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Sanaa Ali Abu Isbaa, Ibrahim Moh’D Arman,. "Impact of the Van Heil Model in Developing Abstract Thinking." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5365–72. http://dx.doi.org/10.17762/pae.v58i2.2948.
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This study aimed to reveal the Impact of Van Heil's model in developing abstract thinking among10th grade students in South Hebron Education Directorate.
In order to achieve the objectives of this study, the researcher used the experimental method, as the study was applied during the first semester of 2020/2021 academic year. The study population consisted of all the 10th-grade students who are registered in South Hebron Education Directorate, who are (2,967) students. The study was applied to an intentional sample that consisted of (44) female students from Dura Girls' Vocational Secondary School divided into two divisions, where one of the two divisions was considered an experimental group and the other was a control group, and each group reached (22) students. The experimental group was taught the Geometry construction unit in the10thgrade mathematics course using Van Heil's model, and the control group taught the same unit using the regular method.
The researchers prepared a tool of abstract thinking. The validity and reliability of the test was verified by appropriate methods.
The statistical analysis software (SPSS) was used to analyze the results of the study, by using analysis of covariance test (ANCOVA).
The results revealed the existence of statistically significant differences in the students' scores in the test of the level of abstract thinking according to teaching method variable, and in favor of the experimental group, the results revealed the presence of statistically significant differences in the test of the level of abstract thinking due to academic achievement variable, in favor of the group with high achievement, also the presence of statistically significant differences in the test of the level of abstract thinking due to interaction between method of teaching and level of academic attainment, in favor of the students with high achievement in the experimental group.
In light of the results, the researchers recommended the necessity of employing Van Heil's model in teaching Geometry units, the importance of training mathematics teachers to use it in teaching Geometry in mathematics courses is also recommended by the researcher, the researcher also recommended the need to conduct more studies on Van Heil's model using other dependent variables such as: generative thinking and trends towards Geometry or towards the model.
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Uzunboylu, Huseyin. "Message from Editor." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): I. http://dx.doi.org/10.18844/cjes.v13i3.3762.
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Message from EditorDear Colleagues;It is a great honour for us to welcome you as Editor of Cypriot Journal of Educational Sciences, whichhas accepted publications indexed in qualified databases since 2006. Our main aim is to increase thequality of the journal day by day. We are ready to publish the new issue of Cypriot Journal ofEducational Sciences, which has eight articles with authors from various countries. The aim of thisissue is to give the researchers an opportunity to share their academic studies.A total number of ten (43) manuscripts were submitted for this issue and each paper hasbeen subjected to double-blind peer review process by the reviewers specialized in therelated field. At the end of the review process, a total number of thirteen (16) high qualityresearch papers were selected and accepted for publication.First of all, I would like to thank all authors who have contributed to this issue . The focuses of thearticles are varied. Bekir Yildirim, Cumhur Turk The effectiveness of argumentation-assisted STEMpractices, Mensure Alkis Kucukaydin Application of writing-to-learn in science to primary schoolstudents, Cavide Demirci, Erhan Yavaslar Active learning: let’s make them a song, Evren Ersoy Therole of perceived parental attitudes and self-esteem in predicting secondary school students’depression, Parisa Abdolrezapour The relationship between emotional intelligence and complexity,accuracy and fluency in EFL learners’ oral performance, Haci Huseyin Tasar The analysis of articlesand thesis published on school-based management in Turkey, Hatice Altunkaya Speech anxiety inguidance and psychological counselling department students, James Adebayo Esan Effect of circuitstrength training programme on waist-to-hip ratio of college students, Nilay Kayhan, Pelin PistavAkmese Examining the game teaching in special education teacher training in Turkey andEuropean Union Member States, Mandina Shadreck Comparative effect of two problem-solvinginstructional strategies on students’ achievement in stoichiometry, Mohammad Ahmad Alkhateeb,The degree practices for mathematics teachers STEM education, Tugba Selanik-Ay, Nil DubanMedia literacy from the eyes of children: an interdisciplinary approach, Ulas Kubat To STEM or notto STEM? That is not the question, Florence Adeoti Yusuf, Ayoade Ejiwale Okanlawon, ValentineDavid Metu Lecturers’ perspectives on enhancing university graduates’ employability in Nigeria,Maria Bella. Christina Evaggelinou Theatrical play and social skills development: teachers’perspectives on educating autistic students, Nur Demirbas-Celik Happiness in high school students:autonomy, relatedness, competence and meaning in life.The topics of the next issue will be different. You can make sure that we will be trying to serveyou with our journal with a rich knowledge in which different kinds of topics are discussed in2018 Volume.I would like to present many thanks to all the contributors who helped to publish this issue.Best Regards,Prof. Dr. Huseyin UzunboyluEditor in Chief
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Et. al., Father Sri Marshal Joseph,. "A STUDY ON MORAL REASONING AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN SATHYAMANGALAM TALUK OF ERODE DISTRICT." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1322–27. http://dx.doi.org/10.17762/turcomat.v12i4.1201.
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Moral reasoning is mainly focusing on making right decisions to do right activities and exhibit good behaviour of school students in a particular situation and it provides chances for them to discover and realize values, to build character and to improve personality. The findings reveal that there exits significant difference amongst moral reasoning of secondary school students and their profile. Moral reasoning is positively and moderately related with academic achievement of secondary school students. Hence, secondary school teachers should give proper guidance to their secondary school students for improving their moral reasoning and ethical and moral behaviours. Parents must provide conducive home environment for their secondary school students to enhance their abilities for moral reasoning and academic achievement. Furthermore, secondary school teachers should interact, discuss and exchange ideas regularly with their secondary school students for increasing their moral reasoning and academic achievement. Peer groups and family members must also give moral support to their secondary school students for improving their moral reasoning and academic achievement. In addition, secondary schools should conduct various programmes for enhancing moral reasoning and academic achievement among their secondary school students.
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Saka, Owodunni Adewale. "Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?" Asian Journal of University Education 17, no. 1 (March 8, 2021): 33. http://dx.doi.org/10.24191/ajue.v17i1.8727.
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The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.
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Adeleke, G. A., and P. O. Jegede. "Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils." European Journal of Education 3, no. 1 (January 1, 2020): 31. http://dx.doi.org/10.26417/ejed.v3i1.p31-35.
