A systematic review of key assessment tools applied to assess metacognition in secondary school students

This research investigated the correlation between Programmed Learning and Metacognition of students in secondary schools of Karachi from the perspectives of secondary school teachers. Literature reported that poor academic performance, lack of interest and dis-connectivity with peers among the students was the result of poorly programmed instructions of their teachers. Literature also reported the positive correlation between Programmed Learning and the development of Metacognition of students along with qualitative changes in term of self-regulated learning, social connectivity and problem-solving skills developed for the complex real world. For this quantitative research a questionnaire bearing 15 items was developed to measure the relationship between Programmed Learning and Metacognition of secondary students from Karachi. In this research the data was collected from the private English Medium schools of District South and District Center of Karachi. The participants were secondary school males and females teachers teaching different subjects to different age group students at secondary level. SPSS was used to calculate descriptive statistics, independent sample t -test, correlation and Regression model to predict the relationship between Programmed Learning and Metacognition of students. This study found no significant difference in the opinion of male and female teachers about Programmed Learning and Metacognition. Also, a positive and moderate high correlation ( r = .693) was found between Programmed Learning and Metacognition. This research suggested academia in Pakistan to hold more researches on Programmed Learning and Metacognition in the various settings to explore the possible avenue of teaching and learning practices in B.Ed. programs for next tier of preservice and in-service teachers.

This research investigated the correlation between Programmed Learning and Metacognition of students in secondary schools of Karachi from the perspectives of secondary school teachers. Literature reported that poor academic performance, lack of interest and dis-connectivity with peers among the students was the result of poorly programmed instructions of their teachers. Literature also reported the positive correlation between Programmed Learning and the development of Metacognition of students along with qualitative changes in term of self-regulated learning, social connectivity and problem-solving skills developed for the complex real world. For this quantitative research a questionnaire bearing 15 items was developed to measure the relationship between Programmed Learning and Metacognition of secondary students from Karachi. In this research the data was collected from the private English Medium schools of District South and District Center of Karachi. The participants were secondary school males and females teachers teaching different subjects to different age group students at secondary level. SPSS was used to calculate descriptive statistics, independent sample t -test, correlation and Regression model to predict the relationship between Programmed Learning and Metacognition of students. This study found no significant difference in the opinion of male and female teachers about Programmed Learning and Metacognition. Also, a positive and moderate high correlation ( r = .693) was found between Programmed Learning and Metacognition. This research suggested academia in Pakistan to hold more researches on Programmed Learning and Metacognition in the various settings to explore the possible avenue of teaching and learning practices in B.Ed. programs for next tier of preservice and in-service teachers.

The aims of this study was to investigate attitudes toward physical education and class preferences of Turkish secondary and high school students related to gender and age. The participants were 302 female (Mage = 13.11 ± 0.79) and 332 male (Mage = 13.14 ± 0.69) students from secondary school education aged 12 to 14 and 290 female (Mage = 16.48 ± 0.86) and 316 male (Mage = 16.42 ± 0.90) student from high school aged 15 to 17. A total of 1240 students voluntarily participated in this study. The Attitudes Toward Physical Education Scale (ATPES) was applied. ANOVA was used to determine differences in attitude toward PE between students from secondary and high schools and between girls and boys. In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Men scores of ATPES for secondary school and high school girl and boy students were determined 3.95 point, 4.01 point, 3.40 point and 3.77 point, respectively. Generally of secondary school students (%66.6) preferred coed physical education class, while generally of high school students (%69) preferred single-sex physical education class. This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. SUMMARY Purpose and significance: The aims of this study was to investigate attitudes toward physical education and class preferences in Turkish secondary and high school students related to gender and age. In spite of the growth in the studies on the effectiveness of PE, sport science literature that have investigated students' attitudes toward PE and on PE class preferences according to age and gender are limited. Methods: The study was conducted during the 2006-2007 fall semester. Participants consisted of 1240 students from seven secondary and six high general schools of Bursa/Turkey. In this study, coeducational secondary and high schools were selected. The participants were 302 girls (Mage = 13.11 ± 0.79) and 332 boys (Mage = 13.14 ± 0.69) aged 12 to 14 from secondary education schools and 290 girls (Mage = 16.48 ± 0.86) and 316 boys (Mage = 16.42 ± 0.90) aged 15 to 17 from high schools. Two data collection instruments were administered. In the first section of the first personnel information, participants provide demographic related information such as age, grade, and gender. In the second section participants were asked: Which PE class do you prefer? Coed PE or Single sex The second instrument is the Attitude Toward PE Scale for Turkish students. Results: Findings of this study indicated a significant gender difference in high school students attitudes toward PE (F = 29.361; p 0.05 . The attitude scores of secondary school boys and girls respectively was (M = 4.01) and (M = 3.95). In addition, the attitude scores of secondary school boys (M = 4.01) were significantly higher (F = 26.245; p<0.05) than those of high school boys (M = 3.77), and the attitude scores of secondary school girls (M = 3.95) were significantly higher (F = 33.752; p<0.05) than those of high school girls (M = 3.40). In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Significant differences in PE class preferences were found between students from secondary and high schools (E 2 = 62.634; p <0.05). Most of the students from secondary schools (66.6%) preferred single-sex PE, whereas nearly most of the students from high schools (69%) preferred coed PE. Discussion and Conclusions: This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. Secondary school students show more positive attitudes towards physical education than high school students. Boys show more positive attitudes than girls. In addition secondary school students preferred single-sex PE, whereas high school students preferred coed PE. In order to improve the attitudes of girls towards physical education, Ministry of National Education have to make some changes in physical education course curriculum. This change has to be from competitive physical education course model to a model that encompasses life-time sport, health, physical fitness, and well-being. Physical education course curriculums should be re-arranged to enable students to obtain necessary knowledge, skills and attitudes for a healthy and happy daily life. Moreover, all students must have the confidence and skills to continue physical activities in their future lives.

