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Lu, Huanhuan, Yanxia Jiang, and Hualin Bi. "MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT." Journal of Baltic Science Education 19, no. 6 (December 5, 2020): 972–88. http://dx.doi.org/10.33225/jbse/20.19.972.
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Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. Keywords: galvanic cells, modeling teaching, problem solving, proficiency level
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Grimminger-Seidensticker, Elke, and Aiko Möhwald. "Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students." Physical Education and Sport Pedagogy 22, no. 5 (August 31, 2016): 445–58. http://dx.doi.org/10.1080/17408989.2016.1225030.
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Ganimian, Alejandro J. "Growth-Mindset Interventions at Scale: Experimental Evidence From Argentina." Educational Evaluation and Policy Analysis 42, no. 3 (July 20, 2020): 417–38. http://dx.doi.org/10.3102/0162373720938041.
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This is one of the first evaluations of a “growth-mindset” intervention at scale in a developing country. I randomly assigned 202 public secondary schools in Salta, Argentina, to a treatment group in which Grade 12 students were asked to read about the malleability of intelligence, write a letter to a classmate, and post their letters in their classroom, or to a control group. The intervention was implemented as intended. Yet, I find no evidence that it affected students’ propensity to find tasks less intimidating, school climate, school performance, achievement, or post-secondary plans. I rule out small effects and find little evidence of heterogeneity. This study suggests that the intervention may be more challenging to replicate and scale than anticipated.
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Ahmad, Samah Zakareya. "Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills." International Education Studies 12, no. 10 (September 29, 2019): 60. http://dx.doi.org/10.5539/ies.v12n10p60.
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This study compared the effect of two notetaking strategies (Cornell Notes vs. REAP) on EFL secondary school students’ critical reading skills. The Alternative Treatment Design with Pretest was used where three intact classes of first-year EFL secondary school students were randomly assigned as a control group and two experimental groups. All participants were administered to a critical reading skills test both before and after the treatment. For 12 weeks, participants in the control group received their regular instruction while those in the first experimental group used Cornell Notes and those in the second experimental group used REAP. Using one-way analysis of variance did not reveal any significant differences among the means of scores of the three groups on the pretest of critical reading skills (f=0.36, p>0.05). However, the one-way analysis of variance indicated that significant differences existed among the means of scores of the three groups on the posttest of critical reading skills (f=14.45, p
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Šafhalter, Andrej, Srečko Glodež, Boris Aberšek, and Karin Bakračevič Vukman. "DEVELOPING SPATIAL ABILITY USING 3D MODELING IN LOWER SECONDARY SCHOOL." Problems of Education in the 21st Century 61, no. 1 (October 5, 2014): 113–20. http://dx.doi.org/10.33225/pec/14.61.113.
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In recent years 3D modeling has been increasingly utilized during product design in lower secondary schools as well. Its greatest advantage over classical technical drawing and 2D drawing software lies in the fact students are able to observe the object they are designing from all the viewpoints of a virtual three-dimensional space. Since thinking and visualization in the process of object design also appear in three dimensions, the mental manipulation and guesswork required from students in order to add another dimension to an object pictured on a level plane are no longer necessary. Additionally, 3D modeling has a range of contributions to the cognitive development of children, which was also the subject of this research. The central question raised was whether students are able to improve their spatial ability by using modeling tools. The research included 196 students aged between 11– 15 years, of which 95 were placed in the experimental group and 101 in the control group. Spatial ability was measured using pre-test and post-test. Key words: 3D modeling, cognitive development, spatial ability, visualization.
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Rybalko, Lina. "PHYSICAL-EDUCATION AND RECREATIONAL MODEL OF HEALTH-PRESERVING TECHNOLOGIES IN COMPREHENSIVE SECONDARY EDUCATION INSTITUTIONS." Sport Science and Human Health 5, no. 1 (2021): 84–103. http://dx.doi.org/10.28925/2664-2069.2021.17.
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Introduction.The article raises the issue of the use of health technologies in general secondary education. Emphasis is place on the fitness model of health technologies. Aim is to reveal the features of the physical culture and health model of health technologies and the results of experimental testing of the use of such a model in general secondary education. Material and methods.The following methods of research were used in scientific work: theoretical (analysis and generalization of scientific literature on the research problem) and empirical (observation, questionnaire, pedagogical research). Results.The results of the study prove that the level of physical activity of school children is mostly due to the organization of physical education at school and their involvement in various forms of physical activity in extracurricul aractivities, given that physical education lessons two or three times a week donot provide the necessary physical mode. Deficiency of motor activity is satisfied only by 20-30%. Indicators of physical activity for schoolchildren should be 10-15 hours per week, which are recommended by the WHO. This is what should be taken into account when planning and conducting physical education lessons and the organization of physical culture and health activities in generals econdary education. Conclusions. The monitoring of physical development of students in grades 4-8, inparticular the physical fitness of girls in experimental educational institutions, where a physical culture and health model of health technologies has been introduced, showed a significant advantage (compared to other educational institutions) in most indicators, especially functional readiness. Extracurricular sports activities and four physical education lessons per week were used to some extent. The boys have less pronounced indicators of significant changes, perhaps it should be noted only the 8th grade and 4th grade. This indicator, obviously, can be explained by the leveling of additional extracurricul aractivities for boys that they are more active in physical activity outside of school (sports, indoor soccer, etc.).