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The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6]. Hence, the promotion of early mathematic competency is of critical importance. Established link between spatial ability and mathematics in early childhood by neuropsychological and brain imaging studies and behavioral evidences potent that math performance can be improved with spatial reasoning. Nigeria’s experience in local, national and international examinations show dwindling performances of examinees traceable to substantiated inefficient score in spatial reasoning items consistently featured [5, 1] in such standardized examinations. This was interpreted to mean that, children understanding of space pattern is necessary and demanded by the curriculum. The advent of information and communication technology (ICT) eulogized as potentially powerful and enabling tool for education change and reform is hereby engaged in learning delivery for comparative analysis of performance in learning spatial concepts among primary school pupils. METHODOLOGYNon-equivalent pretest, posttest and control group research design was adopted. The population consisted of 357,533 pupils’ enrolled in 1, 378 primary schools in Osun State (Daily Independent, 2013) characterized with male and female learners of varied academic abilities. Study sample was eked out using purposive and multi-stage sampling techniques. Primary III class was purposively selected based on the learners' age (6 – 8 years) limit in early childhood. Four schools with 105 intact class pupils were multi-stage sampled in the three major towns of the state considering available facilities for the study. Research instruments included Spatial Reasoning for Children (SpatReC), an interactive, multimedia package designed using C-Sharp (C#) programming language and follows the taxonomy based on Benjamin Blooms’ principles as revised by Anderson and Krathwohl in [8]; and Spatial Reasoning Test (SRT) used for pretest and posttest. Instruments, in a previous study [1] were adjudged validity and reliable. Learners in their intact classes were randomly assigned to study conditions namely; the three experimental groups and the one control group; three levels of cognitive ability groups - high, medium and low; and two sex groups - male and female. The intervention took forty minutes of Mathematics periods for three days in a week and six weeks in each of the schools excluding tests. ANALYSIS:Tests for significant interaction effect of treatment on groups were conducted. Result shows the test of equality of means to be significantly equal (t = 2.003, p - 0.05) in favor of equal variance assumed. The study’s subjects were thus adjudged to be reliably homogeneous (Table 1).Table 1: Test for Difference in the Participating group’s Post-test Scorest-test for Equality of MeanstdfSig.(2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the DifferenceLowerUpperEqual variances assumed2.003103.0481.253.626.0122.494Furthermore, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance using their experimental groups as the differentiating variable and the pre-test scores as the covariate to remove the possible effect of previous learning and other confounds. The result showed significant difference in the post-test scores (F = 2.934, p - .05). It also showed from the table that, the R-squared value was 0.080 and the Adjusted R squared value stood at 0.053. This can be interpreted to mean that the maximum variance in the post test score is quite small. So other possible factors which might explain the difference in the post test scores and interact with the effectiveness of the learning strategies were sought after (Table 2).Table 2:Post-Test of Difference of Treatments Tests of Between-Subjects Effects - Dependent Variable: post test scoreSourceType III Sumof SquaresDfMean SquareFSig.Corrected Model96.677a332.2262.934.037Intercept34388.204134388.2043131.034.000GRP96.677332.2262.934.037R Squared = .080 (Adjusted R Squared = .053)The source of difference was located between the CRTL group and the CRA group (Table 3). It can be concluded that there exists significant difference among the learning strategies in improving performances.Table 3: Multiple Comparisons Post hoc TestDependent Variable: post-test score Tukey HSD(I) Treatment(J) TreatmentMean Difference(I-J)Std. ErrorSig.95% Confidence IntervalLower BoundUpper BoundCTRLTPS.413.924.970-2.002.83LSC.514.960.950-1.993.02CRA2.514*.960.049.015.02* The mean difference is significant at the 0.05 level.Would there be any interactive effect of intervention between various academic ability pupils by virtue of learning strategies? To answer this question, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance. Result shown in Table 4 revealed that there is no significant interaction effect of experimental groupings and ability levels on the post-test scores (F = 1.440, p > .05). In this stance therefore, the research question is answerable in the negative.Table 4: Test of Difference of Treatment and Ability in Post-test Tests of Between-Subjects Effects Dependent Variable: post test scoreSourceType III Sum of SquaresDfMean SquareFSig.Corrected Model113.502a716.2151.440.198Intercept28102.188128102.1882495.206.000GRP * ability113.502716.2151.440.198a. R Squared = .094 (Adjusted R Squared = .029)Lastly, could any difference in performance result from variation in sexes? Despite the slight differences in group sizes, no significant difference in the performance on the basis of sex-groups (value = 0.186, > 0.05) was found. It as well showed that, there was no significant interaction found between groups and sex in describing performance of pupils in spatial reasoning (F = 0.030, p > 0.05) (Table5).Table 5: Test of Difference on Post-test in Treatment / Sex Groups DescriptivePost test scoreNMeanStd. DeviationStd. Error95% Confidence Interval for MeanMin.Max.dffsigLower BoundUpper BoundMale4118.153.190.49817.1419.1511281.030.862Female6418.273.560.44517.3819.151226103Total10518.223.405.33217.5618.881128104DISCUSSION - CONCLUSION:The application of ICT unto learning strategies was with a view to improve performance in spatial concepts in pupils of low and high ability at the primary school level. Notable results included significant effect of treatment on performance at the removal of possible effect of previous learning and other confounds. This discovery agrees with [3] whose study established that particular intervention in the experimental group might increase learner’s motivation and in turn lead to higher achievement levels for learners in the experimental group than for those in the control group. [2, 4] also found particular learning strategies - conceptual learning strategy and online tool substantially increasing math performance growth in separate studies. Ability levels’ effect on academic achievement as investigated indicated no significance in the post-test scores even after controlling for the previous learning through the pre-test. This result was at variance to [7] study on game-based learning (GBL) which found that, many students with low confidence toward learning mathematics can be restored and improve their confidence toward mathematics. Conclusively, performances on the basis of sex-groups and ability groups have no significant interaction found between ICT-integrated strategy learners of spatial reasoning. REFERENCES Adeleke, A. G. (2015) Comparative Effectiveness of ICT-Integrated Learners’-Self-Controlled, Concrete-Representational-and Think-Pair-Share Strategies in Enhancing Spatial reasoning Skills of Primary School Pupils in Osun State. A Doctoral Dissertation Submitted to Postgraduate College, Obafemi Awolowo University, Ile-Ife, Nigeria. Adeleke, M. A. (2007) Strategic Improvement of Mathematical Problem-solving Performance of Secondary School Students using Procedural and Conceptual Learning Strategies. Educational Research and Review Vol. 2 (9), pp.259-263. Alrabai, F. (2014) The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics. 2014 Oxford University Press.Haelermans, C. - Ghysels, J. (2014) The Effect of an Individualized Online Practice Tool on Math Performance - Evidence from a Randomized Field Experiment.Jegede, P. O., Adelodun, O. A. - Okoli, B. C. (1998) Evaluation of Test Characteristics of UME Mathematics Items in the Context of Bloom’s Taxonomic Categories. Journal of Creativity in Teaching for the Acquisition and Dissemination of Effective Learning (CITADEL) Vol.3 (6) pp.233-241.Krajewski, K - Schneider, W. (2009) Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526. Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., - Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology - Society, 17 (3), 65–78.Wilson, L. O. (2013) Understanding the New Version of Bloom’s Taxonomy - A succinct discussion of the revisions of Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively. Available at http://www4.uwsp.edu/education/ lwilson/curric/newtaxonomy.htm
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Ashok, M. Leonard, and Saumya. "PERCEPTION ON HANDWRITING AMONG SECONDARY SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 4, no. 5SE (May 31, 2016): 1–6. http://dx.doi.org/10.29121/granthaalayah.v4.i5se.2016.2707.
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Good handwriting serves as a primary tool of communication and knowledge assessment for students in classroom. Though computer and e- mail play an important role in our lives, nothing will ever replace the sincerity and individualism expressed through handwritten words. Our education system stress on student’s handwriting at primary level by introducing books like cursive writing, ruled notes and handwritten works. But as they upgrade, impact on handwriting slowly vanishes among students mainly at secondary level where they are stressed and deviated towards rote learning as a medium to fetch marks. But at this point we forget that only an aesthetic handwriting is a vehicle to impress and deliver our thoughts in the mind of evaluator, particularly when the evaluator is a stranger in case of public exams. This article is an attempt to find out the perception on handwriting among ninth standard school students and its influence on their academic achievement. This study has revealed that there is an impact of handwriting on academic achievement. Thereby it is stressed that handwriting should be given equal importance while teachers prepare their students for academic achievement.
