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1
Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.
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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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Nazari, Abolhassan, and Saeed Taki. "Demotivational Factors among Secondary School EFL Teachers in Iran." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (December 29, 2015): 932–42. http://dx.doi.org/10.24297/jal.v6i2.2954.
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Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.
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Mahadea, Darma, Shaun Ramroop, and Temesgen Zewotir. "Assessing entrepreneurship perceptions of high school learners in Pietermaritzburg, KwaZulu-Natal." South African Journal of Economic and Management Sciences 14, no. 1 (March 23, 2011): 66–79. http://dx.doi.org/10.4102/sajems.v14i1.59.
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Although South Africa achieved positive economic growth rates since the advent of democracy in 1994, the formal sector has not been able to absorb the annual increasing number of job-seekers on the market and solve the unemployment problem. The exercise of entrepreneurship, through business formations and expansions, is regarded as a vehicle for job creation and output expansion. According the Global Entrepreneurship Monitor (GEM) reports, South Africa’s level of early stage total entrepreneurial activity (TEA) is rather low relative to other countries at a similar level of development. This is partly owing to skills and resource limitations. If more individuals could realistically be exposed to practical entrepreneurship education at the secondary school level, South Africa’s base for entrepreneurial capacity can be enhanced. This study uses quasi logistic regression to examine the probability of secondary school learners, in Pietermaritzburg, the capital of Kwazulu-Natal province in South Africa, to start their own business in the future. It also probes the association between the socio-economic attributes of these learners and entrepreneurship. On the basis of a survey of 275 senior school learners from 5 schools, the regression results indicate that gender, ethnic background and having a role model as well as acquiring personal skills to run one’s own business are significant factors influencing an individual’s propensity to venture into small firm self-employment in the future. Black learners are perceived to have a significantly greater disposition to enter into business than other groups, and male scholars are found to have a greater probability of starting their own business than female. As potential entrepreneurs do not necessarily come exclusively from a business family background, the supply of effective entrepreneurship can be augmented, if more young individuals with the relevant skills endowment can start opportunity firms and necessity ventures.
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Masuku, Mzenzi S., and Benson B. Simelane. "SCIENTIFIC REASONING DEVELOPMENT WITHIN INFORMAL FORMATIVE ASSESSMENT USE IN SENIOR SECONDARY SCHOOL PHYSICAL SCIENCE LESSONS." International Journal of Research -GRANTHAALAYAH 7, no. 6 (June 30, 2019): 190–204. http://dx.doi.org/10.29121/granthaalayah.v7.i6.2019.795.
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Scientific reasoning, though not explicitly taught in classrooms, is promoted as a major goal for Science, Technology, Engineering and Mathematics (STEM) education at all levels, worldwide. Literature also indicates that the time spent by learners explaining and justifying their ideas strongly correlates with learning improvement. In Swaziland, however, reports from school science inspectors and school leaving examiners point to weak evidence of scientific reasoning skills from school-based and high-stake examinations. This contradicts the main education goal at this level – producing learners who can use science phenomena awareness for reasoning through diverse life contexts. The study was conceived within the interplay between cognitive and sociocultural theories of constructivism. It focuses on how senior secondary school Physical Science teachers use informal formative assessment (IFA), and how the assessments so used support scientific reasoning. Through the qualitative inquiry approach a multiple case study design was used where four teachers in the Manzini Region were purposively sampled and their lessons observed. The data were then analysed through content analysis and Furtak, Harding, Beinbrech, Shavelson, and Shemwell (2008)’s analytical framework. The study revealed that teachers initiated learner-centred dialogues to address misconceptions and ask further clarification questions. Practical work and contingency based oral questions generated a reach variety of scientific reasoning levels while cases where teachers treated none response moments by supplying answers generated the least reasoning levels. All in all, by diligently using IFA to support learning, teachers realised opportunities for assisting learners migrate from concrete operational to formal thinking levels.
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Chumbay, Julio, and Janina Felisha Quito Ochoa. "Language-Driven CLIL: Developing Written Production at the Secondary School Level." English Language Teaching 13, no. 8 (July 13, 2020): 74. http://dx.doi.org/10.5539/elt.v13n8p74.
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This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasi-experimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). A survey was administered to collect data on learners’ perceptions about CLIL and then analyzed statistically. Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax.
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Liu, Chang. "Chinese EFL Learners’ Motivation Mediated by the Perceived Teacher Factors—Different Voices from Different Levels of Education." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 920. http://dx.doi.org/10.17507/jltr.1106.07.
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This study examines Chinese EFL learners’ motivation at different educational levels and their perceptions of teacher-related motivators. The questionnaire survey and follow-up interview were administrated among students from junior high schools, senior high schools and universities, and the results reveal the impact of teachers’ perceived commitment on students’ motivational level together with the most motivating teacher factors identified by three student groups. With the English learning experience accumulating, students tend to place less value on teachers’ emotional support whereas rate teaching competence as the key factor for their motivation. Also, striking findings related to learners’ motivation at the tertiary level have been elucidated: first, compared with young learners, university students not only do not think that teachers’ commitment would exert much influence on their motivation but also show a tendency to follow this belief in action. Second, teachers’ capacity for knowledge transfer is rated highest by them as the most crucial motivator rather than the communicative teaching style, which is instead overwhelmingly prioritized by secondary school learners. Based on these findings, recommendations on motivational instruction for English teachers at different levels of education are suggested.
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Maison, Aprizal Lukman, Nurdatul Jannah, Dodi Setiawan Putra, and Tari Okta Puspitasari. "REVIEW OF EDUCATIONAL PSYCHOLOGY: ATTITUDE TOWARDS PHYSICS AND BIOLOGY." Humanities & Social Sciences Reviews 8, no. 2 (July 26, 2020): 158–66. http://dx.doi.org/10.18510/hssr.2020.82e20.
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Purpose of the study: The attitudes of students when learning are behaviors that can be learned from psychology. This study aims to determine the comparison of students' attitudes towards physics and biology in Adhyaksa 1 Senior High School in Jambi City and the State Senior High School 8 in Batanghari Regency, Indonesia.
Methodology: The sample used was 282 students consisting of 140 students at Senior High School Adhyaksa 1 Jambi, and 142 students at Senior High School 8 Batanghari, and this type of research was a comparative quantitative study with a survey design. The instrument used was a questionnaire, and the data were analyzed using descriptive and inferential statistics.
Main Findings: The results obtained indicate that there are differences in the attitudes of students at senior high school Adhyaksa 1 Jambi with Senior high school 8 Batanghari with a ratio of 0.046 attitudes toward physics and 0.032 attitudes toward biology. Shows that students' attitudes toward physics and biology have some comparisons in the Batanghari region and the Kota Jambi.
Applications of this study: These findings can contribute to the realm of psychology to enhance students' positive attitudes towards physics and biology subjects in secondary education institutions, especially in the Indonesian region. Negative attitudes towards science, especially towards physics and biology such as those found in senior high schools in the Batanghari Regency and Jambi City, need to be pursued to become positive attitudes.
