveness and students’ personal studies." Asian Journal Of Assessment In Teaching And Learning 10, no. 1 (April 28, 2020): 51–58. http://dx.doi.org/10.37134/ajatel.vol10.1.6.2020.

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The study was conducted to determine the predictive strength of a model of continuous assessment practices, teaching effectiveness and students’ personal studies for predicting students’ final grades. Thus the study investigated the influence of continuous assessment practices, teaching effectiveness, and students’ personal studies on the test scores of some selected junior secondary school students in Health and Physical Education in Egor Local Government Area of Edo State. Three null hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The population of the study was 4,042 while the sample size was 200 randomly selected from JSS III in Egor LGA of Edo State. The instrument used for data collection was the questionnaire with reliability co-efficient of 0.89. Data collected were analyzed using the Pearson Product Moment Correlation Statistics and the multiple regression statistics. The major findings of this study were are as follows: The multiple regression coefficient of prediction of students’ final grade with ratings of continuous assessment practices, teaching effectiveness and students’ personal studies is significant (R = 0.65, p ≤ 0.00). The net regression coefficient of prediction of students examination grades with ratings of continuous assessment practices is positive and significant (B = 0.54, p ≤ 0.00). The net regression coefficient of prediction of students final grades with ratings of students personal studies is positive and significant (B = 0.31, P ≤ 0.00). The net regression coefficient of prediction of students’ final grades with ratings of teaching effectiveness is positive and significant at 0.05 alpha level (B = 0.46, p ≤ 0.00). It was, therefore, recommended that the ministry of education and school administrators adopt the use of this scientific model to predict students’ final grades, for regulating the supervision of teaching and learning process for optimization of students’ academic achievement.

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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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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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Tang, Hui-Wen Vivian, Mu-Shang Yin, and Yuling Liu. "Modeling Personal Excellence Competences for Junior High School Principals Based on AHP Method." Open Journal of Social Sciences 04, no. 07 (2016): 46–51. http://dx.doi.org/10.4236/jss.2016.47007.

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SARI, Mediha, and Aslı ÖZGÖK. "The Sense of School Belonging and Emphatic Classroom Atmosphere Among Secondary School Students." Gaziantep University Journal of Social Sciences 13, no. 24228 (December 1, 2014): 479–92. http://dx.doi.org/10.21547/jss.256833.

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Yeung, Alice H. W., Connie B. L. Chu, Samuel Kai-Wah Chu, and Charmaine K. W. Fung. "Exploring junior secondary students’ plagiarism behavior." Journal of Librarianship and Information Science 50, no. 4 (September 1, 2016): 361–73. http://dx.doi.org/10.1177/0961000616666625.

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Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.

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ONO, YUTA, and ICHIKO SHOJI. "Senior-Junior (Senpai-Kohai) Relationships in Secondary School Activities." Japanese Journal of Educational Psychology 63, no. 4 (2015): 438–52. http://dx.doi.org/10.5926/jjep.63.438.

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

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

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HARROP, ALEX, and JEREMY SWINSON. "Teachers' Questions in the Infant, Junior and Secondary School." Educational Studies 29, no. 1 (January 2003): 49–57. http://dx.doi.org/10.1080/03055690303265.

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Mokibelo, Eureka B. "Why We Drop Out of School: Voices of San School Dropouts in Botswana." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 185–94. http://dx.doi.org/10.1017/jie.2014.26.

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Among San communities in Botswana, the rate of student disengagement from both primary and junior secondary school is an ongoing concern for educators. San learners leave school at all levels of primary and junior secondary education. Students who leave school have tended not to provide reasons as to why they are dropping out. This study investigated some of the reasons why San learners decided to drop out at primary and junior secondary school levels in the Central District in Botswana. In-depth interviews were undertaken with 20 former students living in five cattle-posts where the participants worked as cattle herders. The results indicate that some San drop out of school for reasons of survival, both within and outside school. The findings of the study offer insights into some of the issues that impede students within San communities in achieving their educational goals. Further, the findings could assist educational authorities in their review of current educational practices in Botswana so that that all citizens can be appropriately accommodated within the education system.

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Wang, Nan, and Jingchun Nie. "Visual Impairment, Spectacle Wear and Academic Performance among Junior High School Students in Western China." Open Journal of Social Sciences 09, no. 02 (2021): 235–44. http://dx.doi.org/10.4236/jss.2021.92016.

