Relevant bibliographies by topics / Senior secondary school

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

Academic literature on the topic 'Senior secondary school'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Senior secondary school"

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Pandey, Sushil Kumar. "STUDY HABITS OF SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO GENDER AND TYPE OF SCHOOL." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 68 (2021): 16064–69. http://dx.doi.org/10.21922/srjis.v9i68.10000.

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This study intended to explore the study habit of senior secondary school students in relation to Gender and type of school in the Una District of Himachal Pradesh. The sample of the study selected through simple random sampling technique. The sample comprised of 200 senior secondary school students. Study Habits Inventory (SHI) by Chandel and Paliwal (2012) has been used in this study. The results showed that female senior secondary school students obtained higher scores on the Interaction dimension while male students scored higher on the Support dimension of Study Habits Inventory (SHI). The results also revealed that students studying in government senior secondary schools had better study habits as compared to students studying in private senior secondary schools especially on the comprehension and Task-orientation whereas students studying in private senior secondary schools had better study habits as compared to government senior secondary schools in drilling dimension.
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Kaur, Mrs Sukhveer, Harshdeep Kaur, Chhavi Khanna, Anshdeep Singh Brar, and Taqdeer Singh. "Comparative Analysis of Mid Day Meal Scheme in Adarsh Senior Secondary School and Bheman Dewana Government Senior Secondary School: A Case Study." International Journal of Research Publication and Reviews 6, no. 6 (2025): 4069–72. https://doi.org/10.55248/gengpi.6.0125.0609.

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Dr., Gagandeep Kaur, and Manpreet Kaur Miss. "FAMILY AND SCHOOL PROBLEMS FACED BY SECONDARY SCHOOL STUDENTS: A SURVEY." Scholarly Research Journal for Interdisciplinary Studies 11, no. 77 (2023): 341–53. https://doi.org/10.5281/zenodo.8186267.

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<em>The present study aims to find out the different problems (family and school) faced by secondary school students. This study also focused on the family and school problems in relation to gender, locale, and working and non-working status of mothers among government senior secondary school students. A total of 200 senior secondary school students were selected from three different schools in Amritsar district. Random sampling techniques were used for data collection. The data was collected using the questionnaire: Youth Problem Inventory (Verma, 2012). The results were analysed through percentages. Students need high counselling for family problems and school problems. All students require counselling respective of their gender, locale, and working and non-working mothers status.</em> <strong><em>KEYWORDS:- </em></strong><em>Students&rsquo; family problems, school problems, senior secondary school students.</em>
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Jessey I. Obunge, Macson J. Ahiakwo, Telima Adolphus, and Muvoke D. Omeodu. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (2022): 398–403. http://dx.doi.org/10.30574/wjarr.2022.13.1.0028.

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The study investigated the effects of school ownership on problem solving abilities in algebra among senior secondary school students, in Rivers State, Nigeria. Ex-post facto design was used in this study. The population was all senior secondary school students in Rivers State. Convenience and purposive sampling technique was employed in this study. 390 senior secondary school students participated in the study. Nine senior secondary schools were selected by purposive sampling for the study in two local government areas. The instrument used was Algebraic Problem Solving Test questions collated by the researchers from different past West African School Certificate Examinations. The reliability of the test was determined to be 0.72 using Pearson product moment correlation formula. Three research questions were answered using simple mean. One hypothesis was raised to guide the study, at 0.05 significant level using t-test. The results of the analyses showed that: school ownership had significant effect on the problem solving ability in algebra of senior secondary school students, about 86% of the students in the private schools scored below 50% in the test, about 96% of the students in the public schools scored 49% and below, the students in the private schools outperformed their counterparts in the public schools although generally, the performance of students in both public and private schools was quite low. Based on the findings, recommendations were made.
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Jessey, I. Obunge, J. Ahiakwo Macson, Adolphus Telima, and D. Omeodu Muvoke. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (2022): 398–403. https://doi.org/10.5281/zenodo.5894652.