Novelty/Originality of this study: The novelty of this research is to explore the quality psychology knowledge of students for Physics and biology teachers, especially in education. Besides, to find out how students' attitudes towards science, especially physics and biology. In this case, the student attitudes towards physics and biology in the Batanghari Region and Jambi City.
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Kuo, Feng-lan, Yihsiang Kuo, and Ting-wan Chiu. "A Comparative Study of Effectiveness of Explicit and Communicative Instruction on Taiwanese EFL Secondary School Students’ Morphophonological Awareness of Derived Words." Studies in English Language Teaching 5, no. 2 (May 18, 2017): 323. http://dx.doi.org/10.22158/selt.v5n2p323.
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<p class="Default"><em>This study compared effectiveness of two types of instruction on Taiwanese EFL senior high school students’ oral production of derived words: communicative versus explicit. Participants included three intact classes of twelfth graders in a private senior high school. One class received explicit instruction, another communicative instruction. The third class received conventional instruction and served as the control group. Three groups received one 25-minute lesson on oral production of English derived words per week for a total of six weeks. Instruments included oral derived words tasks in isolation and in sentential context, and two versions of the treatment questionnaire. Results show that both Explicit and Communicative Groups significantly outperformed Control Group in the posttest of oral production of derived words in isolation, with neutral suffixes, with nominals, and at levels 5-6. Communicative Group also significantly surpassed Control Group in the derived words with non-neutral suffixes and beyond level 6. However, there was no significant difference among three groups in </em><em>oral production of English derived words</em><em> in sentential context, with adjectives, and at levels 3-4. Based on the results of this study, language instructors are suggested to first explicitly teach learners how to orally produce English derived words and then use communicative activities to enhance learners’ interest and motivation. Future studies are recommended to compare effects of explicit and communicative instruction on learners with varying proficiency levels and/or with longer periods of practice or exposure. </em></p>
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Suhirman, Lalu, Haryanto Atmowardoyo, and Djamiah Husain. "Perception of EFL Teachers’ Satisfaction on Pedagogical Process." International Journal of English Linguistics 6, no. 5 (September 23, 2016): 170. http://dx.doi.org/10.5539/ijel.v6n5p170.
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<p>This study examines teaching performance satisfaction among three English teachers in Makassar. These three teachers are students at a postgraduate program in English Education (Ph.D Program) at the State University of Makassar. All of them have more than seven years experience, two teaching at Secondary High School and one of at Senior High School. Two of them are males and one is female. Interviews were carried out with these Intensive EFL program teachers. Interviews were transcribed and analyzed according to the grounded theory method. The research focused on teacher’s satisfaction with their pedagogical competence. Findings reveal whether all the EFL teachers felt satisfied with their pedagogic competence across all seven indicators, as follows: (a) understanding learners’ characteristics, (b) mastering teaching-learning theory (approach, method strategy of teaching), (c) developing curriculum, (d) presenting instructional process, (e) understanding and developing learners’ potency, (f) communication, and (g) evaluation (Ministerial Education, 2010).</p>
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Siswanto, Indira Lusianingtyas, and Concilianus Laos Mbato. "Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject." Journal of English Education and Teaching 4, no. 4 (November 25, 2020): 483–98. http://dx.doi.org/10.33369/jeet.4.4.483-498.
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English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency. The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia. It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study. Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback. From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently. Keywords: English learning strategies, self-regulated learning, autonomous learning, English subject
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Martinez, Corinne, and Cecilia Mendoza. "College and Career Readiness Opportunities for Latinx English Learners in Urban High Schools." Journal of Urban Learning, Teaching, and Research 15, no. 1 (December 16, 2020): 30–50. http://dx.doi.org/10.51830/jultr.2.
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Through interviews and focus groups with 21 high school seniors, this research examines the experiences of Latinx English learners in college and career academies in urban districts across California. In California, the college and career readiness landscape is varied and complex. However, many stakeholders see the Linked Learning approach as leading the reform effort in preparing students for a full range of post-secondary options. Using opportunity to learning theory (OTL) within a social capital framework, we sought to understand the college and career readiness experiences of Latinx English learner students. The results indicated that students expressed a clear desire to attend college and pursue a career. Additional findings reveal that students benefited from the Linked Learning experience in ways that contributed to their self-confidence, increased responsibility, and important 21st century skills that could be used beyond the classroom. However, despite having accumulated social capital, students articulated existing challenges that they must navigate as they pursue their post-secondary opportunities, including attending college and entering the workforce. The recommendations include a multi-pronged approach to addressing the college and career readiness of Latinx English learner students.
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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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Omilani, Nathaniel, and F. D. Elebute. "Analysis of misconceptions in chemical equilibrium among senior secondary school students in Ilesa Metropolis in Osun State, Niger." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 1–13. http://dx.doi.org/10.4314/ajesms.v16i.2.1.
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Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.
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Omilani, Nathaniel, and F. D. Elebute. "Analysis of misconceptions in chemical equilibrium among senior secondary school students in Ilesa Metropolis in Osun State, Niger." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 1–13. http://dx.doi.org/10.4314/ajesms.v16i2.1.
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Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.
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Missouri, Randitha, and Udik Budi Wibowo. "Dampak perubahan kebijakan kelulusan terhadap pendidikan menengah di Kota Bima-Nusa Tenggara Barat." Jurnal Akuntabilitas Manajemen Pendidikan 6, no. 2 (November 5, 2018): 170. http://dx.doi.org/10.21831/amp.v6i2.9666.