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Lu, Ying-Yan, Huann-shyang Lin, Thomas J. Smith, Zuway-R. Hong, and Wen-Yi Hsu. "THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS’ CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY." Journal of Baltic Science Education 19, no. 6 (December 5, 2020): 954–71. http://dx.doi.org/10.33225/jbse/20.19.954.
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The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students’ critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students’ critical thinking and scientific inquiry competency. Keywords: critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan
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Dallabrida, Norberto. "The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s." Espacio, Tiempo y Educación 7, no. 1 (January 4, 2020): 133–46. http://dx.doi.org/10.14516/ete.263.
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The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Études Pédagogiques, located in Sèvres, and the Centre d`Études Pédagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.
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Kurbanoğlu, Namudar İzzet, and Fatma Koç Nefes. "EFFECT OF CONTEXT-BASED QUESTIONS ON SECONDARY SCHOOL STUDENTS’ TEST ANXIETY AND SCIENCE ATTITUDE." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 216–26. http://dx.doi.org/10.33225/jbse/15.14.216.
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The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. Key words: attitudes, context-based questions, conventional questions, secondary school students, test anxiety.
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Martin, Jarwin. "Analysis of Short-Term Study Abroad in Japanese Secondary Education." Journal of Worldwide Education 13.1 13, no. 1 (September 30, 2020): 3–17. http://dx.doi.org/10.37546/jaltsig.sa.jowe13.1-1.
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Research by Segalowitz and Freed (2004) focuses on study abroad outcomes such as proficiency gains and improvement in pragmatic skills, however, this has been conducted in higher education and there are only a few studies available directed towards study abroad outcomes in secondary education (Leis, 2015). This quantitative study aims to examine the effects of a short-term study abroad program (SA) on a group of Japanese high school students. It will use three motivation variables: attitudes to learning English, international posture, and second language (L2) anxiety. Additionally, this study employs adapted pre and post surveys conducted with a sample of fourteen high school students who participated in a seven-day study abroad program to Taiwan, these were compared with a control group of nineteen peers enrolled in a similar course. The paired sample t-tests showed no statistically significance differences for the international posture’s experimental condition and control condition and no significant changes were observed in the anxiety experimental condition and control condition.
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Ismailova, Gulnara, Alma Mamanova, Gulbarshyn Aypova, Nurgul Begaliyeva, Sarash Konyrbayeva, and Malik Sultanbek. "Determining Professional Mobility Levels of Secondary School Teachers." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 39–45. http://dx.doi.org/10.23947/2334-8496-2020-8-3-39-45.
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Education has a great share in the development of a country. Countries that invest in education are developing in all respects. There are many factors that affect education, but the most important of them is the teacher. Because other factors affecting education do not make sense without a teacher. The better the teachers are trained, the more appropriate the working conditions, the better the quality of education, and thus the establishment of a modern, peaceful country. This study aims to determine professional mobility levels of secondary school teachers. Mixed research method was used in the study. A total number of 146 teachers including 60 teachers in the control group and 86 in the experimental group participated in the study. Results confirmed the effectiveness of activities to update students’ pedagogical experiences as a necessary step in the development of professional pedagogical mobility. Results are discussed with relevant literature and recommendations for further research and practices are provided.
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Karadağ, Mustafa, Resul Ağirtaş, and Atilla Pulur. "Effects of Peer Education on Attitudes of Secondary School Students Towards the Course of Physical Education and Sports." Journal of Education and Training Studies 6, no. 4a (May 25, 2018): 45. http://dx.doi.org/10.11114/jets.v6i4a.3171.
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The purpose of this study is to determine the changes in student attitudes towards the course of Physical Education and Sports as well as in students' development of skill as a result of using Peer Education in the course of Physical Education and Sports in secondary schools.The study was conducted with a total of 120 students, who studied in the 7th grade at Atatürk Secondary School located in the Province of Elazığ, District of Maden and at Cumhuriyet Secondary School located in the District of Sivrice, in the second term of 2015-2016 school year. The students in the sample group were divided into two 30-person groups, namely the control group and the experimental group. For heterogeneous selection of the students, the student selection was conducted by applying the Peer Educator Observation Form and the "Who is this?" Test in the classroom. The process was explained to the designated peer educators and their voluntary consent forms were obtained. "The Course of Physical Education Attitude Scale" was applied to all students before starting the process. After providing the students comprising the experimental group with the necessary information about peer education, the lessons were taught through the method of peer education. And in the control group, the course of physical education and sports was conducted through the traditional teaching methods. At the end of 4 weeks of application, "The Course of Physical Education Attitude Scale" was reapplied to both the experimental group and the control group.The attitude scale was applied twice, before and after the education. The qualitative data were obtained from the diaries of the physical education teachers and students. In the analysis of the data, for qualitative dimension, descriptive analysis, for quantitative data, %, frequency, for repetitive measurements, t test and one-way variance analysis were used. The SPSS (22) package program was used for the analysis of the quantitative data. The quantitative data were explained through tabulation. Again, the data obtained from observation forms were presented in the form of tables with their frequency and percentage values. Themes were obtained by coding the qualitative data.At the end of the research, the education received by the students in the experimental and control groups led to a significant difference in pre- and post-program attitude level in favor of the end-test. However, it was determined that being in different groups did not lead to a significant difference in students' attitude scores.