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The study investigated the effects of school ownership on problem solving abilities in algebra among senior secondary school students, in Rivers State, Nigeria. Ex-post facto design was used in this study. The population was all senior secondary school students in Rivers State. Convenience and purposive sampling technique was employed in this study. 390 senior secondary school students participated in the study. Nine senior secondary schools were selected by purposive sampling for the study in two local government areas. The instrument used was Algebraic Problem Solving Test questions collated by the researchers from different past West African School Certificate Examinations. The reliability of the test was determined to be 0.72 using Pearson product moment correlation formula. Three research questions were answered using simple mean. One hypothesis was raised to guide the study, at 0.05 significant level using t-test. The results of the analyses showed that: school ownership had significant effect on the problem solving ability in algebra of senior secondary school students, about 86% of the students in the private schools scored below 50% in the test, about 96% of the students in the public schools scored 49% and below, the students in the private schools outperformed their counterparts in the public schools although generally, the performance of students in both public and private schools was quite low. Based on the findings, recommendations were made.&nbsp;
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Abdulaziz, Isiaka, Shofiu Adewuyi Rasheed, and Ifeoma Priscilla Okafor. "Influence of Domestic Violence on Senior Secondary School Students' Career Choice in Kwara State, Nigeria." International Journal of Psychology and Education 5, no. 1 (2024): 54–68. https://doi.org/10.5281/zenodo.13958592.

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Abstract This study investigated the influence of domestic violence on senior secondary school students&rsquo; career choice in Kwara State, Nigeria. Specifically, the study examined the level of domestic violence and career choice as experienced by the students. Two research questions were raised and one hypothesis was postulated. A descriptive survey type of research design was adopted. The population for this study comprised all senior secondary school students in Kwara State, Nigeria. Senior secondary schools were stratified into three senatorial districts and a senatorial district was randomly selected. 450 senior secondary school students formed the target population of which 300 and 150 students were proportionately sampled for public and private senior secondary schools respectively. The results showed that the majority of 82.0% of the secondary school students in the selected senatorial district of Kwara State experienced a moderate level of domestic violence. The result also showed that the level of career choice of the majority of 85.6% of senior secondary school students in Kwara State was high. There was a significant influence of domestic violence on students&rsquo; career choice, &chi;2 (n = 450) = 6.945, p &lt; .05. This study concluded that domestic violence had an adverse influence on the career choice of secondary school students in Kwara State, Nigeria. It was therefore recommended among others there should be a sensitizing programme for young couples, parents and guardians on how to manage each other against domestic violence and its consequences on homes and students because students are leaders of tomorrow of our society. <strong>KEYWORDS</strong>: Domestic violence, senior secondary school, career choice
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Badamas, Lasbat. "Personality Type and Discipline Among Senior Secondary School Students in Ilorin Metropolis, Kwara State." Interdisciplinary Journal of Education 5, no. 1 (2022): 25–35. http://dx.doi.org/10.53449/ije.v5i1.74.

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Students’ personality type determines the discipline of the students either positively or negatively. The main purpose of the study was to examine the influence of personality type, gender and school type on discipline among selected senior secondary school students in Ilorin Metropolis. This research work was designed to cover Senior Secondary II in Ilorin Metropolis. The sample for this study comprised 200 senior secondary school II students in Ilorin Metropolis. Simple random sampling technique was used to select 10 senior secondary schools (five public and five private). Data collected through a researcher designed questionnaire was analysed with the use of percentage and independent t-test. The formulated hypotheses were tested at 0.05 level of significance. Results of the study showed that majority of the senior secondary school students in Ilorin Metropolis had type ‘B’ personality. Results also revealed that the level of discipline among selected senior secondary school students in Ilorin Metropolis was high. This means that majority of the sampled students were disciplined. This result is plausible where the students abide by rules and regulations within and outside school.
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Joy-Telu, Hamilton-Ekeke, Clement Egumu Akpoebi, and Inengite Idisape. "The teaching of health education as a secondary school subject in Bayelsa State, Nigeria." Journal of Education and Learning (EduLearn) 14, no. 1 (2020): 8–14. https://doi.org/10.11591/edulearn.v14i1.14490.

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Health education (HED) as a subject in the secondary school curriculum has been made a compulsory subject in West African Examination Council (WAEC) and Senior Secondary School Certificate (SSCE) examinations for any candidate wanting to study any course in the medical and health-related disciplines in Nigerian tertiary institutions. This study seeks to find out the extent of the teaching of HED as a school subject in secondary schools in Bayelsa State; not as components of other subjects like health science, biology, and physical and health education. The proposed approach of the study was a State-wide survey of the teaching of HED as a school subject in secondary schools. This was done by involving 114 schools out of the 192 schools in the State. Findings revealed that out of the 114 schools visited, 38 schools only teach Physical and Health Education (PHE) as a subject in the Junior Secondary School level. During interviews with heads of schools that teaches PHE; it was gathered that the teachers who teach PHE also doubles as teachers of HED at the Senior Secondary (SSS) level. Implying that only 38 schools out of the 114 sampled schools teach (HED) as a school subject; this reveals an abysmal absence of the teaching of Health Education as a school subject in Senior Secondary Schools (SSS) in Bayelsa State, Nigeria. The none-teaching of HED underscores its importance to healthful-living It is therefore recommended that health education as a subject be encouraged and taught in all SSS in the State.
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Olutola, Adekunle Thomas, and Igbe Doom Gift. "Influence of School Climate on Senior Secondary School Students Academic Performance in The English Language." Indonesian Journal of Multidiciplinary Research 5, no. 1 (2025): 85–92. https://doi.org/10.17509/ijomr.v5i1.81546.