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Penelitian ini bertujuan untuk mengidentifikasi dampak perubahan kebijakan kelulusan dalam meningkatkan persiapan sumber daya manusia, sarana dan prasarana, biaya, kegiatan monitoring dan evaluasi, serta tindak lanjut hasil monitoring dan evaluasi persiapan pelaksanaan ujian nasional terhadap peningkatan persiapan SDM di Kota Bima. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis research of policy. Data dikumpulkan melalui wawancara, observasi, dan studi dokumen. Keabsahan data diuji melalui trianggulasi data dan trianggulasi metode. Analisis data menggunakan model interactive. Hasil penelitian menunjukkan bahwa perubahan kebijakan kelulusan tidak berdampak pada perkembangan kegiatan persiapan peserta didik sekolah tingkat atas negeri dan swasta, tidak berdampak pada peningkatan jumlah sarana dan prasarana sekolah swasta, dan tidak berdampak pada peningkatan biaya persiapan ujian nasional sekolah negeri dan swasta. Orang tua, peserta didik, dan pendidik sekolah negeri dan swasta merasakan dampak negatif yang sama yaitu menurunnya motivasi orang tua memantau perkembangan anak, motivasi belajar peserta didik, dan motivasi mengajar pendidik. Dampak positif adalah menurunnya tingkat kecurangan saat pelaksanaan ujian nasional. Kepala sekolah sekolah negeri dan swasta dan dinas terkait melakukan kegiatan monitoring dan evaluasi sebelum, saat, dan setelah pelaksanaan ujian nasional, namun tindak lanjut hasil kegiatan monitoring dan evaluasi belum mempengaruhi perkembangan kegiatan persiapan sumber daya manusia, jumlah sarana dan prasarana, dan biaya persiapan ujian nasional. Perubahan kebijakan kelulusan tidak berdampak pada peningkatan mutu pendidikan menengah di Kota Bima.Kata kunci: kebijakan kelulusan, pendidikan menengah, mutu pendidikan THE IMPACT OF CHANGES IN THE POLICY OF GRADUATION TO THE SECONDARY EDUCATION IN BIMA-WEST NUSA TENGGARAAbstractThis study aims to identify the impact of changes in the policy of graduation to improve the preparation of human resources, facilities and infrastructures, budgeting, monitoring and evaluating, and following-up of monitoring and evaluating in implementation of national exam preparation towards improving the human resources preparation in Bima-West Nusa Tenggara. This is a qualitative research method and kind of the research is policy research. Data were collected through interviews, observation and document study. Data validation examined by data and method triangulation. The data analysis used by interactive. The results showed that the graduation policy changes had no impact on the progress of the preparation public and private senior high school, had no impact on increasing the number of facilities and infrastructures of private school, and had no impact on increasing the graduation exam preparation budgeting of national public and private secondary schools. The parents, students, and teachers of public and private school felt the same negative impact. The negative impact were declining motivation of parents to monitor child development, motivation of learners, and educators teach motivation. Positive impact was a decreased level of cheating during the implementation of the national exam. The principals and government did the monitoring and evaluating before, during, and after the implementation of the national exam, but following-up of the monitoring and evaluating had not affected for preparation of human resources, facilities and infrastructures, and the budgeting of national exam preparation.Keywords: policy of graduation, senior high school, and quality of education
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Wahyuni, Dewi Sari, and T. Sy Eiva Fatdha. "ICT and Education for Refugees in Transit." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 2 (August 6, 2019): 8–14. http://dx.doi.org/10.35307/saltel.v2i2.27.
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Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.
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Nakamura, Mari. "Empowering Teenage English Language Learners Through Creative Projects." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 67. http://dx.doi.org/10.37546/jaltpcp2019-09.
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Research shows that Japanese students’ motivation for English study tends to decline as they move through their schooling and that secondary-level students’ schoolwork-related anxiety rises as they grow older. In this practice-oriented paper, I first discuss the learning background and needs of junior and senior high school students at my private language school. I then describe small-scale “creative projects” that I design and implement with the aim of fostering the students’ intrinsic motivation for English language learning and to improve their confidence in expressing and discussing original ideas in English. The description of a sample project illustrates the project goal, class profile, and project procedure. My reflective comments regarding the effectiveness of the project in achieving the above-mentioned goals are also provided. Finally, the limitations of creative projects and possibilities of further improvements are discussed. 数々のリサーチが日本の中高生の英語学習への意欲は学年が上がるほどに減退し、彼らの学習についての不安は成長とともに高まると示唆している。この実践報告レポートでは、まず筆者の主宰する民間英語教室での中高生の学習状況と彼らが有する独特のニーズを自己決定理論と内発的動機づけに関する理論の観点を通して紹介する。次に、彼らの英語学習への内発的動機を育み、英語で独自のアイディアを表現する自信を高めるために当校で開発、実施している小規模な創造的プロジェクトを解説する。プロジェクトの描写ではプロジェクトの目的、クラス構成と活動手順を示し、プロジェクトが目的を果たす上での効果についての指導者の振り返りコメントも提示する。また最後に、現在の創造的プロジェクトの限界と今後の改善の可能性を述べる。
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Rodriguez, Cristian. "In search of the margin spaces." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 34–36. http://dx.doi.org/10.24135/pjtel.v3i1.101.
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Virtual and Distance Learning are certainly not disruptive technologies, but rather a trend in contemporary education. However, the potential of new mobile technologies, and the openness to new pedagogies associated with them, is enabling teaching professionals to design learning instances that could truly disrupt traditional schooling (Agarwal, 2013).
Societal changes such as the rise of the knowledge society and disintermediation of education (Prince, 2014) demand a learning ecosystem where learners can create their own opportunities to develop life-skills and problem solve (Hannon, Patton & Temperley, 2011). This means that learners should be given the opportunity to be their own agents of learning and build collaborative networks with both instructors and peers. However, secondary school education is still organised around students’ attainment and standardised testing, where curriculum normalisation demands supersede student-centeredness (Leadbeater, 2005).
This paradigm-clash together with some limitations on teachers’ digital capabilities or/and the organizational constraints on the adoption of technology challenges the full implementation of ICT as a neural network that could enable full-personalisation and, therefore, a deep learning ecosystem.
Digital technologies can no longer be considered a simple tool to access, organise and communicate information. At its lowest denomination, technology becomes a constitutive structure “which partly constitutes the things to which is applied” (Van der Hoven, 2006, p68), and acts as a medium that both impacts on the way we explore reality and mediates its understanding (Carr, 2011; Cardinali et. al; 2009; Doidge, 2007; Kurtweil, 2005, quoted by White, 2011).
At its highest denomination, technology can be understood from the perspective of sociomateriality, where material means are “constitutive of both activities and identities” (Orlikowski & Scott, 2008, p 455).
From the perspective of the Extended Mind Theory (Clark & Chalmers, 1998) humans and tools can work together as a functional organ, blurring the boundaries between human and technology (Hannon, 2018).
Technologies are not the only medium capable of enabling deep learning, since “learning is not only the development of the fundamental competencies [but] also developing the personal, interpersonal and cognitive capabilities that allow one to diagnose what is going on in the complex, constantly shifting human and technical context of real-world practice and then match an appropriate response.” (Fullan & Scott, 2014, p4.). However, it would be naive to disregard the impact that emerging technologies are having not only on pedagogy, but also, on the economic and political pressures being transferred into secondary schools (Bolstad et al.,2012. p1).
The aim of my research is to inquire into the tools that high-achieving senior secondary school learners are using to interact with digital texts in order to (a) structure their learning [organising]; (b) articulating the "external mind" [signposting] and (c) representing mental processes [synthesising] and its intersection with Biesta’s (2010) notion of the dimensions of Education from the perspective of Complexity and ANT (actor-network) theory.
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Tseng, Wen-Ta, Tzi-Ying Su, and John-Michael L. Nix. "Validating Translation Test Items via the Many-Facet Rasch Model." Psychological Reports 122, no. 2 (April 11, 2018): 748–72. http://dx.doi.org/10.1177/0033294118768664.