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Simonsen, Inge-Ernald, and Torbjørn Rundmo. "The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students." Social Psychology of Education 23, no. 6 (October 18, 2020): 1565–86. http://dx.doi.org/10.1007/s11218-020-09595-7.
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AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.
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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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Gutvajn, Nikoleta. "Life priorities of underachievers in secondary school." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 109–27. http://dx.doi.org/10.2298/zipi1001109g.
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There is a predominant belief in literature and school practice that high school achievement is an important precondition for optimal professional development and success in life, as well as that school failure is a problem that should be dealt with preventively. The goal of this paper is to shed light on the problem of school underachievement from the perspective of students who are positioned as underachievers in educational discourse. The following questions are especially important: whether underachievers recognize the importance of high school achievement for success in life, as well as which constructs are the core and which the peripheral ones in their construct system. Research participants were 60 students from the third grade of secondary school who failed three or more subjects during the school year or at the end of classification periods. Interview and Implications Grid were applied in the research. The results indicate that the most important life priorities of students are the following: acceptance by friends, school completion, school success, love and happiness. It was established that the construct acceptance by friends as opposed to rejection by friends is the core construct for success in life in the construct system of underachievers. The paper points out to the importance of appreciation of personal meanings of school achievement and initiation of dialogue between teachers and students in preventing and overcoming school underachievement.
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Glavaš, Amanda, Ljerka Jukić Matić, and Sara Prša. "Upper-secondary teachers’ perceptions of the Matura exam in mathematics." Metodički ogledi 28, no. 1 (July 16, 2021): 217–42. http://dx.doi.org/10.21464/mo.28.1.12.
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This paper reports a study on mathematics teachers’ perceptions of the Matura mathematics exam in Croatia. The study focuses on the suitability of mathematics school textbooks for students’ preparation for the exams, the complexity of the tasks in the exams, the grading and scoring of the exams, and teachers’ level of satisfaction with student achievement. The study used a convenience sampling method. It was conducted through a questionnaire administered to 308 upper secondary mathematics teachers. The findings showed that teachers do not perceive school textbooks as suitable resources to prepare for the higher level exam. Furthermore, the teachers believe that the test length is not appropriate i.e., the time given to students for the higher level exam is insufficient. On average they are satisfied with their students’ results, but are undecided about the criteria and scoring of the Matura. Vocational school teachers showed more dissatisfaction with the requirements and outcomes of the Matura exam compared to grammar school teachers. The results of this empirical study can be taken as a good starting point for re-assessing the requirements of the Matura exam in mathematics.
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Brown, Ph.D, Troy T., and Enid F. McLymont, Ph.D. "Teacher Qualification Characteristics and Secondary School Students’ Mathematics Achievement: A Quantitative Study." Journal of Education and Culture Studies 3, no. 3 (September 1, 2019): p339. http://dx.doi.org/10.22158/jecs.v3n3p339.
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Many Grade 12 Caribbean Secondary Education Certificate (CSEC) Mathematics examination registrants are consistently underperforming due to their inability to grasp basic mathematical concepts (Caribbean Examinations Council, 2006-2016). The purpose of this research was to examine the relation and association between five Teacher Qualification Characteristics (TQCs) and students’ 2016 CSEC Mathematics achievement at two secondary schools in the British Virgin Islands (BVI). A sample size of 113 participants were incorporated in this research (N=105 students and N=8 teachers). These teachers taught these students CSEC Mathematics during the year of examination, 2015-2016. The Spearman’s rho correlation revealed that there was a statistically significant positive relationship between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [r=.416; p=.000 < ?=.001], [r=.235; p=.016 < ?=.05], and [r=.20; p=.041 < ?=.05] respectively. Similarly, the chi-square output showed a statistically significant association between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [p=.000 < ? =.001], [p=.010< ? =.05], and [p=.003< ? =.05] respectively. On two occasions, the Bonferroni adjustment was used. For both tests, professional development and academic coaching were not statistically significant.
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Jalapang, Iran, and Arumugam Raman. "Effect of Instructional Leadership, Principal Efficacy, Teacher Efficacy and School Climate on Students’ Academic Achievements." Academic Journal of Interdisciplinary Studies 9, no. 3 (May 10, 2020): 82. http://dx.doi.org/10.36941/ajis-2020-0043.
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This study is aimed to identify the influence of instructional leadership, principal’s efficacy, teachers’ efficacy and school climate on the academic achievement of national secondary school students in the Sri Aman Division, Sarawak. The respondents of the study consisted of 186 teachers in 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This study used a quantitative method that is a cross-sectional approach for data collection purposes. Respondents responded using a questionnaire. The SmartPLS 3.0 path modelling software of the route model was used for PLS-SEM analysis. The results of the PLS-SEM analysis found that the instructional leadership of principals, efficacy of principals, efficacy of teachers and school climate have significant relationships with students' academic achievement in the 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This proves that these four variables have a strong influence on students' academic achievement and are predictors of students’ academic achievement performance at national secondary schools in the Sri Aman Division. However, teachers’ experience as a moderating factor was found to not affect the independent variables against the dependent variable. Finally, a comprehensive analysis on the implications of the study was carried out so that it can contribute to the scientific field of research in education.
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Van der Zanden, Petrie, Eddie Denessen, Anthonius H. N. Cillessen, and Paulien C. Meijer. "Relationships between teacher practices in secondary education and first-year students’ adjustment and academic achievement." Frontline Learning Research 9, no. 2 (March 12, 2021): 9–27. http://dx.doi.org/10.14786/flr.v9i2.665.
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To ease the transition to university, preparation in secondary school is often seen as a first step. This study investigated longitudinal relationships between teacher practices in secondary education (i.e., emotional support, autonomy support, and student-centred teacher practices) and first-year students’ academic achievement and social and emotional adjustment at university. We focused on students’ perceptions of their teachers’ practices to, on the one hand, take individual differences into account and, on the other hand, to investigate differences in teacher practices between schools. In a three-wave longitudinal study, 235 students were followed from their final year of secondary school to the end of the first year at university. The results indicated that teacher practices related to students’ social and emotional adjustment across the transition to university, but not to their academic achievement. Specifically, we found that perceived teachers’ emotional support was related to students’ social adjustment at university whereas autonomy support was associated with emotional adjustment. Differences in teacher practices between schools were quite small. This study indicated that teachers in secondary education might play a pivotal role in preparing students for university. This role goes beyond preparing students for academic achievement, as teachers may have a long-term impact on first-year students’ social and emotional adjustment.
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Geleta, Abeya. "Schools Climate and Student Achievement in Secondary Schools of Ethiopia." European Scientific Journal, ESJ 13, no. 17 (June 30, 2017): 239. http://dx.doi.org/10.19044/esj.2017.v13n17p239.
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A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.
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Brown, PhD, Troy T. "Teacher Qualification Characteristics and Secondary School Students’ Mathematics Achievement: A Qualitative Study." Journal of Education and Culture Studies 2, no. 4 (October 4, 2018): 271. http://dx.doi.org/10.22158/jecs.v2n4p271.