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This study investigated the influence of school climate on senior secondary school students’ academic performance in the English language in Dutsin-Ma Local Government Area, Katsina State, Nigeria. The study adopted a descriptive research design of survey type. The target population was made up of two thousand, seven hundred and fifty-one public senior secondary school two students. We used a simple random sampling technique to select five public senior secondary schools in the Dutsin-Ma Local Government Area of Katsina State while a purposive sampling technique was used to select one hundred and twenty senior secondary school two students for the study. Two instruments were used to collect data in the study namely; the School Climate Questionnaire (SCQ) and the English Language Performance Test (ELPT). The research questions were answered using frequency and percentage while the hypothesis was tested using linear regression analysis. The findings showed the significant relative influence of school climate on the academic performance of senior secondary school students in English Language. It was recommended that the school administration should provide a conducive school climate to facilitate teaching and learning processes in the English language.
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Fayaz, Ahmad Kumar. "Professional Commitment of Direct Recruited and Promoted Senior Secondary School Teachers of Kashmir – A Comparative Study." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 2 (2019): 186–90. https://doi.org/10.5281/zenodo.2566931.

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The present study was conducted to compare professional commitment of direct recruited and promoted senior secondary school teachers of Kashmir. The total sample for the present study was 200 comprised of direct recruited (100) and promoted (100) senior secondary school teachers who were selected randomly from different senior secondary schools of Kashmir (J&amp;k). The investigator used standardized scale of professional commitment developed by Ravinder Kaur, Sarbjit Kaur, and Sarvjeet Kaur (2011) to collect the data from the field. The investigator used various statistical techniques percentage, Mean, S.D, &amp; T-test to analyze the data. The researcher revealed that the direct recruited teachers have better professional commitment as compared to promoted senior secondary school teachers.
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Dissertations / Theses on the topic "Senior secondary school"

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Liau, Michael. "Factors Influencing Senior Secondary School Retention in Malaysia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1441.

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In this thesis a model to predict whether Form Five students in six secondary schools in Malaysia would continue with their Form Six studies and maintain their career aspirations was tested and the influence of motivation as a mediating variable was examined. There are two public examinations in Malaysia, which are not only important to the students themselves but also to their parents and to the employers who will be seeking credentials. The aspirations of students for their future careers are dependent on their performance at the Form Five public examination and the second Form Six public examination. This study sought to examine whether their performance at the Form Five examination was affected by their family background, goal commitment, school achievement, school commitment, social integration, and academic integration, and to examine whether these factors could separately or together influence a student's motivation to enter Form Six and later pursue tertiary education. Questionnaires were administered to 377 Form Five students before their Final Form Five examinations. Interviews were conducted after the administration of the questionnaires and after the release of the Form Five examinations results, some months later. Statistical analysis making use of the SPSS/PC statistical package and the Windows for SPSS was used, and it was found that the theoretical model did predict which students would proceed to Form Six and which would leave school at the end of Form Five.
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Matsoga, Joseph Thoko. "Crime and School Violence in Botswana Secondary Education: The Case of Moeding Senior Secondary School." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1070637898.

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Lecha, Moiteelasilo Dickson Ngamula. "The causes and extent of school dropout in Botswana public senior secondary schools." Thesis, Boston University, 2005. https://hdl.handle.net/2144/32789.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process. This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education. The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence. The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age).<br>2031-01-01
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Worger, Robert G. "Collegiality in secondary school senior management teams : substance or rhetoric?" Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424625.

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Gamble, Maria. "Digital enhancement of senior secondary dance assessment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2426.