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This study applied the many-facet Rasch model to assess learners’ translation ability in an English as a foreign language context. Few attempts have been made in extant research to detect and calibrate rater severity in the domain of translation testing. To fill the research gap, this study documented the process of validating a test of Chinese-to-English sentence translation and modeled raters’ scoring propensity defined by harshness or leniency, expert/novice effects on severity, and concomitant effects on item difficulty. Two hundred twenty-five, third-year senior high school Taiwanese students and six educators from tertiary and secondary educational institutions served as participants. The students’ mean age was 17.80 years ( SD = 1.20, range 17–19). The exam consisted of 10 translation items adapted from two entrance exam tests. The results showed that this subjectively scored performance assessment exhibited robust unidimensionality, thus reliably measuring translation ability free from unmodeled disturbances. Furthermore, discrepancies in ratings between novice and expert raters were also identified and modeled by the many-facet Rasch model. The implications for applying the many-facet Rasch model in translation tests at the tertiary level were discussed.
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Munadi, Muhammad. "PERAN PENDIDIK PAI DALAM PENGEMBANGAN PEMBELAJARAN AGAMA YANG INKLUSIF DI SEKOLAH." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 10, no. 2 (December 1, 2012): 153. http://dx.doi.org/10.21154/cendekia.v10i2.408.
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Abstract: This research was aimed to reveal the religious inclusivism contents on Islamic Education subject taught at senior high school level, learning model of Islamic Religious Education is taught in secondary education pursue the development of tolerance and religious inclusivism on the learners and the teachers and instructional materials provide inspire for learners to develop attitudes of tolerance and religious inclusivism. Type of research is qualitative research methods. Subjects Research and Sources of Data in this study is the teachers of Islamic education on SMAN 4 Surakarta. Setting in this study took place in Surakarta, who have a variety of Islamic dynamics that are considered to be moderate to radical. Data collection techniques used were: In-depth Interviews, participant observation, and documentation. The validity of data used in this research are triangulation methods and sources. The data analysis was done by following the interactive model analysis of Miles and Huberman consisting of collecting the data, reducing the data, describing the data, and making conclusion and verification. Result of the research showed that the content of religious tolerance and inclusivism is taught in class XI semester 1 and 2 are expressly or directly relate to other religions or indirectly, the model simulation in concept (analysis of the teaching program) exists, but not operationalized at the level of material and learning . But in the great Day of Islam, students are encouraged to appreciate the opinions of others and the inspiration to develop attitudes of tolerance and religious inklusifisme contained in textbooks through the verses of the nuances of this, such as Surat al-Baqara verse 285 and Surah Al Hujurat paragraph 13.
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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (January 14, 2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.
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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.
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Oyelekan, Oloyede Solomon, Seun Sola Jolayemi, and Johnson Enero Upahi. "Relationships among senior school students’ self-efficacy, metacognition and their achievement in chemistry." Cypriot Journal of Educational Sciences 14, no. 2 (June 30, 2019): 208–21. http://dx.doi.org/10.18844/cjes.v14i2.2564.
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Learners play very significant roles in the teaching–learning process. Irrespective of how teachers teach, learners often have their own ways of learning. Three hundred senior secondary school II students selected from 10 senior secondary schools in Ilorin, Nigeria participated in the study. Simple random sampling technique was used to select 30 students from each of the 10 purposively sampled senior secondary schools. Data were collected using three instruments, namely, Chemistry Self-Efficacy Questionnaire, Chemistry Metacognition Questionnaire and Chemistry Achievement Test with reliability indices of 0.83, 0.73 and 0.86, respectively. Answers were provided to four research questions each of which has a corresponding hypothesis. The hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, regression and analysis of variance. Findings from the study indicates significant positive relationship among senior secondary school students’ Chemistry self-efficacy, metacognition and their achievement in Chemistry F(2, 297) = 332.482, p < 0.05.
Keywords: Academic achievement, metacognition, self-efficacy, senior secondary schools.
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P, Arima Renny Dayu, and Paulus Kuswandono. "EXPLORING SENIOR HIGH SCHOOL STUDENTS’ SELF-REGULATION IN FACING THE ENGLISH HIGH-STAKE UNIVERSITY ADMISSION TEST." JURNAL ILMIAH BAHASA DAN SASTRA 6, no. 2 (March 25, 2020): 76–87. http://dx.doi.org/10.21067/jibs.v6i2.4131.
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This study investigated the implementation of senior high school students’ self-regulation in facing the high-stake university admission test. The researchers examined the factors that constitute senior high school students to be self-regulated learners and how the students implemented self- regulation in achieving their goals as well as entering a university. To obtain the data, the researchers conducted the study in a public one senior high school in Klaten, Indonesia using mix methods of qualitative and quantitative research. The researchers gained the data by interviewing 12 third grades of senior high school students and asking them to answer questionnaires. The researchers presented the data using narrative inquiry statements. The result showed that all participants did self-regulation learning in order to achieve their goals to enroll study at a famous and reputable university in Indonesia such as ITB, UGM, UNS, STAN and Politekes. To be self-regulated learners, the participants had implemented 4 conditioned phases such as forethought and planning, monitoring, controlling and reflecting phase.
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Suryadi, Bambang, Dian Ratna Sawitri, Hamidah, and Farah Hanifa. "Career orientation of senior secondary school students." SHS Web of Conferences 42 (2018): 00005. http://dx.doi.org/10.1051/shsconf/20184200005.
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The main purpose of this study is to portray career orientation of Senior High School (SMA) and Vocational High School (SMK) students and the role that school counselors should play in providing vocational guidance. This study used a survey method involving 278 students from both SMA and SMK di Jakarta. Career Orientation Inventory (COI) and Counselor Role in Career Guidance Inventory were used as an instrument of data collection. Descriptive statistics and t-test were conducted to analyze the data. The findings of the study reveal that majority of SMA and SMK students wanted to further their study to university and only small number of them wanted to find out jobs or run their own business. The findings also show that school counselors play a very important role in providing vocational guidance services for senior secondary students. Therefore, in order for students to have a bright career in future, school counselors should improve the quality of vocational guidance services and plan comprehensive vocational guidance programs.
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Nambi, Rebecca. "Secondary School Students’ Experiences with Reading Aloud in Uganda: A Case Study." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 224. http://dx.doi.org/10.17507/jltr.1002.02.
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Reading aloud supports vocabulary build-up, provides basic background knowledge of the text and motivates learners’ interest in the text even among adolescents. This paper explores classroom experiences of Senior One students (12-13 years) with reading aloud of Soyinka’s (2007) play The Trials of Brother Jero. The findings show that both the teacher and the learners performed clear roles during the reading exercise and this seemed to create a systematic classroom environment for reading aloud. However data also indicates that although many of the learners declared to find value in reading aloud, some learners did not participate in the activity due to various reasons. The classroom context and the nature of the text also seemed to affect the way reading aloud was implemented during the lessons.
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Riyaningsih, Etik, Maryono Maryono, and Harini Harini. "Establishment of Learners’ Character Through Learning Traditional Dance in Senior High School." Harmonia: Journal of Arts Research and Education 18, no. 1 (August 30, 2018): 13–27. http://dx.doi.org/10.15294/harmonia.v18i1.12575.