Incidence of NSSI rises during adolescence and peaks in young adulthood. Secondary school and university students, representing these age groups, have been the focus of research on how emotion regulation strategies impact NSSI. However, a comprehensive study of the interrelations among different symptoms is needed. Research based on network analysis, a questionnaire survey on emotion regulation strategies and NSSI was conducted with 378 secondary school students and 593 first-year university students, all of whom reported a history of engagement in NSSI. The results indicated that Cognitive reappraisal symptoms showed a positive or no correlation with NSSI, while expressive suppression symptoms demonstrated a negative or no correlation. Secondary school and university students using cognitive reappraisal or expressive suppression also tended to use the other type of emotion regulation strategy simultaneously. In secondary school NSSI groups, core symptoms were linked to cognitive reappraisal, while in university groups, they were linked to expressive suppression. Intervention targets for NSSI in secondary school students included “I keep my emotions to myself”, and for university students, “I control my emotions by not expressing them.” Research reveals a complex mechanism underlying the link between NSSI and emotion regulation strategies in university and secondary school students, offering valuable insights for promoting the psychological health of adolescents and youths.

Ethnocentrism is the evaluation of other people’s cultures based on ones’ skewed standards, customs and beliefs and seeking to assert one’s own inherent superiority and prejudice on others. Ethnocentrism has been linked to sustained protracted inter- community conflicts. It has also been the foundation of construction of tribal identities, social isolation, out-group hostilities and creation of inter- social boundaries. The pastoralist communities in Baringo county have had a long history of armed conflicts which revolve around natural resources such as water, land boundaries and pasture. The limited resources, proliferation of small arms, feeling of marginalization and values attached to successful raids has made the situation more complex. The government in an effort to address these conflicts has established more day secondary schools to enhance access to education and reduce the raiding culture among the communities in Baringo County. However, as much as this is encouraged students in these secondary schools still suffer psychosocial instability emanating from school and home environments. While at home the students are frequently exposed to hostilities from raiding neighboring communities, some have lost their livelihoods, lost their parents and their schools have been closed due to frequent raids and fear of attacks from cattle rustlers and bandits. They have also been victims of displacement and trauma caused by witnessing incidences of violence and at times death. Therefore, this study sought to establish the influence of ethnocentric culture as a raiding motif on psycho-social stability of students in day secondary schools in Baringo county, Kenya. The study utilized the descriptive survey design. The research was conducted on a sample of 360 students from eighteen sampled day secondary schools. The data collection methods were students’ questionnaire. To validate the instruments, piloting was conducted on two (2) day secondary schools with similar characteristics to the sampled schools but which were not included in the actual study. Data was analyzed with the aid of a computer programme which is the Statistical Package for Social Sciences (SPSS) version 21.0 for windows. ANOVA and t-test were used to test if there was a statistically significant mean difference in the students’ response on the influence of ethnocentrism as a raiding motif on psychosocial stability of students in day secondary schools and to determine whether to reject or accept the study hypothesis. All analysis was tested at 0.05 level of significance. The study found out that ethnocentric elements such as the feeling of marginalization, proliferation of small arms, and social praises related to successful raids, helped sustain protracted raiding motif and contributed to students’ psychosocial instability in day secondary schools in Baringo county. The study recommends a more robust inter-community peace sensitization programmes