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This research examined the use and effects of digital technology in supporting and enhancing practical high stakes assessments in a senior secondary dance course in Western Australia (WA). The participants comprised twenty students from one school who were enrolled in ATAR Dance for 2016/17 and ten WA secondary dance education experts. A mixed method embedded design allowed for the analysis of both qualitative and quantitative results to gain perspective and understanding of using digital technology to facilitate the current Western Australia Certificate of Education (WACE)/Australia Tertiary Admissions Rank (ATAR) dance examination as well as the preparation for it and marking of it. An existing assessment application prototype from Edith Cowan University was used and further developed into the dance assessment application (the DAapp) in the study. Student participants were asked to perform their usual school based practical dance assessment, whilst the markers were asked to assess the performances in either live (traditional format of examination) or digital (using the application to view the captured performances) contexts. An alternate interview was also administered to the students as part of a workshop where they (and their classroom teacher) explored the ways in which the technology might be used to support the examination, the preparation for it and marking of it. The study was enriched by a survey and focus group interviews. Amongst the participants was a shared desire to use technology where possible to support and enhance learning as well as increase a shared understanding of the assessment challenges. While the teachers and markers were bound by historical practices, viewpoints, and the dominant summative model, they were willing to explore new possibilities. Not only does this research contribute to an under researched area of assessment, it provides strategies to enhance the preparation of and enactment of assessment in dance performance.
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Lam, Wai-Keung. "Implementation of investigative study in new senior secondary school physics curriculum /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?PHYS%202006%20LAM.

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Cavanagh, Robert F. "The culture and improvement of Western Australian senior secondary schools." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11830.

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The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a ++<br>stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
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Cavanagh, Robert. "The culture and improvement of Western Australian senior secondary schools." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/2189.

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The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
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Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.

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This study focuses on the writing of senior students in the subject English at an ACT secondary college. Several features of the ACT education system are relevant. There is a high retention rate, so the sample is a broad one. The curriculum is school based, as is assessment. There are separate courses for those seeking tertiary entrance (TE) and those seeking to complete their education at Year 12 (Accredited). The theoretical basis of the study is provided by the work of a number of linguists with an interest in school language, in particular Graham Little. 255 samples of writing have been analysed, taking account of the function and forms of language. The function, or meaning, has been analysed in terms of content, abstraction, purpose and audience. The writing in the Accredited course is evenly distributed between the human and material worlds, three quarters is informational and one quarter Imaginative. The level of abstraction shows a predominance of reporting and generalising. Writing in the TE course is 60% concerned with the human world and reaches higher levels of abstraction such as speculation and hypothesising. The audience is academic. Compared with earlier findings, this study shows more human content and higher levels of abstraction. Language functions through selective use of forms. The aspects of form analysed are vocabulary, abstraction of noun phrase, sentence length and sentence sequencing. Figures produced were largely consistent with earlier studies; however the TE group shows higher syllable counts, greater abstraction of noun phrase and longer sentences than the Accredited group. Creative writing brings the groups closest together. Handwriting, spelling and punctuation are examined. Handwriting is always legible, spelling close to 98% correct and 84% of full stops are correctly used. A small number of scripts produce most of the errors in both spelling and punctuation. The achievement of students as revealed by this study of writing is consistent with earlier studies although the students represented here demonstrate higher levels of abstraction. The curriculum contains more human content and is commendably comprehensive, although there is less poetic and expressive writing than might be expected. This form of language analysis is recommended for its concentration on the language actually produced in class, the insights it provides for teachers and the information it provides for meaningful public discussion of education.
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Chan, Hoi-yan, and 陳凱茵. "English-Cantonese code mixing among senior secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29675480.

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Books on the topic "Senior secondary school"

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Igbokidi, J. N. Population education at senior secondary school level. Union for African Population Studies, 1992.

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Prince Edward Island. Senior High Review Committee. Senior high schools in transition: Report of the Senior High Review Committee. The Committee, 1994.

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Jacka, Noreen Wilson. Scarborough secondary and senior public school cafeteria/nutrition report. Program Dept., Research Centre, Scarborough Board of Education, 1993.

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National Study of School Evaluation. Senior high school improvement: Focusing on desired learner outcomes. The Study, 1993.

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Alberta. Learning and Teaching Resources Branch., ed. Senior high school English language arts: Guide to implementation. Alberta Learning, Learning and Teaching Resources Branch., 2003.

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Education, Alberta Alberta. Planning ahead ...: Post-secondary requirements for senior high science. Alberta Education, 1994.

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Stoker, Alan. Supporting school staff: A pack for senior managers in primary and secondary schools. Edited by Stoker Trisha and Westall Karen. Framework, 1992.

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Nova Scotia. Dept. of Education. Senior high school physics programs for grade 11 & 12. Nova Scotia Dept. of Education, 1995.