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Sotáková, Ivana, Mária Ganajová, and Mária Babinčáková. "INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 499–513. http://dx.doi.org/10.33225/jbse/20.19.499.
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The research aim was to identify the effect of revising the thematic unit “Changes in Chemical Reactions” using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test–post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom's taxonomy were used to measure students’ knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance. Keywords: chemistry education, cognitive processes, confirmation inquiry, secondary school.
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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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Zejnilagić-Hajrić, Meliha, and Ines Nuić. "Chemistry Education in Bosnia and Herzegovina." Center for Educational Policy Studies Journal 10, no. 1 (March 20, 2020): 83–101. http://dx.doi.org/10.26529/cepsj.715.
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In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzegovina is mainly conducted at the University of Sarajevo. It deals with (1) the problems of experimental work in chemistry teaching, resulting in more than 60 experiments optimised for primary and secondary school, (2) integrating the knowledge of chemistry, physics and physical chemistry for university students, with regard to students’ difficulties observed during university courses and potential solutions, and (3) the effectiveness of web-based learning material in primary school chemistry for the integration of macroscopic and submicroscopic levels. For the purpose of this paper, official documents for primary, secondary and higher education have been used.
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Havziu, Besa, and Teuta Ramadani Rasimi. "LEISURE TIME FOR SECONDARY SCHOOL STUDENTS." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 51–55. http://dx.doi.org/10.23947/2334-8496-2015-3-1-51-55.
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Today, in education prevails the paradigm that is geared towards the complete and varied development of a person. This implies the development of the students ability for self-determination towards various other perspective offered by contemporary social residence. Meanwhile in the time of adolescence, the youth experience serious crises regarding their identity, in which the free time and the activities during the free time can be positively used with a cause to be interrupted unconstructive and chaotic use of the free time by the youth. In this thesis are being analyzed the contents and the ways with what the secondary school students in the Republic of Macedonia fulfill their free time outside the school, specifically there will be an examination about the gender differences i.e. the amount and manner of spending their free time. In the approach to the study of the problem of research, we decided to apply: inductive method, deductive method and the method of comparison.
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Babinčáková, Mária, Mária Ganajová, Ivana Sotáková, and Paweł Bernard. "INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT’S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 36–49. http://dx.doi.org/10.33225/jbse/20.19.36.
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Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers’ practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student’s outcomes were compared using the test checking student’s knowledge and skills according to various domains of Bloom’s revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students’ reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method. Keywords: chemical education, formative assessment classroom techniques, higher-order cognitive skills, secondary school.
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Radlovic-Cubrilo, Danijela, Zagorka Lozanov-Crvenkovic, Dusanka Obadovic, and Mirjana Segedinac. "The application of multimedia and its effects on teaching physics in secondary school." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 339–63. http://dx.doi.org/10.2298/zipi1402339r.
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The paper presents the results of the pedagogical research conducted to examine the effects of multimedia application on teaching physics compared to the traditional method of teaching. The research was carried out on the sample of 140 students of the first grade of technical school. The influence of multimedia application in teaching physics on the quantum, quality and retention of students? knowledge was examined by the experimental method. Knowledge tests were used as research instrument. Tests questions were divided based on Bloom?s taxonomy into three basic categories: remembering, understanding and applying. It was determined that multimedia application in teaching physics had resulted in a significant increase of the quantum and quality of students? knowledge in all categories, as well as the retention of knowledge quality in the category of applying compared to the traditional method of teaching. Research results have shown the validity of multimedia application in teaching practice with the aim of enhancing understanding of fundamental physical concepts and laws, and therefore increasing the efficiency of teaching physics.
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Seitan, Wael I., Aseel O. Ajlouni, and Nayel D. A. Al-Shara’h. "The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students’ Academic Achievement and Their Attitudes Towards It." International Education Studies 13, no. 2 (January 29, 2020): 1. http://dx.doi.org/10.5539/ies.v13n2p1.
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The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students’ academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students’ academic achievement. As for the experimental group the students’ attitudes towards peers, teacher, environment and learning process were positive.
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Zulirfan, Zulirfan, Zanaton H. Iksan, Kamisah Osman, and Sayyidah Nusaibah Mohd Salehudin. "TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS’ SCIENTIFIC ATTITUDE." Journal of Baltic Science Education 17, no. 5 (October 15, 2018): 828–37. http://dx.doi.org/10.33225/jbse/18.17.828.
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One classic problem in science education that is still happening today is the lack of learners’ involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students' scientific attitudes. A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students’ scientific attitude. Keywords: scientific approach, teaching science, scientific attitude, Take-Home-Experiment.
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Nkwo, Nkwo Inyang, Margaret Ndidiamaka Anugwo, and J. O. Ugama. "Pedagogical pattern of running a course on secondary school students’ achievement in waves." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 336. http://dx.doi.org/10.11591/ijere.v10i1.20729.