The purpose of the study was to examine the assessment of the learning environment and its impact on the teaching and learning process of students in secondary schools in the Mpigi district of central Uganda. Based on systems theory, the study adopted a cross-sectional survey research design. The study involved 15 secondary schools in the Mpigi district, whereby5 secondary schools were purposively sampled to participate in the study because the schools had a better learning environment; however, stakeholders complain about their teaching and learning process. The study used a purposive sampling technique to choose 5 headteachers, 5 directors of studies, 44 teachers, and 64 students to participate in the study. Interviews, focused group discussions, and observation guides were used for data collection. Qualitative data was analyzed thematically. The study concluded that learning environment resources are inadequate in Mpigi secondary schools; however, the few available resources are effectively used by teachers and students. The teaching and learning process of students in secondary schools of the Mpigi district is below the expectations of the stakeholders. Learning environments positively impact the teaching and learning process of students in Mpigi district secondary schools. The study recommended that the government of Uganda should aid secondary schools with adequate learning environment resources to improve on the teaching and learning process of students. School administrators should organize training sessions and workshops for the teachers to equip them with skills and knowledge required to use the available learning environment resources in order to elevate the teaching and learning process of students in schools.

The present study aims at finding out students’ intelligence and describing teacher’s strategy in English teaching. The sample of this study is taken from two Islamic secondary schools and one public junior secondary school in Makassar, Indonesia. The total sample of this research is 120 students. Interview and inventory were employed to obtain the data. The result of the study showed that three students of the secondary schools have different dominant intelligence The students of Islamic junior secondary school (Pesantren IMMIM) have linguistic intelligence (56%), the students of public junior secondary school (SMP Neg.I) have interpersonal intelligence (25%), and the students of Islamic junior secondary school (SMP Wahdah) have interpersonal intelligence (20%). The teachers’ present teaching strategies which were used by teachers of Islamic junior secondary school (Pesantren IMMIM Putra) was explanation, dialogue, simulation, reading and writing, English teacher of public junior secondary school (SMP Negeri I) applied explanation, reading, writing, mind mapping. English teacher of Islamic junior secondary school (SMP Wahdah) applied explanation, presentation, identification strategy.

This study assessed the effects of self-efficacy on the academic achievement of biology students in secondary schools in Delta State. The study population comprised all biology students in public senior secondary schools in Delta State. The sample was 245 biology students drawn from six (6) schools using stratified random sampling technique. The pre-test post-test control group quasi-experimental design was used in this study. Biology Achievement Test (BAT) and self-efficacy questionnaire were used as instruments for data gathering. The data collected were analysed using the mean, standard deviation, and t-test. Findings revealed that, although there is a significant difference between the post-test scores of biology students taught with the self-efficacy strategy and those taught with the lecture method, there is no significant difference between the post-test scores of male and female biology students taught with the self-efficacy strategy. The study concludes that self-efficacy is a major variable that affects the academic achievement of biology students in secondary schools in Delta State. The study recommends that the government, through the Ministry of Education, train teachers to acquire self-efficacy skills to help them teach more effectively, efficiently, and make the teaching-learning process more meaningful in order to improve the academic achievement of biology students, boost students’ confidence in their ability to perform a task efficaciously, and not give up while facing difficulties.

The lifestyles change of children and adolescents during the COVID-19 pandemic due to antipandemic measures can affect their sleep health. Existing studies have used convenient samples and focused on the initial months of the pandemic, leaving a knowledge gap on changes in young people's sleep patterns under the "new normal" under COVID-19. As part of a territory-wide epidemiological study in Hong Kong, this cross-sectional study recruited primary and secondary school students by stratified random sampling. Sleep parameters were collected using the structured diagnostic interview for sleep patterns and disorders. We investigated the pandemic's effects on sleep parameters by comparing data of participants recruited pre-COVID and those recruited during COVID using multivariate regression, adjusting for age, sex, household income, seasonality, and presence of mental disorders, and the moderators and mediators of the effects. Between September 1, 2019 and June 2, 2021, 791 primary and 442 secondary school students were recruited and analyzed. Primary school and secondary school participants assessed before COVID had a longer sleep latency on school days (95% confidence interval [CI] = 1.0-5.2 minutes, adjusted P-value = .010; and 95% CI= 3.9-13.0 minutes, adjusted P-value = .004, respectively) and nonschool days (95% CI = 1.7-7.2 minutes, adjusted P-value = .005; 95% CI = 3.4-13.7 minutes, adjusted P-value = .014, respectively). Low household income was a moderator for later bedtime (adjusted P-value = .032) and later sleep onset (adjusted P-value = .043) during nonschool days among secondary school students. Changes associated with COVID have a widespread and enduring effect on the sleep health of school-aged students in Hong Kong. Household income plays a role in adolescent sleep health resilience, and the impact of antiepidemic measures on the health gaps of the youth should be considered. Chau SWH, Hussain S, Chan SSM, etal. A comparison of sleep-wake patterns among school-age children and adolescents in Hong Kong before and during the COVID-19 pandemic. J Clin Sleep Med. 2023;19(4):749-757.