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Pusat Informatik Untuk Pengelolaan Pendidikan dan Kebudayaan (Indonesia), ed. Statistik guru SMA: Statistics, teacher, general senior secondary school, 1981/1982. Departemen Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan Pendidikan dan Kebudayaan, Pusat Informatik Untuk Pengelolaan Pendidikan dan Kebudayaan, 1989.

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Shankey, Gerard P. Tackling absenteeism among senior pupils in an all-girls secondary school. The Author), 2002.

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Book chapters on the topic "Senior secondary school"

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Grugnetti, Lucia, and François Jaquet. "Senior Secondary School Practices." In International Handbook of Mathematics Education. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_19.

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Huang, Xiao, Lin Ding, and Bingyuan Hu. "Science Curriculum and Implementation in Senior Secondary School." In Chinese Science Education in the 21st Century: Policy, Practice, and Research. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_5.

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Hymans, Michael. "The Role of Senior Leaders in Promoting Effective Teaching and Learning." In Motivation to Learn in the Secondary School. Routledge, 2022. http://dx.doi.org/10.4324/9780429333781-4.

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Carss, Marjorie. "Action Group 4: Senior Secondary School (Ages 15–19)." In Proceedings of the Fifth International Congress on Mathematical Education. Birkhäuser Boston, 1986. http://dx.doi.org/10.1007/978-1-4757-4238-1_7.

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Iwabuchi, Kazuaki, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae, and Kan Hiroshi Suzuki. "Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative?" In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_5.

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AbstractWhile the COVID-19 pandemic posed unprecedented challenges to the education system of Japan, the government and schools took necessary measures to combat the outbreak and ensure student learning continued. The temporary school closure, following the state of emergency, continued for 2 months, from April through May of 2020. Even after the declaration was lifted in May 2020, schools adopted the new-normal way of operations. By shortening the summer break and holding alternative classes, elementary, junior, and senior high schools, except for universities, returned to normal while the COVID-19 pandemic was settling down, and ended the semester regularly in December 2020. The temporary closure, however, led to a huge disparity in implementing online classes, depending on availability of personal laptops in schools. Many private schools, and a substantial number of public schools established by innovative local governments, such as Saga Prefecture and Shibuya Ward, were successful in transitioning to online learning. However, most public schools were unable to hold online courses due to the lack of facilities both in schools and at student households. Aware of the disparities, the government brought forward a policy initiative to distribute personal PCs to all elementary and junior high school students, and to supply high-speed IT networks to each school, with an expected completion of March 2021. In this chapter, we will explore various disparities in depth, particularly underlining the relationship between ICT environments in schools and the issue of school founders. Additionally, we provide an overview on how the government and schools coped with the crisis, capitalized on the policy initiatives, and utilized available resources. As a concluding remark, we aim to leave room for optimism by taking this pandemic as an opportunity to reconsider and reimagine education. Note: This chapter has nothing to do with operations of organizations that respective authors belong to, and the views expressed in this chapter do not represent organizations’, but are authors’ own.
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Välijärvi, Jouni. "Implications of the Modular Curriculum in the Senior Secondary School in Finland." In Curriculum Landscapes and Trends. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_7.

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Windsor, Sally, and Karin Kers. "Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School." In Springer Polar Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_10.

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AbstractThis chapter outlines an action research project conducted in a Social Studies classroom in a Senior Secondary School in South Sápmi, Sweden. The teacher researcher had noted that despite some of the students identifying as Sami, there was a lack of awareness about Sami history and culture, and that when Sami peoples were referred to it was often in discriminatory and derogatory terms. The unit of lessons aimed to increase the students’ knowledge of Sami life both historically and presently, and awareness of how prejudice and stereotyping are used to ‘other’ certain groups to justify exploitation and oppression. Using the ‘Educating yourself in Empowerment for Sustainability’ tool and designing leaner centred and collaborative activities this research found that when students’ knowledge of Sami life increases, their prejudicial ideas about Sami peoples decrease.
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Keane, Therese, Andreea Molnar, and Rosemary Stockdale. "Interventions, and Programs to Support Girls Studying Information Technology in Senior Secondary School." In Education, Development and Intervention. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60713-4_5.

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Bissaker, Kerry. "Aligning Learning Environment Affordances for Effective Professional Learning in an Innovative Senior Secondary STEM School." In The Translational Design of Schools. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-364-3_6.

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Wei, Bing, and Bo Chen. "Examining the Senior Secondary School Chemistry Curriculum in China in View of Scientific Literacy." In Chinese Science Education in the 21st Century: Policy, Practice, and Research. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_6.

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Conference papers on the topic "Senior secondary school"

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Suryani, Y. E., N. H. P. S. Putro, H. Retnawati, and Zh Khamit. "Cognitive Abilities of Senior High School Students." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.08.