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<span>This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.</span>
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Aldossari, Ali Tared, and Mohammed Msnhat Aldajani. "The Effectiveness of a Self-Questioning Strategy at Developing Academic Achievement and Critical-Thinking Skills among Secondary-School Students in Saudi Arabia." International Journal of Learning, Teaching and Educational Research 20, no. 8 (August 30, 2021): 278–99. http://dx.doi.org/10.26803/ijlter.20.8.17.
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This study aims to examine how effective a self-questioning strategy is at developing academic achievement and critical-thinking skills in the jurisprudence curriculum (Fiqh), followed by secondary-school students. The research sample is taken from secondary-school students in Dammam, the Kingdom of Saudi Arabia (KSA); 64 students from two different schools were selected: 32 as a control and 32 as an experimental group. The research instruments consist of an achievement test, a test to see how critical-thinking skills are applied to the Fiqh curriculum, and a teachers’ guide to teaching the Fiqh curriculum, using the self-questioning strategy. The study recommends the use of the self-questioning strategy when teaching the Fiqh curriculum to secondary-school students. It also highlights the need to raise teachers’ awareness of the importance of teaching critical-thinking skills. Considering the research results and recommendations, the researchers recommend several further avenues of research related to the current research variables.
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Кравчук, Т. М., and О. С. Курочка. "Use of body-ballet in high school physical education." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 26, 2013): 40–47. http://dx.doi.org/10.17309/tmfv.2013.4.1035.
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Objective: to develop a method of physical education high school age girls body mass Ballet and verify its effectiveness.Methods. To solve the problems raised in the paper, we used the following methods: study and analysis of educational, scientific and methodological literature; interviews with experts and questionnaires; pedagogical supervision; teacher testing; methods of mathematical statistics. The experiment was conducted at the high school school № 167 m. Kharkiv and lasted from September 2012 to April 2013. As researched by a pupil of high school of 15 people - and 15 control group - experimental group. Investigated the control group attended lessons of physical training conducted by the curriculum of secondary schools. For the studied experimental group were held for three months training with body-ballet.Conclusions. The method of physical education high school age girls body mass ballet synthesizes the elements of classical dance, aerobics health yoga, and Pilates and other than sports and recreation values brings also artistic and aesthetic, which contributes to their dance, musicality, expression and creativity activity of the individual.Organizing and conducting exercises with elements of ballet body in high school and increase the level of flexibility, strength, agility and endurance high school, which was experimentally proven in the course of our study.
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Nederhand, Marloes L., Huib K. Tabbers, Joran Jongerling, and Remy M. J. P. Rikers. "Reflection on exam grades to improve calibration of secondary school students: a longitudinal study." Metacognition and Learning 15, no. 3 (June 11, 2020): 291–317. http://dx.doi.org/10.1007/s11409-020-09233-9.
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Abstract Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.
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Woodward, John, Douglas Carnine, and Maria Collins. "Closing the Performance Gap: CAI and Secondary Education for the Mildly Handicapped." Journal of Educational Computing Research 4, no. 3 (August 1988): 265–86. http://dx.doi.org/10.2190/fycq-96d6-4aar-1ld6.
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Secondary mildly handicapped students are frequently expected to pass a set of academic competencies in order to graduate from high school along with their non-handicapped peers. Typically, resource room instruction for these mildly handicapped students involves considerable practice on elementary facts and concepts and relatively little time devoted to more complex information and problem-solving activities. Well designed computer assisted instruction can not only teach the latter, but it can lead students to perform at skill levels commensurate with their non-handicapped peers. This article describes three studies involving the use of CAI with secondary mildly handicapped students. Experimental comparisons were conducted between mildly handicapped groups and quasi-experimental comparisons were made between the experimental group in each study and non-handicapped peers. The studies consistently indicate that well designed CAI can have a significant effect on learning.
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Hasanbegović, Said. "THE DEVELOPMENT OF STUDENTS’ MOTIVATIONAL DIMENSIONS UNDER THE PHYSICAL EDUCATION EXPERIMENTAL PROGRAMME." Journal Human Research in Rehabilitation 4, no. 2 (April 2014): 14–18. http://dx.doi.org/10.21554/hrr.041405.
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This study shows the development of some motivational dimensions of secondary school students when they are treated by the experimental way of teaching. The study was conducted on a sample of 240 pupils of The Secondary School Banovici, out of which 124 males and 116 females. The pupils were divided into two groups. The first group consisted of 120 pupils divided into four sections, out of which 73 males and 47 females. This is the control group. The second group also consisted of 120 pupils divided into four sections, out of which 51 male and 69 females. This group was subjected to the experimental way of teaching and thus represents the experimental group. Results show the changes in pupils’ motivational characteristics under the influence of innovative educational content that are reflected through their activities and final attitudes on the physical education value. The discriminate analysis revealed the statistically important differences between pupils that are treated by the experimental program compared to students treated by traditional program in terms of motivation in physical education classes (PE classes). However, the study, in some way, solves the problem of inactivity and pupils’ lack of interest for the PE classes, i.e. it suggests the pupils’ possible development of motivation for work using the appropriate educational contents.