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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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Caldwell, Janet H., and Gerald A. Goldin. "Variables Affecting Word Problem Difficulty in Secondary School Mathematics." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 187–96. http://dx.doi.org/10.5951/jresematheduc.18.3.0187.

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The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

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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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Qin, Le, Ying Zhou, and Wijaya Tommy Tanu. "The Analysis of Mathematics Adversity Quotient of Left Behind Junior High School Students in Rural Areas." Open Journal of Social Sciences 07, no. 10 (2019): 331–42. http://dx.doi.org/10.4236/jss.2019.710028.

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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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R, Maharani Aulia, and Yulhendri Yulhendri. "Pengaruh Anggaran Pendidikan, Jumlah Guru dan Jumlah Kelas terhadap Partisipasi Pendidikan Sekolah Menegah Pertama di Kabupaten/Kota Provinsi Sumatera Barat." Jurnal Ecogen 3, no. 1 (March 5, 2020): 155. http://dx.doi.org/10.24036/jmpe.v3i1.8534.

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This study aims to determine and analyze: 1) The influence of the education budget on the gross enrollment rate of junior high school education, 2) The effect of the number of teachers on the gross enrollment rate of junior secondary school education, 3) the effect of the number of classes on the gross enrollment rate of school education junior secondary in regencies / cities in West Sumatra Province. This research is classified into descriptive and associative research. The data analysis technique used in this study in proving and testing the proposed hypothesis is a panel data regression model. The results of this study found that: 1) There is a negative and insignificant influence between the education budget on the gross enrollment rate of junior secondary education, 2) There is a negative and significant effect between the number of teachers on the gross enrollment rate of junior secondary education, 3) There is positive and significant effect between the number of classes on the junior high school education gross enrollment rate in the district / city of West Sumatra Province.Keywords: education budget, number of teachers, number of classes, rough participation rates

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Φέρμελη, Γ., and Α. Μαρκοπούλου-Διακαντώνη. "GEOSCIENCES IN THE CURICULLA AND STUDENTS BOOKS IN SECONDARY EDUCATION." Bulletin of the Geological Society of Greece 36, no. 2 (July 23, 2018): 639. http://dx.doi.org/10.12681/bgsg.16769.

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Geology does not exist, from 1997, as an independent discipline in greek secondary education. Geological subjects included in curriculum of "Geology-Geography" lesson in 1s t and 2n d grades of Junior High School as well geological issues included in optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management". There are three ways to introduce geosciences in Greek educational system: a)Through "Geology- geography" lesson and cross-thematic projects that suggested from cross-thematic curriculum and «Flexible zone» in Junior High School, b)Through optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management", and c)Through Environmental education projects in Junior High School and Lyceum.

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Nasir, SB, AS Labaran, AM Kodiya, and OG B. Nwaorgu. "Hearing thresholds of junior secondary school students in kaduna metropolis." Nigerian Journal of Basic and Clinical Sciences 15, no. 1 (2018): 13. http://dx.doi.org/10.4103/njbcs.njbcs_28_17.

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Carr, Malcom, Valda Kirkwood, Barry Newman, and Ralph Birdwhistell. "Energy in three New Zealand secondary school junior science classrooms." Research in Science Education 17, no. 1 (December 1987): 117–28. http://dx.doi.org/10.1007/bf02357179.

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Waldrip, Bruce, and Vaughan Prain. "DEVELOPING AN UNDERSTANDING OF IONS IN JUNIOR SECONDARY SCHOOL CHEMISTRY." International Journal of Science and Mathematics Education 10, no. 5 (December 13, 2011): 1191–213. http://dx.doi.org/10.1007/s10763-011-9327-7.

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KARAÇAM, Sedat, and Fatih AYDIN. "Metaphor Analysis of Secondary School Students’ Perceptions Related to Technology Concept." Gaziantep University Journal of Social Sciences 13, no. 24228 (December 1, 2014): 545–72. http://dx.doi.org/10.21547/jss.256829.

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40

Nazari, Abolhassan, and Saeed Taki. "Demotivational Factors among Secondary School EFL Teachers in Iran." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (December 29, 2015): 932–42. http://dx.doi.org/10.24297/jal.v6i2.2954.

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Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.

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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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42

Brown, Ph.D, Troy T. "ID Model Development and Validation: Improving Secondary School Students’ Mathematics Achievement through Cooperative Learning Strategies." Frontiers in Education Technology 4, no. 1 (February 22, 2021): p47. http://dx.doi.org/10.22158/fet.v4n1p47.