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The Scholastic Assessment Test is a test used to measure cognitive abilities. The Scholastic Assessment Test predicts prospective students who are able to complete their studies in college well and on time. This study aims to (1) describe the cognitive abilities of high school students through the scores of the Scholastic Assessment Test on Computer-Based Written Examination in 2021; (2) find out the subtest that has the most influence on the Scholastic Assessment Test score. This study uses secondary data, namely the mean score of the SMA/MA Scholastic Assessment Test in the province of Yogyakarta Special Area which is included in the Top 1000 results of the 2021 Computer-Based Written Examination. In the Province of Yogyakarta Special Area, there are 83 schools that fall into the Top 1000 category with details: 28 Senior High Schools in Yogya City, 23 schools in Sleman Regency, 18 schools in Bantul Regency, 7 schools in Gunung Kidul Regency, and 7 schools in Kulon Progo Regency. The data analysis methods used in this study were descriptive statistics and multiple regression analysis. The results of data analysis show that the highest average of students’ cognitive ability in the low group is reading comprehension and writing ability, in the medium group the highest average is reasoning ability, and in the high group, the highest average is quantitative ability. Based on the results of the regression analysis, it can be seen that the reasoning ability subtest has the greatest contribution to the Scholastic Assessment Test scores of high school students in the Special Area of Yogyakarta.
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Lyau, Nyan-Myau, Siti Zahro, and Didik Nurhadi. "Labor Market Outcomes for Senior Secondary School Graduates in Indonesia." In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.37.

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Blinkova, Olesya V. "DEVELOPMENT OF ECOLOGICAL TRAILS FOR SECONDARY SCHOOL STUDENTS ON THE EXAMPLE OF THE ULYANOVSK REGION." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-95-97.

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Babatuyi, Oluwayanlemi Aaron, Olugbenga Ige, and Oluwanifemi Olutimehin. "A COMPARATIVE STUDY OF SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN CIVIC EDUCATION AND GOVERNMENT IN SENIOR SECONDARY SCHOOLS IN ONDO STATE, NIGERIA." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2700.

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Abijo, A. "Assessment of Dominative and Integrative Behaviour of Yoruba Language Teachers in Senior Secondary Schools in Oyo State Nigeria." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28n2p3.

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Teacher-student interaction has been a concept that has been researched on for some years now. However, there seem to be paucity of researches that look at the dominative and integrative behaviour of teachers in the classroom. This study therefore was a survey work carried out to assess the integrative and dominative behaviour of Yoruba language teachers in senior Secondary Schools in Oyo State. To attain the objectives of this study, thirty schools were randomly selected from a senatorial district in Oyo State. The Yoruba language teachers of these schools were observed while they taught in the classroom. Three research questions were raised and answered. Data gathered were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation and independent samples t-test). Findings revealed that teachers were generally dominative in their teaching approach in the classroom as most classes were characterized by monologue. Lectures dominated majority of the classes observed. Also, there was no significant statistical difference in the pattern of teacherstudent interaction between private and public school Yoruba language teachers observed. School type did not significantly predict whether a Yoruba language teacher would be dominative or integrative in his or her method of teaching. However, private school Yoruba language teachers had a greater Integrative-Dominative ratio as they encouraged more student-talk in their classrooms. Based on the findings, it was recommended that Yoruba language teachers should try as much as possible to use other teachings methods aside monologue, they should encourage students to ask questions, they should exercise full control over their classrooms and reduce the amount of noise and confusion in their classes. Educational planners and administrators should avail Yoruba language teachers the opportunities of attending seminars, workshops and trainings to keep them abreast with effective methods of teaching. Also, the use of ICT in teaching Yoruba language should be encouraged and teachers who have degrees in the field should be employed and well remunerated. keywords: Assessment, Dominative and Integrative Behaviour, Yoruba Language, Teachers, Senior Secondary Schools
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Poulin, Rosalie, Claire Beaumont, Catherine Blaya, and Eric Frenette. "Session 3: Inclusive Education | Perception of School Climate and Victimization by Peers in Secondary School Senior Years." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0018.

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Sharifdeen, F. S. "Recruitment and Retention of Secondary School Teachers: with Reference to International Schools in Colombo." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/znjf4053.