Adolescence is a transitional stage of physical and mental human development with substantial risk for initiating substance use. The aim of this study was to assess knowledge and attitude of the secondary school and college students about drug abuse and participation in prevention programs. Design and Methods: descriptive comparative study. The study was carried out in technical secondary school in Tanta city and Faculty of Nursing, Tanta University, Egypt. The sample consisted of two groups where their total number constituted 406 students. The tools of the study: The first, structured interview sheet concerning socio-demographic data and knowledge of students regarding knowledge about 1) Drug abuse, 2) Participation in prevention programs. The second tool, it was used to measure the students' attitudes towards abuse and participate in prevention programs of it. Results: the study reveals that about two-thirds of the college students (65.02%) had information about the drug abuse dangers through various media as a main source of information, followed by (30.54% and 21.18%) from professors and subjects at the school and family respectively, compared to (35.47%) of the secondary school students who had information from colleagues and friends, while the information from family constituted 28.08%. (74.88%) of college students and (98.03%) of the secondary school students had poor score knowledge regarding drug abuse, there was statistically significant difference found. While (63.05%) of the college students and (63.55%) of the secondary school students had fair score knowledge regarding participation in prevention programs, there wasn't difference found. The students from two groups had a negative attitude toward drug abuse which represented about (96.55%) for college students and (100%) for the secondary school students, while the college students and secondary students had positive attitude toward participation in prevention programs (87.19% and 94.09% respectively), there were statistically significant difference were found. Conclusion: The students from college and the secondary school students had poor knowledge regarding drug abuse and both groups had fair knowledge regarding participation in prevention programs. On the other hand, the students from two groups had negative attitude toward drug abuse and participation in prevention programs. Recommendations: Secondary school and college based education program as a part of school and college curriculum and through community activities involving parents and faith- based organization. There is also a need for accompanying campaigns to increase the public awareness of the rationale for the drug abuse prevention and intervention initiatives proposed by the current study. This would make it easy to plan and implement them.

The study examined psychosocial factors predisposing lateness to school among secondary school students in Esan West Local Government Area of Edo State. Specifically, the study sought to determine whether academic stress, depression or emotional stability is responsible for lateness to school among secondary school students in Esan West Local Government Area of Edo State. The study adopted the descriptive survey design. The population of the study covers all the three thousand, two hundred and seventy two (3272) Senior Secondary School (SSS) students in the 16 secondary schools in Esan West Local Government Area of Edo State. A sample of one hundred and sixty three (163) secondary school students was used for the study. The instrument used for this study was a questionnaire titled: psychosocial factor to lateness Survey Questionnaire (PFLSQ). The reliability of the instrument was done using the Cronbach reliability technique. The researcher personally administered the questionnaire to teachers after due permission was taken from the head teacher. Descriptive statistics such as mean (X ̅) and standard deviation (S.D) was used to analyze the research question. The data was analysed with the aid of the Statistical Package for Social Science (SPSS® version 20). The result showed that academic stress, depression and emotional instability predispose lateness to school among secondary school students in Esan West Local Government Area of Edo State. It was recommended that schools should operate a strict and functional punctuality policy whereby every student, teacher or any other staff of the school that resumes after a particular scheduled time will not be allowed into the school premises.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0968/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The aim of this study is to determine the nutritional indices (Glucose, cholesterol, total protein and albumin) and body mass index of students attending public and private secondary schools in Igbanke. The study was conducted on 185 students comprising 95 students from public secondary schools (Igbanke mixed secondary and Igbanke grammar school) and 90 students from private secondary schools (Future hope secondary school and Wisdom comprehensive secondary school) in Igbanke. The research was designed to evaluate and compare the nutritional indices (Glucose, cholesterol, total protein and albumin) of students attending public and private secondary schools in Igbanke. The sample analysis was done at Diagnostic Laboratory, Department of Medical Laboratory Science, Ambrose Alli University, Ekpoma. This study was carried out within three (3) months. Our result shows that the mean values of body mass index (BMI) of students in public secondary school and private secondary school are 20.28±4.21kg/m2 and 21.74±4.14 kg/m2 respectively. There is no significant difference (p&gt;0.05) in the values of BMI of students in public secondary school when compared with private secondary school. The mean levels of glucose (Glu) of students in public secondary school and private secondary school are 84.38±12.80mg/dl and 79.48±15.02mg/dl respectively. There was a significant increase (p&lt;0.05) in the level of Glu of students in public secondary school when compared with private secondary school. The mean levels of total protein (TP) of students in public secondary school and private secondary school are 6.78±0.86mg/dl and 6.98±0.58mg/dl respectively. There was a significant decrease (p&lt;0.05) in the level of TP of students in public secondary school when compared with private secondary school. The mean levels of albumin (Alb) of students in public secondary school and private secondary school are 3.73±0.61mg/dl and 4.01±0.48mg/dl respectively. There was a significant decrease (p&lt;0.05) in the level of Alb of students in public secondary school when compared with private secondary school. The mean levels of cholesterol (Chol) of students in public secondary school and private secondary school are 154.62±30.94mg/dl and 168.30±14.88mg/dl respectively. There was significant increase (p&lt;0.05) in the levels of cholesterol of students in private secondary school when compared with public secondary school. In conclusion, a poor diet can cause deficiency diseases such as blindness, anemia, scurvy, health-threatening conditions like obesity and metabolic syndrome and such common chronic systemic diseases as cardiovascular disease, diabetes and osteoporosis. The findings from this study have shown that there are differences in the nutritional indices of students in public secondary school and private secondary school with public secondary school having lower protein level and private secondary school high cholesterol level.