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<p><em>Many Grade 12 CSEC Mathematics registrants are consistently underperforming at their Mathematics examination due to their inability to grasp basic mathematical concepts. Teacher Qualification Characteristics appear to be related to students’ achievement in Mathematics. This qualitative study incorporated the Grounded Theory (GT) approach which generated a substantive theory that explained how five Teacher Qualification Characteristics were related to Grade 12 students’ 2016 CSEC Mathematics achievement in the British Virgin Islands. There were 33 participants involved in semi-structured individual and focus group interviews. </em><em>The data revealed that teachers’ competence and content knowledge</em><em> dictate that teachers should have at least a Bachelor’s Degree in Mathematics. Teachers’ professional certification allowed them to help their students transfer their mathematical knowledge. The more years of teaching experience a teacher has, the more likely their students will be successful at CSEC Mathematics. Professional development </em><em>sessions should be subject-specific and relevant. </em><em>Preparing students for life,</em><em> fostering communication for </em><em>understanding and</em><em> making Mathematics simple </em><em>are hallmarks in the academic coaching experiences. This qualitative study yielded 17 themes. These themes are evidence that saturation was reached that allowed for the development of the GT—Mathematical Mastery Maximization is not vacuous; it hinges on five teacher qualification characteristics. </em></p>
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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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Kırkıç, Kamil Arif, and Feriha Uludağ. "STEM ATTITUDES OF STUDENTS AS PREDICTOR OF SECONDARY SCHOOL TECHNOLOGY AND DESIGN COURSE ACHIEVEMENT." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 585–96. http://dx.doi.org/10.33225/pec/21.79.585.
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Achievement in a course mostly depends on the students' characteristics and how teachers make their courses effective for their students' learning. Although different characteristics of teachers and students can affect learning outcomes, new approaches like STEM may cause new characteristics which affect students’ achievement as STEM attitudes. This study examines the correlation between secondary school students' STEM attitudes and their achievement in the Technology and Design Course (T & DC). A correlational survey model was applied in the study. A total of 400 students studying in the seventh and eighth grades constitute the sample of the study. A personal data form and STEM attitude test were utilized to collect data. Pearson Correlation Analysis and Regression Analysis techniques were used in the data analysis process. As a result of the analysis, it was found a positive and significant correlation between students' Technology and Design Course achievement and STEM attitudes. Students' attitudes to STEM predict their achievement in the Technology and Design Course by 5.1%. Students developing positive STEM attitudes can further enhance achievement in the (T&DC), which enables students to acquire the necessary design skills to produce technology in the future. Keywords: academic achievement, correlational survey, secondary school, STEM attitude, technology, and design course
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Javed, Tariq, Muhammad Aslam Asghar, and Nazneen Nazak. "Association of teacher feedback with scholastic attainment at secondary level in Pakistan." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S9. http://dx.doi.org/10.15700/saje.v40ns2a1679.
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In this article we report on the association between teacher feedback and scholastic attainment at Secondary School Certificate (SSC) level in Pakistan. The study was conducted with data collected from Pakistani secondary school teachers and students through a survey study using multistage sampling. The objectives of the study were (1) to explore the possible differences in the effect of feedback by male and female teachers on the academic achievement of students in large, medium, and small secondary schools; (2) to compute the relationship of teacher feedback on the scholastic accomplishment at secondary level. The research instrument (questionnaire) with 14 closed-ended statements was developed, validated through experts in the field of education, and internal consistency of the tool was measured using the Statistical Package for Social Sciences (SPSS) – the calculated Cronbach Alpha was 0.814. Two hypotheses for the study were formulated and tested by using non-parametric statistical tests in order to achieve the objectives of the study. The results show that teachers’ feedback during the teaching-learning process has a positive association with academic achievement of students. Furthermore, formative feedback, diagnostic feedback, gestural feedback, immediate feedback and feedback on classroom discussion are used to overcome the behavioural and learning issues of low and high achievers. The findings of the study suggest that variety in teacher feedback techniques during the teaching-learning process should be promoted to enhance the quality of students’ academic achievement.
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Grobler, Anneke C., Adelene A. Grobler, and Karel G. F. Esterhuyse. "Some Predictors of Mathematics Achievement among Black Secondary School Learners." South African Journal of Psychology 31, no. 4 (December 2001): 48–54. http://dx.doi.org/10.1177/008124630103100406.
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This study was conducted to identify predictors of mathematics achievement among grade 9 learners of a random sample of five township schools. A series of regression analyses were performed for boys and girls separately to obtain Cohen's (1992) effect size estimate (uniquely explained criterion variance expressed as a proportion of unexplained criterion variance) for various predictor variables. Cognitive predictors were verbal and non-verbal General Scholastic Aptitude Test scores. Non-cognitive variables included the hierarchical levels of self-concept: Global (Rosenberg Self-Esteem Scale), and academic and mathematics self-concept (relevant scales of Brookover, Erickson and Joiner). Socio-economic predictors included home-related variables (parental education, parental occupation, family size) and school-related factors (class size, teacher's qualification, teacher's experience). Gender differences favouring boys were found. Non-verbal and verbal scholastic aptitude and teacher's general training correlated significantly with mathematics achievement for boys and girls, with nonverbal scholastic aptitude showing the highest correlation and effect size estimate for girls and teacher's general training occupying this position for boys. Teacher's mathematics training and class size showed correlations in excess of 0.35 for boys but not for girls. The negative corrrelation obtained for teacher's general training suggested that learners whose teachers held a three-year teaching diploma performed better in mathematics than did learners whose teachers held a degree and a teacher's diploma.
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Samuel, Naomi N. C., and Ifeoma G. Okonkwo. "Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria." Education Research International 2021 (August 7, 2021): 1–7. http://dx.doi.org/10.1155/2021/6698808.
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This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.
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Aldossari, Ali Tared, and Mohammed Msnhat Aldajani. "The Effectiveness of a Self-Questioning Strategy at Developing Academic Achievement and Critical-Thinking Skills among Secondary-School Students in Saudi Arabia." International Journal of Learning, Teaching and Educational Research 20, no. 8 (August 30, 2021): 278–99. http://dx.doi.org/10.26803/ijlter.20.8.17.
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This study aims to examine how effective a self-questioning strategy is at developing academic achievement and critical-thinking skills in the jurisprudence curriculum (Fiqh), followed by secondary-school students. The research sample is taken from secondary-school students in Dammam, the Kingdom of Saudi Arabia (KSA); 64 students from two different schools were selected: 32 as a control and 32 as an experimental group. The research instruments consist of an achievement test, a test to see how critical-thinking skills are applied to the Fiqh curriculum, and a teachers’ guide to teaching the Fiqh curriculum, using the self-questioning strategy. The study recommends the use of the self-questioning strategy when teaching the Fiqh curriculum to secondary-school students. It also highlights the need to raise teachers’ awareness of the importance of teaching critical-thinking skills. Considering the research results and recommendations, the researchers recommend several further avenues of research related to the current research variables.
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Gürkan, Burcu. "Examination of secondary school teachers' opinions regarding interdisciplinary teaching." Pegem Eğitim ve Öğretim Dergisi 9, no. 1 (October 5, 2018): 91–124. http://dx.doi.org/10.14527/pegegog.2019.004.