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Many secondary school students within the Caribbean region are consistently failing to grasp basic mathematical concepts. The purpose of this Design and Development Research was to generate an Instructional Design (ID) Model that demonstrates how the effective use of cooperative learning strategies improved students’ mathematical achievement, at a junior secondary school in the British Virgin Islands. The researcher collected information from Mathematics teachers (n = 5) and their students (n = 5). Each participant was involved in semi-structured interviews and MAXQDA12 was employed for analysis. Two research questions guided this research. The results of this research showed that the consistent use of effective cooperative learning strategies contributed to students’ academic achievement in Mathematics, especially at the junior secondary school level. The results stand to benefit both Mathematics teachers of junior secondary schools and their students. There is one recommendation for future research.

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Opie, Oko Ngaji, Sylvia Victor Ovat, and Anne Ndidi Meremikwu. "School Variables on Junior Secondary School Students' Mathematics Performance in Cross River State, Nigeria." International Journal of Science, Mathematics and Technology Learning 22, no. 1 (2014): 1–9. http://dx.doi.org/10.18848/2327-7971/cgp/v22i01/49020.

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44

Ng, Josephine W. Y., and Sandra K. M. Tsang. "School Bullying and the Mental Health of Junior Secondary School Students in Hong Kong." Journal of School Violence 7, no. 2 (February 26, 2008): 3–20. http://dx.doi.org/10.1300/j202v07n02_02.

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Akinsola, Ifeoluwa Theophilus, and Bolape Olufunto Olaosebikan. "Content Adequacy of Oral Literature in Selected English Studies Textbooks: Implications for Inculcating Moral Values into In-School Adolescents." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 250–59. http://dx.doi.org/10.47134/ijsl.v1i3.44.

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Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.

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Ose Asika, Margaret. "Self-Concept, Self-Efficacy and Self Esteem As Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State." Sumerianz Journal of Education, Linguistics and Literature, no. 41 (February 11, 2021): 15–22. http://dx.doi.org/10.47752/sjell.41.15.22.

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This study examined Self-Concept, Self-Efficacy, and Self-Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State. The main purpose of the study is to determine the relationship between self-concept and academic performance in mathematics of Junior Secondary School students in Edo state. The study adopted the correlation research design. A sample of 3,639 was drawn from a population of 36,615 junior students in Edo state. The data generated for the study were obtained through a self designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were used to analysed the data collected. The result obtained revealed the following: there was a positive relationship between self-concept and academic performance in mathematics among junior secondary school students, there was also a negative relationship between self-efficacy and academic performance in mathematics among junior secondary school students in Edo state. The study thus concluded that self-concept and self-efficacy are not only significantly related to academic performance, they significantly predict academic performance of students. It was therefore recommended that adequate and sufficient attention must be given to sustain the development of positive self-concept and self-efficacy of students in the school system, while deliberate efforts should be made to build up the self-esteem of the students and Teachers should be offered professional guidance by educational authorities on these self-constructs in students as an avenue to improve on students’ academic performance.

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Muyangwa, Moses Mubita. "Comprehension of Standard Seven Pupils of a Village Junior Secondary School." Perceptual and Motor Skills 86, no. 3 (June 1998): 802. http://dx.doi.org/10.2466/pms.1998.86.3.802.

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To assess comprehension skills among pupils of a village junior secondary school a Study Process Questionnaire was constructed and administered to 63 Standard 7 pupils, 33 boys and 30 girls (ages 14 to 18 years). Analysis showed learning viewed as reproduction more than understanding, failure to use prior knowledge in current learning, low achievement motivation, and poor reading skills.

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Mphale, Luke Moloko Moloko. "Leadership Capability Model for Motivating Junior Secondary School Teachers in Botswana." International Research in Education 2, no. 1 (March 19, 2014): 186. http://dx.doi.org/10.5296/ire.v2i1.4974.

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Isaiah, M. N., and H. J. Nenty. "Predicting Job Dissatisfaction among Community Junior Secondary School Teachers in Botswana." Psychology 03, no. 03 (2012): 277–83. http://dx.doi.org/10.4236/psych.2012.33039.

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Denloye, Obafunke, Deborah Ajayi, Olubunmi Bankole, and Popoola Bamidele. "Dental service utilization among junior secondary school students in Ibadan, Nigeria." Pediatric Dental Journal 20, no. 2 (2010): 177–81. http://dx.doi.org/10.1016/s0917-2394(10)70210-x.

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

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