This article examines the impact of Teachers’ competency on the acquisition of entrepreneurship skills by secondary technical high school students in the Upper Sanaga Division of the Center Region. The objective of the study was to determine the effects of Teachers’ competency on the acquisition of entrepreneurship skills among secondary school students in the Upper Sanaga Division of the Center Region. This study employs a descriptive survey design. Using purposive and simple random sampling techniques, a sample size of 327 students was selected for the study. The tool used for data collection was the questionnaire. The data were analyzed using the Pearson Correlation formula, and the following results were obtained. To support these arguments, we made use of the Social Capital Theory by Putnam (2000) and the Blue Ocean Strategy Theory by W. Chan Kim and Renée Mauborgne (2005). There is therefore a significant relationship between Teachers’ competency and the acquisition of entrepreneurship skills among secondary school students in the Upper Sanaga Division of the Center Region. Based on these findings, as a recommendation, modern technological trends are moving at a fast pace. Therefore, there is a need to review both the curriculum content and stereotypical assessment/evaluation procedures for the secondary technical education sector, as this is paramount if Cameroon is to meet the technical skills required by its technicians for emergence by 2035.

Active breaks (AB) in the classroom benefited cognitive functions in primary school students, but their effects in secondary school and university level students remain inconclusive. Given the particularities of these populations, this systematic review aimed to analyze the effects of AB on cognition in secondary and university students. A systematic search was conducted in Cochrane Library, Eric, Scopus and Web of Science up to May 2024 and 24 articles that investigated classroom physically AB effects on cognition in high school and university students, published in English or Spanish, were eligible. Risk of bias was assessed using the ROBINS-I and ROB-2. Interventions analyzing acute AB effects suggested improvements in memory, attention, and concentration in secondary school students, and showed positive effects on attention and learning in university students. Interventions investigating chronic AB effects showed improved attention, concentration, memory and processing speed in secondary school students, whereas at university level these interventions improved attention, concentration and perception of cognitive state. These results support the incorporation of AB into the academic setting at secondary and university levels to boost cognition, although the evidence is limited and heterogeneous. Further high-quality research will help to comprehend the effectiveness of AB. Systematic Review Registration: PROSPERO, CRD42024563447.

The current study's objective is to investigate the impact of demographic factors on secondary school students' emotional and behavioral issues. To investigate the hypothesis of this study, the current study used a cross-sectional and correlational research design. 600 high school students aged 13 to 18 were used to gather the data. The government and private secondary high schools in the Peshawar KPK district provided the information. The Problem with School Children Scale (PWSCS) was administered in Urdu to gather data. The data were analyzed using multiple regressions and an independent t-test. The findings indicated that demographic factors like socioeconomic status and family structure are significantly positively correlated with emotional problems among secondary high school students, while gender, physical health, and type of school are significantly negatively correlated with emotional problems. The study also found that gender, sickness, and type of school were significantly negative predictors of behavioral problems among secondary high school students, while socioeconomic position and family structure were positively related to behavioral problems. The study also showed that pupils at private schools experience a higher level of emotional and behavioral issues than students in public schools. Keywords: Demographic Factors, Emotional Problems, Behavioral Problems, School Students.