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This research is a qualitative study that examines the practices of teachers of science, mathematics, Turkish and social studies regarding interdisciplinary teaching approach. Participants in the study consisted of 35 teachers working in three different secondary schools with different socioeconomic backgrounds in the province of Adana in the academic year of 2016-2017. The data were collected by interviewing the participants through the "Demographic Characteristics Form" and "Interdisciplinary Teaching Practice Evaluation Form" developed by the researcher and analyzed by content analysis method. The results showed that the secondary school teachers performed the interdisciplinary teaching practices and that they influenced by the course goals and contents, information about different courses, characteristics of different students and extra goals. Interdisciplinary teaching practices are important in terms of promoting effective learning, having mental and emotional goals, and providing quality education services. It was revealed that both science and social sciences can be related to each other and to art lessons in the teaching process and the students are positively affected by the interdisciplinary teaching process. It was also found that teachers need guidance, adequate knowledge and skills, cooperation, and instructional designs or plans to guide them for practice.
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Staats, Susan, and Lori Laster. "Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives." Education Sciences 8, no. 4 (September 21, 2018): 154. http://dx.doi.org/10.3390/educsci8040154.
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Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.
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Kulpa, Sherri, and Sherrie Wisdom. "An Investigation of Success Factors in a High School Algebra Intervention Program." Journal of Research in Science Mathematics and Technology Education 4, no. 3 (August 20, 2021): 205–24. http://dx.doi.org/10.31756/jrsmte.433.
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This quantitative study allowed investigation of a high school Algebra intervention program through examination of potential relationships among teachers’ beliefs about teaching and learning, teachers’ instructional styles, students’ academic self-concept in mathematics, and students’ mathematics achievement. Existing research focused on individual components used in this study on the elementary level; thus, leaving a gap in understanding of how factors related to the success of high school students. Results may provide information to teachers and administrators regarding relationships among factors shown to impact student achievement in mathematics, and provide evaluation of an Algebra intervention program at the secondary level. The researcher utilized the National Council of Teachers of Mathematics Teaching and Learning Beliefs Questionnaire to identify beliefs about teaching and learning mathematics and the Reformed Teaching Observation Protocol (RTOP) to determine how closely instruction in Algebra classrooms aligned with constructivist practices. Students were given the Academic Self-Description Questionnaire II (ASDQII) as pre-and-post measures of academic self-concept in relation to mathematics; then, data were checked for relationships to achievement, measured by common semester final exams. Pearson Product Moment Correlation Coefficient analysis determined significant relationships existed between RTOP scores and the ASDQII prompts: I am hopeless when it comes to mathematics; work in mathematics is easy for me; and I get good marks in mathematics classes. Significant relationships were defined between Teaching Style and both Productive and Unproductive Teacher Beliefs, as well as between students’ academic self-concept in mathematics and overall mastery of Algebra content, measured by scores on common semester finals.
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Mwanza, Rose, and Lucia Musyoka. "Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance." European Scientific Journal, ESJ 14, no. 28 (October 31, 2018): 128. http://dx.doi.org/10.19044/esj.2018.v14n28p128.
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This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.
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You, Sukkyung, Ann Y. Kim, and Sun Ah Lim. "Job satisfaction among secondary teachers in Korea." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 284–97. http://dx.doi.org/10.1177/1741143215587311.
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This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers’ sense of job satisfaction. Previous research identified teachers with high job satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.
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Hoogeveen, Lianne, Janet G. Van Hell, and Ludo Verhoeven. "Teacher Attitudes toward Academic Acceleration and Accelerated Students in the Netherlands." Journal for the Education of the Gifted 29, no. 1 (September 2005): 30–59. http://dx.doi.org/10.1177/016235320502900103.
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In a survey study, we investigated teacher attitudes toward acceleration and accelerated students in the Netherlands. Teachers ( N = 334) from 31 secondary schools gave their opinion about gifted education and acceleration, and evaluated statements about accelerated students. Most teachers considered a special approach for gifted students advisable and acceleration a useful intervention. Teachers' opinions about accelerated students' social competence, school motivation and achievement, emotional problems, and isolation were qualified by the quantity and quality of prior experience with accelerated students and by their opinion on acceleration in gifted education. In a subsequent intervention study, we examined whether specific information on acceleration and giftedness changes teachers' attitudes toward accelerated students. Teachers who attended the information meeting and received written information expressed more positive opinions about accelerated students' social competence and school achievement and motivation and less negative opinions about emotional problems after intervention. Implications for gifted child education are discussed.
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Dickey, Edwin M. "Brief Reports: A Comparison of Advanced Placement and College Students on a Calculus Achievement Test." Journal for Research in Mathematics Education 17, no. 2 (March 1986): 140–44. http://dx.doi.org/10.5951/jresematheduc.17.2.0140.
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The articulation of secondary school and college mathematics is a critical problem facing educators today (National Council of Teachers of Mathematics, 1980; Staff, 1984). The placement in college mathematics courses of students who have taken calculus in secondary school is an especially critical and difficult task. Calculus can be taught at various levels, and its subject matter components can receive varying degrees of emphasis. The Advanced Placement (AP) program attempts to provide a uniform and high-quality calculus course for secondary school students by publishing a detailed course syllabus, encouraging special training for AP instructors, and administering an examination that validates a student's AP Calculus experience (College Entrance Examination Board, 1984). Nonetheless, some evidence suggests that AP Calculus students have difficulty earning advanced placement and credit for the calculus they learned in secondary school (Lefkowitz, 1971; Neatrour & Mullenex, 1973; Pocock, 1974; Rash, 1977; Sklar, 1980; Sorge & Wheatley, 1977). One reason for this difficulty may be that AP Calculus students are not achieving at the same level as college students.
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Azili, Esra, and Ömer Faruk Tutkun. "Ortaokul Öğretmenlerinin Görüşlerine Göre Ortaöğretim Merkezi Sınavı (LGS)’nin Üstünlükleri ve Sınırlıkları." Journal of Social Research and Behavioral Sciences 7, no. 13 (July 10, 2021): 123–46. http://dx.doi.org/10.52096/jsrbs.6.1.7.13.7.
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The purpose of this research is to present the advantages and limitations of the Secondary Education Center Exam (SECE) conducted in 2017-2018 academic year in the opinions of middle school teachers. The study group of the research was consisted of 47 middle school teachers those who entered lessons the 8th grades as of the data collection period in Mamak district. As research method, semi-structured interview model, one of the qualitative research methods, was used in the study. As the data collection tool, structured interview form is applied. The data obtained from the interviews have been analyzed using the method of descriptive analysis. The findings obtained in the research are given below: 1- According to middle school teachers, the advantage of secondary education center exam as regards previous high school admission exams is high distinctiveness and limitation of SECE requires high-level skills. 2- The distinctiveness of successful/unsuccessful students of SECE is high when it comes to yes/no questions. However, it is not qualified to discern from students who is solving problems fast/practical and high level skilled. 3- In SECE, difficulty of skill-based questions is coherent with learning outcomes in secondary education curriculum. Nevertheless, they are not coherent with assessment of high-level behaviors, extent, content intelligibility and schoolbooks. 4- In SECE, assessment of basic skills stated and aimed to improve in secondary education curriculum is adequate. However, the aims in curriculum are not adequate to question high-level skills. 5- According to middle school teachers, student achievement was affected by the students mostly register the closest school to their home and there is no obligation to have an exam.
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Javed, Tariq. "Association of Classroom Environment with Academic Achievement of Secondary School Girls in Pakistan." Mediterranean Journal of Social Sciences 8, no. 2 (March 28, 2017): 121–27. http://dx.doi.org/10.5901/mjss.2017.v8n2p121.