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Teacher recruitment procedures are vital in being one of the significant factors in providing effective and quality teachers. However, limited research has delved into how teachers are recruited in international schools. Hence, this study attempts to investigate the factors considered in teacher recruitment procedures and how teachers can be retained in international schools, especially in the secondary section which is from year 10 to 13. A quantitative research approach was used. The study involved 72 teachers who were selected from six leading international schools in Colombo using the purposive sampling technique. This included Head of departments and senior teachers from the Science, Commerce, Arts, and Technology streams. From each school, 12 teachers were selected, representing three teachers from each stream. A survey research design was executed, and a questionnaire was administered to collect the data. Descriptive statistics such as frequency counts, percentages, and mean were used to analyze data. The findings of the study showed that since the expectations are so high, many of the applicants are not eligible to teach in these schools. Therefore, there is a shortage of qualified teachers in all streams. The findings also revealed that the teacher turnover rate is very high in the Arts and the Technology streams. Hence, a system change is required. The management should rethink the teacher recruitment and retention protocols by managing human resources more effectively. Keywords: International schools; teacher recruitment; retention; turnover
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Olakunle, Araromi Maxwell. "Attitude and Vocabulary Knowledge as Predictors of Senior Secondary School Students’ Achievement in French Reading Comprehension in Selected Secondary Schools in Ibadan Metropolis." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.30.

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Onyewuchi, Francis A., Michael A. Adewusi, Peter Okebukola, Tokunbo Odekeye, Olasunkanmi Gbeleyi, and Fred Awaah. "Breaking the Backbone of Difficult Concepts in the New Secondary School Physics Curriculum in Africa." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28n3p7.

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The new senior secondary school physics curriculum for Anglophone West African countries came into use in 2015. Since the beginning of its implementation, even though, the performance of the candidates has not been high, yet reported empirical studies on the difficulty level of the content, and specifically the topics or concepts have been scant. Moreover, there have never been any published studies which conducted an in-depth probe into the aspects of the topics students find difficult in physics and science in general, beyond mere cataloguing of such topics, nor have there been any, in which students were qualitatively engaged in making inputs towards the amelioration of the topic difficulty. This is a huge gap in literature which this study determined to fill. The effort is significant to the extent that understanding the areas of difficulties of the topics as perceived by the students is good pointer towards remedy by teachers and stakeholders. The study therefore undertook five missions: (a) to find out the topics in the new physics curriculum that secondary school students find difficult (b) undertake in-depth probe of the specific aspects of the topics for which students have learning difficulty. (c) probe the possible causes of or factors responsible for these difficulties (d) determine if school location, school ownership and students’ gender have impacts on students’ perception of physics topics difficulty; and (e) deriving from students’ views, suggest how physics can be made easy to learn. A sample of 1,105 students was drawn from 21 secondary schools in Nigeria and Ghana. These schools comprised 12 private and nine public schools randomly selected from rural and urban areas. 75% of the schools were urban while about 25% were rural. Randomly selected 10 students and five teachers were interviewed for qualitative data, while all the participants were involved in responding to the questionnaire. From data gathered, five top most difficult topics were refractive index, electromagnetism, radioactivity, curved lenses and sound: production, propagation and modulation. Rich qualitative data unique for this study, was reported. There was marked difference between urban and rural, private and public, but not in gender. Recommendations were made for better teaching and meaningful learning. Keywords: Backbone of difficult topics; meaningful learning of physics
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Abaa, Angela Ebere, Josephine Shola Aina, Rotimi Michael Akande, and Taiyelolu Martins Ogunjirin. "An Assessment of Students’ Readiness for Digital Learning in Senior Secondary Schools in Lagos State." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5882.

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This study investigated students' readiness for digital learning in senior secondary schools in Lagos state, Nigeria. Descriptive survey research design was adopted in the study. A sample size of 245 respondents was randomly selected from four educational districts in Lagos using confidence level of 95% (0.05). A Multi stage sampling approach involving both simple and stratified random sampling technique was used to select the students. The sample for the study is made up two hundred students randomly selected across 8 schools in four educational districts in Lagos. A self-developed 4-point Likert-type scale on the research objectives was used as an instrument of data collection and the instrument was thoroughly scrutinized by an expert in the area of ICT. The instrument was validated and found to be reliable. It was personally administered by the researchers. Four research questions and two hypotheses guided the study. Both descriptive statistics such as mean and standard deviation were used to answer the research questions and inferential statistics as used to test the hypotheses. The findings of the study revealed among others that there is positive disposition/perception of respondents towards digital learning. The study also revealed that there is no significant gender difference in perception and utilization of digital learning facilities among the students. The study therefore recommended that the secondary school administrators should incorporate digital learning as part of the curriculum to enhance the interest of learner.
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Reports on the topic "Senior secondary school"

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Thomas, Sally M., and Wen-Jung Peng. Exploring the range and extent of senior secondary school effectiveness across three regions in mainland China. Unknown, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii242.