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Bjorvatn, Kjetil, Alexander W. Cappelen, Linda Helgesson Sekei, Erik Ø. Sørensen, and Bertil Tungodden. "Teaching Through Television: Experimental Evidence on Entrepreneurship Education in Tanzania." Management Science 66, no. 6 (June 2020): 2308–25. http://dx.doi.org/10.1287/mnsc.2019.3321.
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Can television be used to teach and foster entrepreneurship among youth in developing countries? We report from a randomized control field experiment of an edutainment show on entrepreneurship broadcasted over almost three months on national television in Tanzania. The field experiment involved more than 2,000 secondary school students, where the treatment group was incentivized to watch the edutainment show. We find some suggestive evidence of the edutainment show making the viewers more interested in entrepreneurship and business, particularly among females. However, our main finding is a negative effect: the edutainment show discouraged investment in schooling without convincingly replacing it with some other valuable activity. Administrative data show a strong negative treatment effect on school performance, and long-term survey data show that fewer treated students continue schooling, but we do not find much evidence of the edutainment show causing an increase in business ownership. The fact that an edutainment show for entrepreneurship caused the students to invest less in education carries a general lesson to the field experimental literature by showing the importance of taking a broad view of possible implications of a field intervention. This paper was accepted by David Simchi-Levi, behavioral economics.
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Isa, Zaharah Che, and Nurulwahida Azid. "Embracing TVET education: The effectiveness of project based learning on secondary school students’ achievement." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 1072. http://dx.doi.org/10.11591/ijere.v10i3.21392.
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Project based learning (PBL) has long been used especially in developing countries. Various results of PBL-related studies have also been found to be effective and have a positive impact on students. However, although it has been introduced in Malaysia, it is still considered foreign to students and teachers. Therefore, this study was conducted to look at the effectiveness of applying the PBL method in the topic of project design on form two students' learning process. An experimental study with mixed method approach was conducted through pre and post-tests on one control and one treatment group. A total of 60 form two students were involved, of which 30 were treatment students and another 30 were control students. Five students from the treatment group were randomly selected to go through a semi structured interview process. This interview was conducted to confirm the results of the quantitative study. The results of analysis of covariance (ANCOVA) showed that students in the PBL group performed significantly better in project design learning process than those in the contrast group. Therefore, this study demonstrated that the PBL method had a positive impact on students' learning process. Based on the interviews, all respondents agreed that PBL was an excellent approach because the learning activities were interesting and different from the normal learning environment. In addition, the interview results also showed that the respondents suggested that the PBL method should be continued and implemented in other topics and subjects.
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Nikolou, Stamatina, and Maria Darra. "The Use and Development of Podcasting as a Technological Tool in Secondary Education in Greece: A Case Study." International Education Studies 11, no. 11 (October 29, 2018): 109. http://dx.doi.org/10.5539/ies.v11n11p109.
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The main objective of this study is to explore how podcasting can be implemented as a supportive technological tool in teaching English as a Second Language. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in December 2017. The students were assigned into the experimental group (15 students) and the control group (13 students). A statistically significant difference has arisen regarding the contribution of podcasting to the motivation of the students of the two groups. The students of the experimental group believe that English is a very important school subject which can help them in other subjects. Students found the podcasts interesting and helpful and their content attracted their attention, satisfied their needs and was absolutely relevant to the lesson. All learning styles benefited from the educational podcasts, each one of them in a different way. Finally, the current study proposes specific suggestions for the development of podcasting according to different learning styles.
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Sarışan-Tungaç, Aslı, Süleyman Yaman, and Belgin Bal-Incebacak. "STUDENTS’ VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY." Journal of Baltic Science Education 17, no. 3 (June 25, 2018): 367–80. http://dx.doi.org/10.33225/jbse/18.17.367.
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One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students’ views -who have creative drama & conventional education- about scientific inquiry, (2) and whether the experimental and control group students’ views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process. Keywords: creative drama, views of scientific inquiry (VOSI), science curriculum.
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Saka, Owodunni Adewale. "Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?" Asian Journal of University Education 17, no. 1 (March 8, 2021): 33. http://dx.doi.org/10.24191/ajue.v17i1.8727.
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The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.
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Jindrová, Terézia. "EXPERIMENTAL METHOD OF JOULE’S EXPERIMENT IN PHYSICS FOR SECONDARY SCHOOL." CBU International Conference Proceedings 6 (September 27, 2018): 634–39. http://dx.doi.org/10.12955/cbup.v6.1225.
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Energy remains a problematic topic in the pedagogic sphere. One main issue in high-school teaching is the lack of practical examples. Such demonstrations are the most effective way of imparting knowledge. This article discusses a new modern version of the Joule’s experiment as a practical demonstration for Physics classes. It models the specific thermal capacity and the transformation of mechanical energy into heat energy. As such, it represents an approach for teaching thermodynamics. The goal of this research is to verify the functionality of the new apparatus and its optimization for use in practical experiments during high-school classes. One main acquisition is the application of the Joule’s experiment in teaching Physics within a lesson and to provide a methodical procedure on how to operate the experiment in a school. This practical example may help teachers incorporate other experiments and use inquiry-based science education in their teaching programs.