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Abstract The purpose of the study was to find out the association of classroom environment with the academic achievement of secondary school girls in Pakistan. The population of the study was 1104 Secondary School Teachers SSTs / Trained Graduate Teachers TGTs (Female), 5628 secondary school girls in 64 Federal Government Girls Secondary Schools. Multistage sampling was used in the present research. Three categories of schools (Large, Medium, Small) were constructed for research purpose on the basis of the number of students who appeared in SSC-I annual examination 2014 by a federal board of intermediate and secondary education Islamabad. The objectives of the study were to find out the nature of the classroom environment at girls secondary schools and to identify the association of classroom environment with the academic achievement of girls at secondary school level. Two hypotheses were formulated and tested with the help of statistical tests to achieve the objectives of the study. The study was descriptive in nature and survey technique was used to collect data from respondents. Data were collected on various aspects of the classroom environment, including temperature, furniture and fixture, arrangement of furniture, air, light, writing board facilities. The tool consisting of fourteen statements on classroom environment was getting validated from four experts to determine content validity. Reliability of the research instrument was determined by using Cronbach Alpha based which was. 855. The analysis of the collected data was carried out by using two non parametric statistical tests, i.e. (i) Chi Square test, (ii) Mann Whitney U test. There was a positive association between the classroom environment and academic achievement of girls at secondary school level.
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Et.al, Ramlee Ismail. "Financial Cost For Protecting Instructional Time: A Pilot Study of Primary and Secondary Schools in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2873–82. http://dx.doi.org/10.17762/turcomat.v12i3.1317.
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The education sector is truly a labor-intensive industry. A large chunk of the financial cost for managing this industry is the workforce, that is, salaries for the teachers. The absenteeism of teachers, whether due to absence from the school or occupied with other duties, causes a disruption in the teaching and learning process. Classroom productivity is affected because instruction cannot take place and this will give rise to the students to experience an adverse economic impact. This financial loss to students can be estimated based on the salaries received by teachers. Two schools, a primary and a secondary school, are used for the pilot study. This case study involved 112 teachers from a primary school and 75 teachers from a high school in Kuala Lumpur. Data collected, over a period of one year, include attendance records, teacher movement records and medical appointment letters. On average, teachers who were absent from school or the classroom comprised10% of the school year. 50% of the teacher absenteeism was due to personal reasons, and 50% was due to work duties. The financiallossto students due to teacher absenteeism is estimated to be equal to that of the teacher’s average monthly salary. The total costs to both schools were calculated to be more than half a million Malaysian Ringgit for an academic year of schooling. This amount is enough to pay the annual salaries of almost seven teachers for each school. Instructional time lost needs to be prevented as this means high financial costs and an adverse impact on student learning. It also indicates the inefficient use and management of economic resources. However, the findings based on one case study alone are insufficient tojustify for an immediate change in the education policies. Further in-depth study involving more samples and more comprehensive research needs to be carried out to obtain a better picture.
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Njoki, Priscilla Gachigi, Dakota King-White, Theresia Kinai, and Edward Kigen. "Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya." Journal of Education and Learning 8, no. 3 (May 10, 2019): 102. http://dx.doi.org/10.5539/jel.v8n3p102.
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Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.
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Khan, Aqeel. "Sex Differences in Educational Encouragement and Academic Achievement." Psychological Reports 111, no. 1 (August 2012): 149–55. http://dx.doi.org/10.2466/10.11.21.pr0.111.4.149-155.
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Sex differences in educational encouragement and their predictiveness of academic achievement were examined among 442 secondary school students ( M age = 13.2 yr., SD = 1.9). Education-related encouragement received from mothers, fathers, friends, and teachers was assessed. Academic achievement was based on student self-reports and grades. Female adolescents reported receiving statistically significantly more educational encouragement from their mothers, fathers, friends, and teachers than did male adolescents. In regression, sex and educational encouragement from parents, friends, and teachers were found to be significant predictors of academic achievement.
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Girma, Henok, Aregash Hassen, and Desalegn Garuma. "Adolescents Antisocial Behavior and Their Academic Performance: The Case of High Schools in Jimma Town." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 110. http://dx.doi.org/10.18415/ijmmu.v6i1.575.
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The objective of this study was to analyze the relationship between antisocial behavior and academic achievement of high school students in Jimma town. Participants were 524 students 14-19 years old from government and private secondary schools. Cross sectional research designed was employed. Primary and secondary data were sources of this study. Results indicate that academic achievement was negatively associated with antisocial behavior. The result also shows that there is no significant difference between government and private schools in correlation of academic performance and antisocial behavior.The result also showed that there is a significant difference between male and female students’ academic achievement and antisocial behavior engagement, which is strong in male participants than female participants. To conclude the result showed there is a significant negative correlation between academic achievement and antisocial behavior. Therefore, the researchers recommends further studies to be conducted in the area, teachers also have to implement behavioral monitoring and modification strategies in secondary schools to minimize behavioral problem among students. Teachers, parents and other parties work together for better improvement of students’ academic and behavioral improvement.
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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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Behling, Dorothy. "School Uniforms and Person Perception." Perceptual and Motor Skills 79, no. 2 (October 1994): 723–29. http://dx.doi.org/10.2466/pms.1994.79.2.723.
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For this study of perceived behavior and academic ability in a secondary school setting, four clothing styles including two styles of school uniforms were photographed and manipulated. 270 students and 20 teachers from a public high school and a private school, in which uniforms are required, participated. A repeated-measures analysis of variance as well as a Tukey's test were used for data analysis. Independent variables were sex of the model, school, and style of clothing. Dependent variables were perception of behavior, scholastic achievement, and scholastic potential. Perception of school-related behavior and scholastic ability of the models dressed in four styles of clothing varied significantly by style of dress. There were also significant effects for sex of the model and status (teacher vs student) of the perceiver. Results were similar for the two schools in that a school uniform positively affected the perception of academic abilities and school-related behavior of the clothed models for students and teachers.
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Adegoke, Adesina Benson, and Titilayo Adeoye Ajadi. "Structural Modeling of Teacher Characteristics, Skills in Teaching, and Students’ Achievement in Secondary School Physics." Journal of Studies in Education 6, no. 2 (April 26, 2016): 81. http://dx.doi.org/10.5296/jse.v6i2.8932.
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<p>In this paper, the author examined the relationships between teacher characteristics and teacher teaching skills and the concomitant effects of the relationships on senior secondary school students’ achievement in Physics. It was hypothesized that teachers who were well qualified (that is read physics/mathematics and education in universities) and has considerable years of teaching experience would demonstrate appropriate teaching skills as measured by good lesson preparation, lesson presentation and evaluation of the objectives of the lesson. It was further hypothesized that demonstration of such appropriate teaching skills would encourage students to learn better and do well in Physics. To test these hypotheses, twenty senior secondary school Physics teachers and 863 senior secondary school Physics students were randomly selected from twenty-four senior secondary Schools (SSS) in Ogun and Oyo States, Nigeria. The study lasted for four weeks. Each teacher was observed for 10 lessons and rated using Teacher-students Interaction Observation Schedule. At the end of the fourth week Physics Achievement Test was administered to the students. Results showed that there was a significant and positive relationship between teacher characteristics and teachers’ skill in lesson preparation, presentation and evaluation. Experienced and qualified teachers demonstrated appropriate teaching skills. It was found out that experience and qualified teachers had adequate skills to prepare for physics teaching in schools. It was found that teacher characteristics had influence on students’ achievement in Physics. However, the mediating effect of teacher teaching skills had non-significant effect on students’ achievement in Physics. The results suggest that only qualified people should be employed to teach Physics in senior secondary schools. </p>
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Teressa, Tamrat Dina, and Gadissa Bekele. "Motivational Predictors of Tenth Graders’ Academic Achievement in Harari Secondary Schools." International Journal of Education and Literacy Studies 9, no. 3 (August 1, 2021): 9. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.9.