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This research was conducted to describe the character establishment of learners through learning dance in terms of the learning process, exercises and elements of traditional dance. This research was conducted to find and explain the process of learning traditional dance in the development of learners’ character establishment. This research data is in the form of information, documents and learning process collected through interview, literature study and observation. Meanwhile, triangulation method is done to test the validity of data from those various sources. The result shows that learning the traditional dance of Bajul Mahambara can enrich the experience of learners and on the other hand train the intellect and sense by understanding the characters of local wisdom contained in traditional dance. Learning traditional dance can give a positive influence in establishing the character of learners which are (1) religiosity; (2) honesty; (3) responsibility and cooperation; (4) tolerance; (5) discipline; (6) creativity.
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Roswita, Wan. "Adiwiyata-program-based school management model can create environment-oriented school." Journal of Management Development 39, no. 2 (March 5, 2020): 181–95. http://dx.doi.org/10.1108/jmd-01-2019-0005.
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PurposeTo analyze and find a model design of Adiwiyata environment-based management for schools built on wetlands.Design/methodology/approachThe research approach used is qualitative descriptive research, which provides complex details about a phenomenon or situation that has not been expressed through direct observation. The research was conducted at State Senior High School in Dumai city, which has participated in Adiwiyata program. Objects in the study are school communities including educators, education personnel, learners, cleaning personnel, and canteen management. Sampling was done randomly (simple random sampling). Students sample taken were from X, XI, and XII grades for both schools. Number of the population in SMA Negeri 2 (Public Senior High School 2) were 1,006 people. SMA Negeri Binaan Khusus (Binaan Khusus Public Senior High School) were 594 people. The number of samples eligible in the study was 30–500 people. Data collection techniques were conducted by using observation, interview, questionnaire, and documentation performed in both schools. Data analysis used qualitative and quantitative descriptive analysis with a simple statistical approach in the form percentage.FindingsPublic Senior High School 2 and Binaan Khusus Public Senior High School have school plans on activities related to environment-oriented education school management. Planning is outlined in school programs and school development planning programs by fulfilling infrastructure facilities supporting school activities with environmental insight. Programs are made by both schools, some are carried out in accordance with the plan. Nevertheless, some of the programs are not yet realized. For example, Public Senior High School 2 planning in building a greenhouse. Binaan Khusus Public Senior High School's fishpond plan was abandoned.Originality/valueThe originality of this research appears in the novelty of the use of built models that involve all school communities to be able to change and instill caring behavior and attitudes toward the environment in order to realize Adiwiyata-program-based environment-oriented education school management. But, there is no Adiwiyata program implementation model; therefore, the model in this study does not include the components of Environment–Based Curriculum Implementation
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KABIGTING, RYAN, and Joy Ann Nanud. "English Language Classroom Anxiety and Performance of Senior High School Learners." International Journal of Linguistics and Translation Studies 1, no. 2 (July 23, 2020): 58–69. http://dx.doi.org/10.36892/ijlts.v1i2.69.
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The study applied quantitative research method which aimed at describing the effect of English Language Classroom Anxiety to the grades of male and female Grade 12 Humanities and Social Sciences leaners. Adapted questionnaire was used as the main source in the data collection. This was evaluated by a teacher of English to meet the objectives of the study. The gathered data were analyzed and interpreted using mean, standard deviation, Chronbach’s coefficient alpha and Pearson r. The study revealed that the mean grade of the respondents was very satisfactory; the level of anxiety of the respondents was neutral; the male and female levels of anxiety were both interpreted neutral; the degree of relationship of ELCAS and performance of the respondents in their English subjects was negatively low correlated, inverse relationship of the ELCAS and performance was found out; and, there was a significant relationship between ELCAS and English performance of the respondents. This means that ELCAS is considered a factor in learning English subject.
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Tizon, Chelou M. "Senior High School Teachers’ Perceived Level of Communication Skills and Teaching Performance." International Linguistics Research 2, no. 3 (September 17, 2019): p17. http://dx.doi.org/10.30560/ilr.v2n3p17.
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Teachers handling subjects in English medium can help learners’ develop English communicative competence if they themselves possess a high level of communication skills in the language. In this study, Division of Ozamiz City’s senior high school teachers’ perceived level of communication skills in English, teachers’ teaching performance in developing learners’ communicative competence, and the correlation between the two were explored. The quantitative research approach was utilized by collecting data from 75 senior high school teachers, ten school heads, and 356 learners using researcher-made instruments that passed the validity and reliability tests. Data were analysed through descriptive-correlational research design using mean and standard deviation and Pearson r- Pearson product-moment correlation. In this study, it is found out that teachers perceived themselves to be superior in terms of their English communication skills while school heads and learners perceived them to be outstanding in their teaching performance. Results also revealed that teachers’ communication skills and teaching performance have no significant relationship. It is recommended that teachers be provided by school heads with opportunities to sustain their superior level of communication skills and outstanding teaching performance. More attention should be given to teachers’ writing skills and being initiators of communicative situations as these two constructs received the lowest rating from the respondents.
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Shibata, Naoya. "The Effectiveness of Content-Based Instruction on Beginners’ Writing Skills." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 352. http://dx.doi.org/10.37546/jaltpcp2018-47.
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Content-based instruction (CBI) is “the integration of language teaching aims with content instruction” (Snow, 2014, p. 439). Although CBI has prevailed as one approach to developing a curriculum integrating four language skills in ESL and EFL settings (e.g., Cumming & Lyster, 2016; Donato, 2016), it is rarely implemented in Japanese secondary educational contexts. Furthermore, although the number of studies on EFL writing in secondary contexts is increasing, research on EFL essay writing in such settings has seldom been conducted in Japan. Therefore, based on data gathered from surveys and essay assignments, this study explored the effects of CBI on the writing of 105 beginner learners at a private senior high school in central Japan for 9 months. The research findings showed that the participants improved their writing abilities through CBI, regarding the number of tokens used and the increase of supporting sentences. 内容中心教授法は内容指導と言語教育の統合である（Snow, 2014, p. 439）。第2外国語、外国語教育の環境において、同教授法は4技能を統合する外国語教育カリキュラムとして普及してきているが（例：Cumming & Lyster, 2016; Donato, 2016）、日本の中等教育現場ではあまり実施されていない。加えて、中等教育現場での外国語ライティングの研究は増加してきているが、そのような環境においてのエッセイライティングの研究は日本ではほとんど行われていない。従って、本研究では，私学高等学校に在籍する105名の初学者を対象に、9カ月間アンケートとエッセイ課題を通して、内容中心教授法のライティング能力に対しての効果を検証した。結果として、内容中心教授法を通して，学習者たちは使用語数及び補足文の増加においてライティング能力を向上させた。
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Thote, Prashant, and Gowri S. "THE STUDY OF IMPACT OF PRINCIPAL SCHOOL CONFLICT MANAGEMENT STRATEGIES AMONG JOB EFFECTIVENESS OF SENIOR SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 8, no. 2 (May 28, 2020): 134–39. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.194.