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Desk, Front. Out-of-School Children and Youth: A Contemporary View from Selected African Commonwealth Countries. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4057.

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This publication on out-of-school children (OOSC) in Commonwealth Africa is already informing priorities in COL’s work in open schooling. The report provides an overview of key indicators for all nineteen Commonwealth Africa countries as well as contextual case studies of eight countries for which representatives were available to verify or update the data that had been collected. While significant progress has been made towards universal primary education, there remain challenges in primary and secondary completion, and in the key transitions from primary to secondary and from lower secondary to senior secondary. Many countries have large and growing numbers of youths who are not in employment nor in education and training, for whom some form of alternative open schooling provision will be needed.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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de Leon, Mark Jerome, Chirbet Ayunon, Maria Benita Balagan, and Kristinne Joyce Lara. Strengthening Tertiary Enrollment through Financial Aid: Insights from a Survey in Cagayan Valley. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.11.

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This study examines how financial aid shapes post-secondary enrollment and persistence among senior high school graduates, challenging assumptions in traditional human capital theory. While the theory posits that reducing financial barriers increases participation, findings suggest a more complex process. Drawing on survey data from the Batch 2024 graduates in Cagayan Valley, the study traces student trajectories across three points: college application (Wave 1), first-semester enrollment (Wave 2), and second-semester persistence (Wave 3). Guided by St. John’s (1992) framework, the analysis employs logistic regression to assess the relative influence of financial aid and non-financial factors on student decision-making. Financial aid is more effective in sustaining students already in college rather than initially attracting them. However, the positive impact of financial aid tends to wane over time. While aid may help students persist within an academic year, it is less effective at promoting re-enrollment in the following academic year. This suggests that educational investment is not a one-time choice made at enrollment but a continuous, iterative process. Persistence is shaped by an ongoing process of reassessment, influenced not only by costs but also by academic progress, psychosocial resilience, and institutional support. Non-financial factors—such as academic preparation, mental health, and social support—emerge as key determinants of persistence. Socio-demographic characteristics, including age, gender, and school background, also affect student outcomes. Decisions about educational investment are not solely economic but are shaped by structural, institutional, and psychological conditions. To sustain educational investments, aid must be part of a broader support ecosystem—including advising, mentorship, and mental health services—that reinforces student motivation and resilience. The findings offer qualified support for Human Capital Theory, pointing to a need for a more holistic financial aid model that integrates both financial and non-financial support systems. The strongest extension of the theory arises from the role of psychological traits, particularly grit, a psychological measure of an individual’s perseverance and passion for long-term goals (Duckworth et al. 2007), and a strong predictor of the intent to re-enroll. Traditional indicators are insufficient proxies for student risk. Policies should shift toward the persistence and re-enrollment stages, where aid is most effective, and expand eligibility to include students with academic and psychosocial vulnerabilities. An integrated model that addresses both financial and non-financial barriers can more effectively promote student success.
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Критерії та рівні сформованості методологічної компетентності старшокласників з біології. Кам’янець-Подільський національний університет імені Івана Огієнка, Інститут педагогіки НАПН України, 2018. http://dx.doi.org/10.31812/123456789/2694.

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Abstract. Formation of methodological competence of students is one of the goals of teaching biology at high school in accordance with implementing reforms in the system of general secondary education in the year 2018/2019. Currently, the important issue is the development of tools for assessment of its formation. The purpose of the article is the description of the author’s developed criteria and formation of levels of methodological competence in biology among senior pupils. The article contains: author's definition of "methodological competence", author's approach to the description of criteria and levels of formation of levels of methodological competence in biology among senior pupils. The author of the article bases himself on his developed concept and method of formation of a knowledge system in biology among senior pupils, the systematic factor of which is methodological knowledge. The author emphasizes that methodological knowledge is the central element of the system of knowledge of senior pupils and the effective mean of fundamentalization of the content of modern biological education at high school and effective way of strengthening of axiological and cultural orientation of biological educational content at a New Ukrainian school. The criterial apparatus includes the knowledge of senior pupil’s the types of knowledge, their logical subordination, possession of basic methods of biological research, possession of historical and biological knowledge, understanding of the socio-historical background of the development of the biological knowledge The directions of further researches is development of theoretically grounded methods of forming components of methodological competence in biology in accordance with the requirements of state standards and programs of the educational subject "Biology and Ecology" at a New Ukrainian school.
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