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The main purpose of this study was to examine the effects of intrinsic predictors, teaching style, and extrinsic predictors and challenges of male and female 10th graders’ academic achievement in Harari National Regional state. The population of the study were students from Abadir secondary school, Shakib secondary school, and Harari senior secondary schools. The samples (n = 104) were selected using cluster sampling technique from eight secondary schools in the region. Reliability tests indicated acceptable coefficients (0.72, 0.85 and 0.82) for the three domains of the questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings show that student-centered teaching approach is the most robust predictor of academic success. Some of the variables in the study indicated poor predictive power, some indicated moderate, and others showed high predictive power over students’ academic achievement. The findings are insightful in that they reveal why some students succeed in tasks, why some give up easily, and why some other students persist. It is recommended that teachers adopt a learner/student-centered teaching method to enable their students to develop self-sustaining approach in order to maintain a lifelong enthusiasm for their future learning. The findings have implications for curriculum experts who can transform their routine approach to general education curricula in such a way as to inspire and change students’ personal, moral, emotional, psychological and behavioural adjustments towards academic success.
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Tezer, Murat, Meryem Gülyaz Cumhur, and Aytan İldırımlı. "Examination of Mathematics Study Strategies of Secondary School Students From the Perspective of Multiple Variables." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 83–92. http://dx.doi.org/10.23947/2334-8496-2020-8-3-83-92.
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The academic achievement of students can decrease if they fail to use mathematics study strategies well. This situation may lead to negative opinions and attitudes among students towards mathematics. In this study, it was aimed to examine the mathematics study strategies of students enrolled at secondary schools in terms of academic achievement and multiple variables. Relational survey method, one of the quantitative research methods, was used to obtain the data. The universe of the study consists of a total of 9,072 students in the 6th, 7th and 8th grades of secondary schools under the Secondary Education Office of the Ministry of National Education and Culture of Northern Cyprus during the 2019-2020 academic year. In the study, the simple random sampling method was used to include 1,012 students. In order to collect the research data, the mathematics study strategies of secondary school students were used; on the other hand, mathematics grades were employed to assess their academic achievement. As a result of the research, when the mathematics study strategies of secondary school students are examined, it is seen that their mathematics study strategies are at the medium level. In this study, a comparison of mathematics study strategies in terms of gender showed that the average score of female students for mathematics study strategies was higher compared to the males. It was also seen that students’ mathematics study strategy scores were similar regardless of whether they were attending extra-school study centres or preparatory schools, and students’ mathematics study strategies scores were similar regardless of whether they received private tutoring. Regardless of the grade levels of the students, we can also claim that their mathematics study strategies are at the medium level. Generally, it has been observed that secondary school students with high academic achievement use their mathematics study skills better than students with low academic achievement.
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Ms. Minakshi Rabha, Dr Moyuri Sarma,. "An Investigation on Attitude Towards Learning Mathematics Among Higher Secondary School Students." Psychology and Education Journal 58, no. 2 (February 20, 2021): 6393–98. http://dx.doi.org/10.17762/pae.v58i2.3165.
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While assessing mathematics performance, attitude towards mathematics and Mathematics learning are frequently cited as factors contributing to success. The present study has been conducted to investigate students’ attitude towards learning mathematics in the higher secondary schools of Assam, India. It is sought to understand the influence of Gender and School Environment (Government and Private) in the study of the subject Mathematics. ATMS (Attitude Towards Mathematics Scale), developed by Dr. S. C. Gakhar, and Dr. Rajni was used to find out the attitude of students towards learning mathematics and their achievement in mathematics both in terms of gender as well as school management pattern. Out of a population of 340 students studying at the higher secondary (10+1) level in the Balijana Block of Goalpara District, a sample of 102 students (56 boys and 46 girls) were selected through Stratified Random sampling technique. One Provincialized, one Government and two Private schools were selected based on purposive sampling technique. The achievement of the students in Mathematics at higher secondary level depends on the gender of the students. The study revealed that achievement level of the male students in Mathematics at higher secondary level is more than that of their female counterparts. The achievement of the students in Mathematics at higher secondary level depends on the school environment. The achievement level of the students in private schools is better than the Government schools. The male students show more positive attitude towards learning Mathematics than the female students. Among the eight components, in few components students of Government schools show more positive attitude than Private schools. Whereas, in some components students of Private schools show more positive attitude than students of Government schools. Therefore, attitudes towards mathematics can be developed through encouraging students and motivating them for learning through constructivism and innovations. Teachers, school environment and home environment should be conducive and shouldn’t hamper students’ mathematical performance throughout their schooling
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Setia, Shinta, Pwee Leng, Yurillah Endah Mauliate, Dian Ekowati, and Dwi Ratmawati. "The Principal Leadership in Developing Inclusive Education for Diverse Students." International Journal of Emerging Issues in Early Childhood Education 3, no. 1 (May 30, 2021): 08–24. http://dx.doi.org/10.31098/ijeiece.v3i1.519.
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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.
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Abdul Rahman, W. Azizi, and Norhisham Mohamad. "IMPLEMENTATION OF TEACHING AND LEARNING OF HADITH IN ISLAMIC EDUCATION IN PERAK SECONDARY SCHOOL." International Journal of Education, Psychology and Counseling 6, no. 38 (March 1, 2021): 80–92. http://dx.doi.org/10.35631/ijepc.638008.
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This paper is to identify the implementation of hadith teaching and learning in secondary Islamic Education in Perak. This form of research uses quantitative methods. A total of 269 Islamic education teachers in daily secondary schools in Perak were selected as respondents using random sampling techniques. The study data were descriptively analyzed using Statistical Package for Social Sciences (SPSS) to obtain frequency, percentage, mean standard deviation. The findings on the time allocation construct were at moderately high levels (mean=3.51, s.p =0.3). Meanwhile, the findings of the teaching aid Material Construct mean score of the entire item are (mean=3.75, s.p=0.15) and the teachers’ interpretation is moderately high and the construct for teacher's teaching method “kitabah” the whole item's mean score is (mean=4.65, s.p=0.23) and interpretation at a high level. In conclusion, the main findings of the study show that teachers can implement good teaching methods to influence students' achievement. Despite the provision of teaching time and ease of teaching aids needs to be improved. The implications of the study show that the parties should increase their teaching time and expose the use of teaching materials to teachers so that students can master and improve sunnah practices in everyday life as derived from hadith learning in schools.
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Ogbonnaya, Ugorji I. "THE RELIABILITY OF STUDENTS’ EVALUATION OF TEACHING AT SECONDARY SCHOOL LEVEL." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 97–109. http://dx.doi.org/10.33225/pec/19.77.97.
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The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers’ teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students’ evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students’ evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers’ educational practices that might be used for the formative assessment of teachers’ instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers. Keywords: Average Deviation Index, Intraclass Correlation Coefficient, reliability of SET, secondary school, student evaluation of teaching (SET).