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The role of school principal is significant in the achievement of school. The key responsibility of school principals are mission, vision, quality policy, academic success, establishing reputation, managing people, process, continuous improvement and making environment hospitable to learning process. In the present study attempt is made to investigate school principal conflict management strategies and its impact on job effectiveness on senior secondary school teachers. In the present study factorial research design is used. Two hypothesis and research question was framed to guide the study. Total 364 senior secondary school teachers participated in the present study. Tool used to collect data, were Senior Secondary School Teachers Job Effectiveness Questionnaire (SSTJEQ) and Principal Conflict Management Strategies (PCMSAQ). Research hypothesis was tested at 0.05 level of significance. Result of the study shows that senior secondary school teachers job effectiveness level is very high. The application of conflict strategies by school principal has positive impact on senior secondary school teachers. Recommendations are made based on the findings.
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SUKMAWATI, SUKMAWATI SUKMAWATI. "AUTHENTIC MATERIAL TO IMPROVE STUDENTS’ READING COMPREHENSION AT SENIOR HIGH SCHOOL LEARNERS." SALEE: Study of Applied Linguistics and English Education 1, no. 02 (July 29, 2020): 125–36. http://dx.doi.org/10.35961/salee.v1i02.109.
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As value of observation in the class room the students have score 6.0. This score is as a poor category. In this research the aim is to solve this problem until the students have a good score, while the standard curriculum is 6.5. This research aimed to improve the students’ reading comprehension at eleventh grade students of SMAN 10 Makassar. This research used Classroom Action Research (CAR). The research was conducted in two cycles. Each cycle consisted of four stages that is planning, acting, observing, and reflecting stages. Data were collected through test namely multiple choices and essay. The subject of research was 32 students of SMA Negeri 10 Makassar. Authentic material was obtained by internet, magazine and newspaper. The result of the study showed that there was improvement of students’ reading comprehension after being taught by using authentic materials. There was a significant improvement of the students’ reading ability, after getting the implementation of action among 2 cycles, and the finding was 18 students (56,25 %) in the first cycle and 28 students (87,5%) in the second cycle who can pass minimum completeness criteria (KKM). Therefore, the application of authentic materials in learning and teaching process can improve the students’ reading comprehension and has reached the instruction targeted in curriculum at that school. The students are more active to participate in learning reading by applying authentic materials.
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Masuku, Mzenzi S., O. I. Oloyede, and Victoria L. Kelly. "TEACHERS’ USE OF INFORMAL FORMATIVE ASSESSMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY CLASSROOMS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 348–60. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1062.
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The social-economic role of education as a major driver of human development calls for quality education that is rooted on effective teaching and learning. While Swaziland aspires to have products of her secondary education system efficiently joining tertiary training or the workplace, the SGCSE performance trend in Physical Science currently features below expectation. This study explored how teachers in Swaziland used informal formative assessment in their senior secondary school Chemistry lessons. Three purposively sampled lessons from Form 4 and Form 5 were observed. Data were collected through field notes and analysed using inductive content analysis. Findings showed that teachers used informal formative assessment by explaining misunderstood content in fresh ways, giving learners remedial work, initiating hand-clapping, repeating or adjusting initial and probing questions. All in all, teachers used informal formative assessment in line with standard practices though they often resorted to telling learners answers to seemingly demanding questions.
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Ubamos, Gianfranco U., and Ivy G. Aboy. "Morphemic and Semantic Analyses Skills of Senior High School Students." Philippine Social Science Journal 2, no. 2 (January 2, 2020): 91–106. http://dx.doi.org/10.52006/main.v2i2.85.
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Few studies focus on measuring the morphemic and semantic analyses skills of learners. Thus, this descriptive-comparative study aimed to find out the level of morphemic and semantic analyses skills and if a significant difference exists in the levels of morphemic and semantic analyses skills of 359 senior high school students as a whole and grouped according to grade level, track, and sex. Results showed low morphemic and average semantic analyses skills, a non-significant difference in both morphemic and semantic analyses skills when students were grouped according to grade, but a significant difference in both skills when grouped by track and sex. Despite the students' better semantic analysis than morphemic analysis skills, they still need heavy to light intervention and enhancement to develop their skills further. Thus, a vocabulary building module was designed for the senior high school students.
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Kahar, Muhammad Syahrul, Ismail Suardi Wekke, and Muhamad Ruslan Layn. "Development of Problem Solving-Oriented Worksheet of Physics Learning In Senior High School." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 7, no. 2 (October 28, 2018): 195. http://dx.doi.org/10.24042/jipfalbiruni.v7i2.2802.
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This study aimed at identifying how did the improvement in the problem-solving ability of learners work in improving the ability of learners in constructing the materials obtained after the development of LKPD (Learner’s Worksheet) in classroom learning. This research used Research and Development (R & D) approach using the Kemp model. Data collections were done through problem-solving tests, validation analysis, and correlation test. The indicators of this study included the effectiveness of the developed learner’s worksheet and the increased ability of problem-solving that was seen from the learning results obtained. The results showed that the average increase in the learning outcomes of the learners was equal to 79.44 with a difference in the scores of learning outcomes where tcount = 32.806 > ttable = 1.734, with a significance level of 0.000. Also, the improvement of learning outcomes on the response of learners gives significant influence with a score of 0.338 with a significance level of 0.085. Based on these results the development, the problem-solving oriented students’ worksheet is declared valid and effective based on the results of validation tests by experts and the results of the implementation of classroom learning. These results impact the students’ learning outcomes. It is expected that in the learning process with different materials, the worksheet can be applied in improving students' ability to solve problems. It is suggested for a research to collaborate the worksheet with other models and, media that can be linked to the problem-solving aspects, so that in its implementation, students have the confidence to succeed, be more active, and interested in problem-solving given.
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Guo, Ruiming. "Pedagogical Implications on Error Analysis in the High school." Modern Management Forum 5, no. 1 (April 10, 2021): 65. http://dx.doi.org/10.18686/mmf.v5i1.3297.
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In senior high school English teaching, students make various errors in the process of learning English, and these errors are a way for learners to test their assumptions about the nature of the language they have learnt. Therefore, by analyzing students’ errors through error analysis, we can get feedback, effectively understand students’ learning condition, check the teaching effect, effectively improve the teaching method, and then reduce or avoid students making mistakes in English, so as to effectively improve the English writing level of Chinese high school students.
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Sansaluna, Saima, Lydia Bawa, Amour Camua, and Leonel Untong. "Senior High School Students’ Anxiety and Performance in Learning English." Advances in Social Sciences Research Journal 8, no. 4 (May 6, 2021): 605–12. http://dx.doi.org/10.14738/assrj.84.10018.
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This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study.
The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.
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Huda, Muhammad Faishol Nurul. "THE NEEDS ANALYSIS OF SENIOR HIGH SCHOOL AT ARRAHMANIYAH DEPOK." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 31–41. http://dx.doi.org/10.31932/jees.v3i1.631.