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Srour, Kholoud, Magdy Aqel, and Jaber I. Shawish. "Enhancing EFL Secondary School Students' Writing Skills through a Suggested Model Based on Constructivism." Education in the Knowledge Society (EKS) 22 (May 21, 2021): e23937. http://dx.doi.org/10.14201/eks.23937.
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Abstract:
The aim of the current study is to investigate the effect of a suggested model RW based on constructivism on Palestinian EFL secondary school students' writing skill performance. The sample consisted of (87) female students divided into two groups; a control group 43 and an experimental group 44 students. The researchers used quasi-experimental design of two purposefully assigned, randomly-chosen groups with pre and post tests for each. Different statistical tests included in the Statistical Package for the Social Sciences (SPSS) were used to analyze the data collected while answering the study questions and testing the hypotheses. The results showed that there were statistically significant differences at (? ? 0.05) between the experimental group and the control group in relation to the writing skills in favor of the former. Also, the effect size of using the model based on constructivism was significantly large on students' writing skills. The researcher strongly recommended using the suggested model RW in teaching writing skill for the EFL secondary school students.
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Ross, John A., and Floyd G. Robinson. "The use of rule structures in teaching experimental design to secondary-school students." Science Education 71, no. 4 (July 1987): 571–89. http://dx.doi.org/10.1002/sce.3730710409.
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Shynkarenko, V. V. "The results of experimental work on patriotic education among high school students within the educational process housed by general secondary education institutions." Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences, no. 2(97) (August 30, 2019): 13–23. http://dx.doi.org/10.35433/pedagogy.2(97).2019.13-23.
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Lohaus *, Arnold, CorneliaEv Elben, Juliane Ball, and Johannes Klein-hessling. "School transition from elementary to secondary school: changes in psychological adjustment." Educational Psychology 24, no. 2 (April 2004): 161–73. http://dx.doi.org/10.1080/0144341032000160128.
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Karpudewan, Mageswary, Wolff Michael Roth, and Devananthini Sinniah. "The role of green chemistry activities in fostering secondary school students' understanding of acid–base concepts and argumentation skills." Chemistry Education Research and Practice 17, no. 4 (2016): 893–901. http://dx.doi.org/10.1039/c6rp00079g.
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In a world where environmental degradation is taking on alarming levels, understanding, and acting to minimize, the individual environmental impact is an important goal for many science educators. In this study, a green chemistry curriculum—combining chemistry experiments with everyday, environmentally friendly substances with a student-centered approach that includes student–student discussion—was tested for its potential to increase the understanding of acid–base concepts and argumentative skills. A quasi-experimental design was chosen intended to take into account teacher/school nested effects. The study involved three classes of 150 16 year old Form Four students (1 experimental,N= 50; 2 control,N= 100) from two Schools A and B serving students from the same sociocultural and economic backgrounds taught by two teachers (Teacher A in School A taught 1 experimental and 1 control; Teacher B in School B taught 1 control). An ANCOVA with a pre-test as a covariate showed a statistically significant treatment effect as measured by an acid–base concept understanding test. Additionally, qualitative analysis of an Argumentation Skill Test (AST) shows that the experimental students used higher levels of argumentation skills following treatment than their peers in the two control classes. Implications are discussed for integrating green chemistry into the secondary school chemistry curriculum to teach the content on acid–base and green chemistry as a tool to assist the construction of arguments.
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Zhang, Liping, Yan Wang, Boqing Dong, and Zengyao Zhou. "The comparison study of Chinese and American secondary school students’ knowledge structure—an experimental research based on concept map assessment technique." Frontiers of Education in China 4, no. 2 (May 20, 2009): 286–97. http://dx.doi.org/10.1007/s11516-009-0015-0.
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Edmunds, Julie A., Nina Arshavsky, Karla Lewis, Beth Thrift, Fatih Unlu, and Jane Furey. "Preparing Students for College: Lessons Learned From the Early College." NASSP Bulletin 101, no. 2 (June 2017): 117–41. http://dx.doi.org/10.1177/0192636517713848.
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This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.
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Bortes, Cristian, Mattias Strandh, and Karina Nilsson. "Parental Illness and Young People’s Education." Child Indicators Research 13, no. 6 (April 4, 2020): 2069–91. http://dx.doi.org/10.1007/s12187-020-09731-x.
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Abstract The purpose of the present study was to investigate the effects of parental health problems on the probability of youths leaving upper secondary education before completion in Sweden, and to investigate potential gender differences in these effects. Medical and social microdata from Swedish administrative registers were used. The study population consisted of individuals born between 1987 and 1990 (N = 398,748) who were still alive and residing in Sweden in 2010. We employed a quasi-experimental pre-test post-test study design. Logistic regression was used to analyse the relationships between indicators of parental illness and young people’s early school leaving in relation to health and sociodemographic confounders. Having had a mother or father with psychiatric, but not somatic, illness that necessitated hospitalisation after completing compulsory schooling was significantly associated with an increased probability of leaving upper secondary education. We found no significant gender-specific interaction effects. The existence of these effects in Sweden, a country with an extensive institutional welfare system, suggests that similar but more pronounced effects may exist in regions lacking such systems.
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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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Dichek, Natalia P., Igor M. Kopotun, Svitlana M. Shevchenko, Natalia B. Antonets, and Daria V. Pohribna. "Implementation of the Cross-Cultural Approach in the Modern School." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 210–44. http://dx.doi.org/10.26803/ijlter.20.4.12.