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Roloff, Janina, Uta Klusmann, Oliver Lüdtke, and Ulrich Trautwein. "The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study." AERA Open 6, no. 1 (January 2020): 233285841989788. http://dx.doi.org/10.1177/2332858419897884.
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The present study investigated to what degree teachers’ personality traits, cognitive abilities, and academic abilities (high school GPA), which were assessed at the end of high school as well as grades from the first and second state examinations of teacher education, predict later instructional quality. The study combined ratings of instructional quality from 3,768 German secondary school students and their 113 teachers with up to 10 years between assessment of teachers’ personality traits, cognitive abilities, as well as academic abilities at the end of high school and student ratings of instructional quality. Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.
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Mahmood, Waqas, and Siti Noor Ismail. "The Effects of Total Quality Management as Teaching Innovation and Job Satisfaction on Academic Performance of Students in Pakistan." Journal of Business and Social Review in Emerging Economies 4, no. 1 (June 30, 2018): 107–16. http://dx.doi.org/10.26710/jbsee.v4i1.373.
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This conceptual paper focuses on the effects of total quality management on students’ academic achievement of secondary school students in Pakistan with teaching innovation and job satisfactions. Generally, teaching innovation as part of total quality management is considered as the most important factor in education system. Even though teaching method is an issue in students’ academic performance, teachers’ capacity building has remained a contested issue in Pakistan. There is a remarkable gap in the provision of quality teachers and students performance in Pakistan; this is as a result of unqualified teachers in the schools. Therefore, this paper discusses the effect of learner-centred method of teaching as innovation on students’ performance and the influence of teacher capacity development as a factor in academic attainment of the school researches have shown that improvement in teaching methods and little spending on teachers’ development training are associated to increase in school achievements.
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Arkoudis, Sophie, and Kristina Love. "Imagined communities in senior school mathematics." Chinese Students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction 18, no. 1 (May 9, 2008): 71–90. http://dx.doi.org/10.1075/japc.18.1.05ark.
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In a highly mobile and globalized educational market, Australian secondary schools attract increasing numbers of international students, the majority of whom are from China (Australian Education International, 2007). Most of these Chinese international students undertake two years of senior secondary education in this English medium context as a step towards entry to Australian tertiary institutions, but their increasing heterogeneity in terms of linguistic and academic ability is resulting in increasing frustrations for them and their subject teachers alike (Arkoudis & Love, 2004; Love & Arkoudis, 2006). This paper explores the language and learning needs of Chinese international students in one popular senior school subject, Specialist Mathematics, using student and teacher interviews focusing on a written examination. The interviews were examined through two theoretical lenses, that of Norton’s (2001) imagined communities and van Langenhove & Harre’s (1999) positioning theory, in order to explore how the imagined communities of the students and their teacher influence their investment in the teaching and learning context. The analysis highlights that the teacher and students’ actions and identities are influenced by their different imagined communities, which affect their motivation and investment in their current community of the Specialist Maths class.
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Nyakoe, Jane Nyanchama. "INFLUENCE OF GOVERNMENT FUNDING ON ACADEMIC ACHIEVEMENT OF PUBLIC SECONDARY SCHOOLS IN NYAMAIYA DIVISION, NYAMIRA COUNTY, KENYA." International Journal for Innovation Education and Research 8, no. 1 (January 31, 2020): 01–08. http://dx.doi.org/10.31686/ijier.vol8.iss1.1227.
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Despite the critical objective of government funding in education, and guaranteeing that all school going children access quality education, recent literature indicates that a good number of them stay away from school. The purpose of this research was to examine the role of economic investments on academic achievement of public secondary schools in Nyamaiya Division, Nyamira County, Kenya. This research study was directed by the listed objective: to establish the influence of government funding on academic achievement of public secondary schools in Nyamaiya division, Nyamira County. The study employed the Human capital theory. The research employed a survey research design which adopted a mixed methodology since it had both quantitative and qualitative aspects. The research employed concurrent triangulation approach. The study targeted 18 principals, 153 class teachers, 3470 students and 1 education support officer. The sample size constituted of 4 principals, 30 class teachers, 347 students and one curriculum support officer a total of 382 respondents. Purposive sampling was used to sample principals and curriculum support officer while random sampling was used to sample class teachers and student. Questionnaires were used to obtain information from students and class teachers while interview guide were used on principals and curriculum support officer. Piloting was conducted in the neighboring Nyamira division on 10% of the sample size. Test-retest technique was used to test reliability. Qualitative data was analysed thematically along the objectives and quantitative data using Statistical Package of Social Sciences (SPSS 21). The quantitative findings of the study were presented using frequency tables, percentages and inferential statistics using correlation whereas qualitative findings were presented thematically and in narration forms. From the analysis, it was noted that; government and donor funds have enabled school infrastructures to be put in place together with some teaching and learning equipment. Agricultural and entrepreneurial activities have enabled parents to raise school fees and supplement on other learning equipments. Improved infrastructure, availability of teaching and learning materials impacts positively on learners’ academic achievement. The study recommends the government to support public secondary schools fully.
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Kumm, Skip, Elizabeth Talbott, and Kristine Jolivette. "A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities." Journal of Special Education Technology 36, no. 3 (March 30, 2021): 141–51. http://dx.doi.org/10.1177/01626434211004450.
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Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teachers used MoBeGo, an iPad application, in a single-case withdrawal design (ABAB), to implement self-monitoring in high school general education classrooms with four students who received special education services for a high incidence disability. The results of this study indicate that teachers could implement MoBeGo with fidelity to improve students’ academic engagement and appropriate behavior. Additionally, both the teachers and students rated MoBeGo as a socially valid intervention. Implications for practice and future research are discussed.
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Kiuru, Noona, Ming-Te Wang, Katariina Salmela-Aro, Lasse Kannas, Timo Ahonen, and Riikka Hirvonen. "Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions." Journal of Youth and Adolescence 49, no. 5 (December 31, 2019): 1057–72. http://dx.doi.org/10.1007/s10964-019-01184-y.
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AbstractA youth’s ability to adapt during educational transitions has long-term, positive impacts on their academic achievement and mental health. Although supportive relationships with parents, peers, and teachers are protective factors associated with successful educational transitions, little is known about the reciprocal link between the quality of these interpersonal relationships and school well-being, with even less known about how these two constructs affect academic achievement. This longitudinal study examined how the quality of interpersonal relationships and school well-being worked together to affect academic achievement during the transition from primary school to lower secondary school. Data were collected from 848 Finnish adolescents (54% girls, mean age at the outset 12.3 years) over the course of sixth and seventh grade. The results support a transactional model illustrating the reciprocal associations between the quality of interpersonal relationships and school well-being during the transition to lower secondary school. As such, the presence of high quality interpersonal relationships promoted higher academic achievement through increased school well-being, whereas high school well-being promoted higher subsequent academic achievement through increased quality of interpersonal relationships. Overall, the results suggest that promoting learning outcomes and helping adolescents with challenges during educational transitions is a critical part of supporting school well-being and the formation of high-quality interpersonal relationships.
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Mukuka, Angel, Vedaste Mutarutinya, and Sudi Balimuttajjo. "EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS." Problems of Education in the 21st Century 77, no. 6 (December 6, 2019): 745–57. http://dx.doi.org/10.33225/pec/19.77.745.
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Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere. Keywords: cooperative learning, expository teaching, mathematics classrooms, mixed methods research.