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This investigate inspected the interface of senior high school understudies in coordination English educating and learning, centering on the target needs and learning needs. The questionnaire consisting of parts A and B was administered to 46 MA Arrahmaniyah Depok students.. Portion A bargains with the target needs centered on the learner’s necessities, needs and needs of the learner that are successfully working within the target circumstance. On the other hand, Portion B concerns the learning needs that envelop learning inputs, methods, instructor and learner parts and settings. On the other hand, interviews were too conducted with the understudy and the English educator to gather information in arrange to analyze in-depth results of the encounter of educating English and to identify possible regions of dialect troubles for understudies to memorize English. The comes about proposed that the understudies have diverse recognitions of their necessities, wants, and lacks. The results also illustrated the learning needs of students, including learning inputs, teaching learning procedures, the role of teachers and learners, as well as teaching learning environments.
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Bagus Firmansyah, Sultan. "Secularized Secondary School Schematic." Ittishal Educational Research Journal 2, no. 1 (February 22, 2021): 32–42. http://dx.doi.org/10.51425/ierj.v2i1.16.
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Reacting to the harmonious upon religious pluralism in Indonesia, current educational policies are now supposed to involve a heterogeneous education concept. If based on the common fact, those who keen into pure islamic school, they usually are listed-in Madrasah Secondary School or Madrasah Aliyah. Prior to the pure-islamic school, students whose essence as a christian and/ or catholic, they constantly are enrolled to the Christian or Catholic Secondary School (see SMAK). Aside of them, neither pupils nor parents whose consider religion and ethnic (secular secondary school), their entrance are mostly addressed into the Secondary School itself (the school that hasn’t specify the religious matter). Opposing an existed fact above, this article is trying to exposing the concept of Secularized Secondary School. Such school’s model is prospectable to enhance the multitude of educational path by the Unity in Diversity or Bhinneka Tunggal Ika. A secular senior high school is able to be applied (soon) via multi-religion in Indonesia; 207 million (87%) Moslem; 16.5 million (7,0%) Christian; 6.9 million (2,9%) Catholic; 1.7 million (0,7%) Buddhism; 4 million (1,7%) Hinduism; and 117 thousands (0,05%) Confucianism. The aim of secularized here is equal by the universalized secondary school; which the students are organized by one-united vision above diversities. Such educational policy’s innovation is must be attempted over reconstructing and uniting thirteen-thousands-and-eight-hundred common secondary school around Indonesia.
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Caldwell, Janet H., and Gerald A. Goldin. "Variables Affecting Word Problem Difficulty in Secondary School Mathematics." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 187–96. http://dx.doi.org/10.5951/jresematheduc.18.3.0187.
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The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.
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Yuan, Yuhang. "Influence of Native Language Transfer on Senior High School English Writing." Theory and Practice in Language Studies 11, no. 2 (February 1, 2021): 170. http://dx.doi.org/10.17507/tpls.1102.08.
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English writing is one of the important ways to show the comprehensive ability of second language. The native language transfer has long been concerned by language learners since it was proposed. This study adopts qualitative and quantitative research methods to explore the influence of mother tongue transfer on senior high school students' English writing and puts forward corresponding teaching strategies. Through the research, it can be found that native language transfer errors account for a large proportion of errors in English writing error types. In addition, native language transfer has a significant influence on students’ English writing level. It is helpful for students to improve their second language writing ability by adopting comprehensible input and other teaching methods related to mother tongue transfer.
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Ijiga, Pius Adakole. "Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria." Journal of Education and Vocational Research 5, no. 4 (December 30, 2014): 216–27. http://dx.doi.org/10.22610/jevr.v5i4.171.
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Many senior secondary school students struggle with reading comprehension of expository texts in Nigeria, leading to mass failure in the Senior School Certificate Examinations conducted by the West African Examination Council (WAEC). Research on improving reading comprehension has dwelt on isolated reading strategies taught the learners through the conventional lecture method. No study has explored the effect of video-based training on metacognitive strategies and verbal ability on students’ achievement in reading comprehension. This study, therefore investigated the effect on achievement in reading comprehension of three modes of video instruction in metacognitive strategies of senior secondary school students in North Central zone of Nigeria. It also examined the main and interaction effects of verbal ability level, gender and treatments on achievement in reading comprehension. The study used a quasi-experimental post-test only equivalent group design. Three secondary schools were selected from three States in the North Central geo-political zones in Benue, Nasarawa and Kogi States. In each of the three schools, a total of 120 senior secondary school (SS II) students of both sexes were randomly sampled and assigned to three experimental groups and a control group. The study was guided by five hypotheses which were tested at p
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Rachmawati, Umi. "READING INTEREST OF SENIOR HIGH SCHOOL STUDENTS: A CASE STUDY." Journal of Languages and Language Teaching 6, no. 1 (May 23, 2018): 17. http://dx.doi.org/10.33394/jollt.v6i1.809.
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Nowadays, the development of the teaching and learning of English as a foreign language has been transformed. Learners do not only focus on the learning of speaking and writing but also reading since they are required to be able to smartly respond to the texts they are reading. The development of the information and technology forces the focus of teaching and learning on the critical reading that might be less interesting for the students. The students may not know their interest in reading before they start reading. A unique condition in Magelang regency, a small town close to Yogyakarta, the students of senior high schools have achieved their best achievement for their learning that can be seen from the rank of the school that becomes the best school in terms of the final examination in Central Java. To know the teaching and learning of English in that school can be an alternative for other schools. Based on the case study conducted in some schools in Magelang regency, it can be found that the teaching and learning are still varied. The findings were discussed under the following terms; students’ reading activities, mastery of reading skills, reading materials, and reading modality. It is a problem for the success of language teaching as the students can have low motivation in reading if the reading materials were not interesting for them.
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Magidi, Mufaro, Rinie Schenk, and Charlene Erasmus. "HIGH SCHOOL LEARNERS’ EXPERIENCES OF GANGSTERISM IN HANOVER PARK." Southern African Journal of Social Work and Social Development 28, no. 1 (July 22, 2016): 69–84. http://dx.doi.org/10.25159/2415-5829/1351.
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The culture of gang violence has become deeply entrenched in South Africa. The present study explored the experiences of non-gang school-going adolescents regarding gangs and gangsterism in Hanover Park in the Western Cape. A qualitative exploratory approach was used. Data collection instruments were focus group discussions supported by qualitative semi-structured interviews involving 18 adolescents between the ages of 16 and 18 from two secondary schools in Hanover Park, Cape Town. The data were thematically analysed. The results have shown that the presence of gangs affects the learners’ school attendance, restricts their mobility, increases bullying at school and seriously disrupts family and community life.
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Alani, Amin, and Ali Jahangard. "Analysis of teachers’ and students’ attitudes toward Iranian senior high school textbook series." Global Journal of Foreign Language Teaching 5, no. 1 (November 17, 2015): 23. http://dx.doi.org/10.18844/gjflt.v5i0.38.