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High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).
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Keller, Tamás. "Dare to Dream: A Vignette Survey on Self-Selection in Secondary Education Track Choice." Sociological Research Online 23, no. 2 (February 28, 2018): 354–73. http://dx.doi.org/10.1177/1360780418757539.
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This article investigates applications to schools on the highest secondary track in Hungary (grammar schools). In Hungary, primary school pupils can apply to any secondary school. Pupils’ primary school grades play a crucial role only in the admissions procedure, and the exact cut-off point for admission is not known at the time of application. Pupils, however, might adjust their preferences according to their school grades and thus may not apply to schools on their preferred track. Dealing with the endogeneity of pupils’ preferences, the article applies an experimental vignette study. The respondents are primary school pupils who will shortly be applying to secondary schools. They assess the likelihood of a hypothetical pupil (described in the vignette) applying to schools on the highest track. The characteristics of the ‘vignette-person’ (such as his or her grades and preferences) are randomly allocated, and thus preferences are exogenous to grades. The results show no interaction between preferences and grades, which means that a clearly positive preference for grammar school does not compensate for poor grades. This may lead to self-selection, if pupils with a clearly positive preference for grammar school but poor primary school grades do not apply to their preferred secondary track. Since admission cut-off points are not known ahead of application, ignorance of the schools’ requirements is assumed to lie behind this self-selection. The article discusses the implications of the findings and suggests that schools should provide transparent information for applicants about the grades of pupils who have been admitted to those schools in the past.
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Parfenova, L., G. Glazkova, and E. Gerasimov. "EVALUATION OF A SPORTS-SPECIFIC APPROACH IN PHYSICAL EDUCATION OF SECONDARY SCHOOL STUDENTS WITH HEALTH-RELATED ISSUES." Human Sport Medicine 20, no. 2 (July 14, 2020): 132–38. http://dx.doi.org/10.14529/hsm200216.
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Aim. The article deals with the evaluation of experimental methods in the physical education of students with different nosologies based on a sports-specific approach. Materials and methods. The study involved 90 secondary school students (grades 5–6) with health-related issues. In the experimental group (EG, n = 45), training sessions were conducted according to the developed program that included volleyball and Russian lapta elements. In the control group (CG, n = 45), students were engaged in traditional activities for students of the special medical group (SMG). During the experiment, physical development, functional status, adaptive abilities, physical fitness, and physical education competencies were evaluated. Results. At the end of the experiment, the students of the experimental group showed a significant increase in the functional capacity of the body. The Shapovalova Index in EG improved by 8.90–21.70%, in CG – by 0.20–7.80%; the Ruffier Index in EG improved by 21.30–29.10%, in CG – by up to 7.80%. Moreover, students in EG had a more significant development of strength and coordination abilities than in CG. Conclusion. The experimental technique in physical education of secondary school students contributed to the development of physical abilities, health, and physical education competencies in participants.
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Jellison, Judith A., and Ellary A. Draper. "Music Research in Inclusive School Settings." Journal of Research in Music Education 62, no. 4 (November 12, 2014): 325–31. http://dx.doi.org/10.1177/0022429414554808.
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A search for music research in inclusive music school settings (1975–2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with disabilities and typically developing students. All participants were at preschool or elementary levels; no participants were at secondary levels. Less than half of the studies were conducted in music classrooms, but few measured music knowledge or skills; most often, social skills were measured. Only a few studies reported the generalization of learned skills (music or other) to new situations. Participants with disabilities were most often described as having intellectual disabilities or autism; high-incidence populations (e.g., learning disabilities) were underrepresented. In a large majority of studies, authors reported effective outcomes for interventions (most were specifically designed music activities), and some reported partially effective results. Based on the results of this review, we conclude there is a pressing need to expand research in inclusive music education settings and answer the many questions about students’ participation and effective teaching strategies for classrooms and rehearsals that include a wide range of student abilities.
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Amoke, Chijioke Virgilus, Moses Onyemaechi Ede, Chizua Elsie Umeano, Chinedu Ifedi Okeke, Sebastian Okechukwu Onah, Malachy Anselm Ezeah, and John Chidubem Nwaogaidu. "Interaction Effect of Gender on Academic Procrastination and Achievement Orientation among In-School Adolescents." International Journal of Higher Education 10, no. 6 (August 2, 2021): 202. http://dx.doi.org/10.5430/ijhe.v10n6p202.
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The study investigated the interaction effect gender on academic procrastination and achievement orientation among in-school adolescents. The study adopted a pretest posttest non-equivalent control group quasi-experimental design with a population of 804 SS II students (518 female and 286 males). The sample size of 129 SS II students from Udenu Local Government Area of Enugu State was drawn through purposive sampling technique. Procrastination Assessment Scale for Students (PASS) and Achievement Orientation Questionnaire (AOQ) were used for data collection. Confirmatory factor analysis was used to validate the measures. Internal consistency reliability coefficients of 0.69 and 0.87 for PASS and AOQ were estimated through Cronbach alpha. Mean and standard deviation were used to answer the research questions while ANCOVA and t-test were used to test the hypotheses at 0.05 level of significance. It was found that gender does not significantly have effect on in-school adolescents’ academic procrastination and achievement orientation. The researchers recommended that among others that the government at all levels should employ competent educational psychologists/psychotherapists and provide enabling environment and facilities for regular cognitive behavioural change programme for in-school adolescents who may be facing problems with academic procrastination. More so, government agencies and professional bodies whose responsibility is to design and revise curriculum for secondary schools should incorporate and emphasize the use of rational emotive behavioural therapy in secondary schools.
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Borisenko, Elena Yuryevna, Evgeniya Nikolaevna Maksimova, Nataliya Viktorovna Makarkina, and Dmitri Evgenyevich Gavrikov. "Features of biology education research organization in schools." Samara Journal of Science 10, no. 1 (March 1, 2021): 302–7. http://dx.doi.org/10.17816/snv2021101304.
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The paper discusses the features of school biology education research organization in the context of the implementation of the Federal State Educational Standard of General Secondary Education. It is shown that the specificity of Biology as a school subject provides enormous opportunities to research activities for schoolchildren. It contributes to the results that comply with the Federal State Educational Standard, improves critical thinking and learning ability developing. This study shows the most common areas of biological research presented at school scientific conferences and olympiads of various levels. New and rarely used topics are proposed for education research in Botany, Zoology, Human Anatomy and their subsections. When choosing topics for their studies, authors recommend taking into account the students interests, age, ability to complete the research within a relatively short time at school or in other education organizations, scientific relevance and usefulness for the participants and regional approach. It is stated that the organization of theoretical and experimental research should be based on the scientific logic, which will improve students research abilities. The paper reveals typical problems of teachers associated with the choice of research topics, problem statement and choice of methods for studying natural objects.
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Olakanmi, Eunice Eyitayo. "THE EFFECTS OF A WEB-BASED COMPUTER SIMULATION ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF RATE OF REACTION AND ATTITUDE TOWARDS CHEMISTRY." Journal of Baltic Science Education 14, no. 5 (October 25, 2015): 627–40. http://dx.doi.org/10.33225/jbse/15.14.627.
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This study established the effects of a web-based computer simulation on the conceptual understanding of the rate of chemical reaction and attitude of 66 first year secondary school (SS1) students in Niger state, Nigeria towards chemistry. A pre-test and post-test experimental design was used during which students were randomly assigned into either the experimental or the control group. The ‘Rate of Reaction Knowledge Test’ (RRKT) and the ‘Chemistry Attitude Scale’ (CAS) was administered. Classroom observations and structured interviews with the students yielded additional qualitative data. The results showed that a statistically significant difference was found between the groups and that the web-based computer simulation improved students’ development of mental models on rate of reaction in comparison to the students in the experimental group. The students in the experimental groups also indicated that they liked using the software learning tools. The findings support the notion that chemistry teachers should be trained or re-trained in the use of web-based computer simulations for teaching chemistry. It places an onus on educational authorities to procure web-based simulations for use in teaching chemistry and other science subjects in secondary schools. Key words: attitude to chemistry, conceptual understanding, rate of reaction, web-based computer simulation.
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Kanevska, Olga B., and Kateryna V. Hostra. "A Model for the Formation of Secondary Linguistic Personality through Work with Precedent Cultural Phenomena during Сlasses in the Russian Language as a Foreign Language." Integration of Education 24, no. 2 (June 30, 2020): 296–315. http://dx.doi.org/10.15507/1991-9468.099.024.202002.296-315.
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Introduction. This article considers the problem of the formation of a secondary linguistic personality through work with precedent phenomena of culture, but it does not cover all its aspects. Our purpose is to describe a model of formation of a secondary linguistic personality by dealing with the precedent phenomena of culture during Russian language lessons as a foreign language. Materials and Methods. Pedagogical forecasting and modeling were used to optimize and detail the process of the formation of a secondary linguistic personality through work with precedent cultural phenomena. To determine the quantitative and qualitative indicators of the study, statistical methods of quantitative and qualitative data processing were used (Student’s t-test). The pedagogical experiment involved schoolchildren of two secondary schools of Kryvyi Rih city (Ukraine). The sample consisted of 82 fifth-grade high school students. At the ascertaining stage, the questionnaire was conducted; at the formative stage, training was conducted typically in the control group; in the experimental group, based on the developed model; at the control stage, repeated questioning and interviews were conducted to verify the effectiveness of the model. Results. The use of the model in the learning process forms not only theoretical knowledge of the precedent phenomena of culture but also the practical skill of their use, facilitates intercultural communication, which contributes to the formation of a secondary language personality. The developed model of working with precedent cultural phenomena proved to be an effective auxiliary tool in the formation of the secondary linguistic personality. Precedent cultural phenomena can become the foundation for creating end-to-end curricula, a tool for creating didactic material taking into account innovative technologies, and the basis of training courses. Discussion and Conclusion. The results of this research work may be useful for secondary and higher school teaching staff of Russian as a foreign language.
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Little *, Emma. "Secondary school teachers’ perceptions of students’ problem behaviours." Educational Psychology 25, no. 4 (August 2005): 369–77. http://dx.doi.org/10.1080/01443410500041516.
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