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The English Book series are the EFL textbooks that have been prescribed by the Ministry of Education for the public senior high schools. The researchers of the current study embarked on the evaluation of the series through examining teachers’ and students’ perspectives in this regard. Employing Litz’s questionnaires, attitudes of both Iranian learners and teachers from both genders were obtained; the two questionnaires used in the study incorporated seven categories including Practical Consideration, Layout and Design, Activities, Skills, Language type, Subject and Content, and Summary. Some 1128 participants from the Senior high school learners and 74 teachers took part in the study. A detailed analysis of the textbooks of the series was made using descriptive statistics, namely median and mode accompanied with standardized skewness value. The findings of the study revealed that there were positive attitudes toward the textbooks price and accessibility; however, other criterial parameters, i.e., the resources, vocabulary lists, the series language type, and the treatment of cultural issues were viewed as partially appropriate or, in the majority of the cases, in need of improvement. Keywords: Textbook evaluation, English language teaching, English book series, curriculum study.
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Ye, Zhenyan. "Chinese to English Lexical Transfer Errors in the Writing of Rural Senior High School Students." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 645. http://dx.doi.org/10.17507/tpls.0906.06.
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The influence of first language (L1) has been widely recognized as a crucial factor in Second Language Acquisition (SLA). Language transfer is a typical phenomenon originating from this impact of L1. Many studies have tried to explore the influence of learners’ L1 on their SLA. This paper reports a study conducted at a rural senior high school in eastern China. Based on the lexical transfer taxonomy proposed by Dodigovic et al (2015), this research attempted to at first identify examples of lexical transfer from Chinese to English caused by (1) Chinese polysemes, (2) Chinese collocations, and (3) multiword units (MWUs) yielded from learners writing. Subsequently, the patterns of and underlying reasons for lexical transfer were traced. 115 pieces of students writing were examined for error collection, and some typical examples from which were further analyzed to show how negative lexical transfer occurs. The results suggest that a great proportion of errors were caused by Chinese polysemes. The significant difference between the lexical specificity of Chinese and English as well as the word-for-word semantic equivalent assumption of L2 learners were found to be important reasons for negative lexical transfer. Pedagogical implications such adopting a wider range of semantization strategies and preventing learners from taking word-for-word relation between L1 and L2 for granted were drawn from the discussion.
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Casinillo, Leomarich Fortugaliza, May Ann E. Palen, Emily L. Casinillo, and Paulo G. Batidor. "Assessing Senior High Student’s Learning Experiences in Mathematics." Indonesian Journal of Educational Studies 23, no. 1 (June 2, 2020): 44. http://dx.doi.org/10.26858/ijes.v23i1.13437.
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In this study, the learning experience and its cognitive factors of Mathematics among senior high school students of Visayas State University were investigated using a correlational research approach. A complete enumeration of 222 grade 11 and 12 senior high students in the second semester of school year 2018-2019 were used as the participants of the survey. Using a developed structured questionnaire, a primary data was employed. Results showed that the mathematics attitude of students influence their learning experience and academic performance. Mathematics anxiety has a negative effect on the students learning experience especially for females. However, mathematical resilience locates itself in a positive psychology which addresses mental wellness and makes the students positively perceived that mathematics is interesting even if it is challenging. Also, results revealed that senior high school students are mostly visual learners in mathematics, which implies that students practice visualizing or pictures numbers/equations and other concepts in their mind. Furthermore, it can be gleaned that an academic performance is not just derived from study habits but to their motivation and interest in mathematics
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Sylvester P. Garcia, Marc, and Maria Lurlyn M. Nuguid. "INFLUENCES OF TEACHERS ON THE LEARNING MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 634–46. http://dx.doi.org/10.21474/ijar01/12886.
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Motivation is one of the most important factors for academic learning and achievement across childhood through adolescence, according to Elliot and Dweck, (2005). Using descriptive qualitative method, this study sought to establish information to determine the influence of teachers on the learning motivation of senior high school students in Siniloan Integrated National High School, Laguna, Philippines, the researcher used purposive random sampling and got 239 senior high school students as respondents. The study finds that (52.30) or 125 of the students are male where (35.98) or 86 are age 16 years old, (99.58) or 238 are also single belonging to an entire family. Two hundred thirty-three or (97.49) of the students also claimed to like the Technical Vocational Livelihood Strand and 69 or (28.87) are taking Food Processing as their field of specialization. 141 or (59.00) of the students also depicted that it was their parents that influenced them to take the TVL strand. It was found in this study that the teachers influence the students greater in terms of their learning styles and it was found that the senior high school students are aural or auditory learners. In view of the forgoing findings, it confirms that senior high school students from the Siniloan Integrated National High School under the TVL strand showed intrinsic and extrinsic motivation. The study also stated that the intrinsic and extrinsic motivation is significantly influenced bythe teachers method of motivation. The researcher recommends that the teachers continuously improve and use different methods of motivating students and to teach and allow the students to practice learning styles that would help the students to learn better and encourage students to use solitary learning style or become intrapersonal learners to help them become successful in the futureconcluded that solitary learning style is likely to influence a students academic performance because students that are intrapersonal tend to be more organized, focused andaccordance with the method of motivation used.
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Xie, Gui Mei. "A Quantitative Study of Demotivators of Senior High School under the Age of Modern Information Technology." Applied Mechanics and Materials 701-702 (December 2014): 1359–64. http://dx.doi.org/10.4028/www.scientific.net/amm.701-702.1359.
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Under the age of information technology, learners’ demotivators present different traits. The paper conducted a study on a Beijing Local Municipal Senior High School which is city-owned and does not enjoy too much priorities and performed average among all Beijing Middle High schools in terms of college entrance exam rate which would be a barometer of all the high schools in the city. The paper tried to figure out 7 demotivators that distracted middle school students in their process of studying English as a foreign language: learner-level factor, teacher-related competence factor, practicability factor, teacher’s behaviour factor, career plan factor, text length factor and parents’ stress factor. The implication of the SPSS showed that learner related demotivation is one of the biggest demotivators while in the western countries teacher factor is one of the biggest factors demotivating students according to some studies. There is no significant difference between the self-reported less motivated learners and more motivated learners among the middle school students.
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Roxas, Mark Joshua. "Move Analysis of Senior High School Research Abstracts in a Philippine University." International Journal of Linguistics and Translation Studies 1, no. 2 (July 23, 2020): 48–57. http://dx.doi.org/10.36892/ijlts.v1i2.26.
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A well-written abstract speaks for the paper’s quality—it reflects an article’s value. Research is a relatively new discipline for senior high school learners, thus, the writing of an abstract can be problematic and challenging. Anchored on Hyland’s model of research article abstracts as adapted by Behnam and Golpour (2014), this paper presents a move analysis of thirty (30) randomly-selected research abstracts of Grade 12 senior high school students in a Philippine University. The results revealed the three (3) dominant moves in the corpus of research abstracts namely Introduction-Purpose-Method-Product, Introduction-Purpose-Method-Product-Conclusion, and Introduction-Product-Method. It was also noted that the “Conclusion” move is less frequently observed and considered “optional”. Additionally, instances of move embedding were prominent between the Purpose and Method move. It was recommended that research instructors in the senior high school shall consider using models in teaching the writing of the abstract. The findings of this study may serve as a basis in crafting a genre-based research syllabus, with genre-based tasks.