Agricultural Awarenes Of Eleventh Grade Students In Rural Schools

Introduction. A significant number of migrant children in Russian schools from cities and rural settlements of Central Asian countries makes it relevant to study the possibilities of supporting their academic motivation, taking into account national and cultural characteristics. The aim of the study is to identify the features of academic motivation of adolescent students in rural and urban schools of the Fergana region. Materials and methods. The study involved 576 teenagers from urban and rural schools of the Fergana region. Methods: "Questionnaire of academic self-regulation of primary and middle school students SRQ-A", "Children's questionnaire of the optimistic style of explaining successes and failures", "Multidimensional scale of satisfaction with life of schoolchildren", "Scale of depression, anxiety and stress". Mathematical and statistical processing of the obtained data was carried out using the Kolmagorov-Smirnov K-S criterion, cluster analysis of the k-means method, the Kruskal-Wallis H-criterion and the Mann-Whitney U-criterion. Results of the study. Students of urban schools have higher rates on the scales of "cognitive motivation", "motivation for self-development", "identified motivation" and "introjected motivation". Using cluster analysis, motivational profiles of students in urban and rural schools were obtained. Motivational profiles of students in urban schools: a) with predominant external motivation; b) with predominant internal motivation, c) students whose learning activities are influenced by both external and internal factors. Motivational profiles of students in rural schools: a) with a high level of both internal and external motivation; b) with an average level of internal and external motivation; c) having a low level of internal and external motivation. A comparative analysis of the identified motivational profiles using the H Kruskal Wallis and U Mann-Whitney criteria made it possible to identify the characteristics of life satisfaction, an optimistic style of explaining the reasons for successes and failures, as well as the level of depression, anxiety and stress among adolescent students in rural and urban schools in the Fergana region. KEYWORDS Discussion and conclusion. The level structure of the learning motivation of rural schoolchildren can be explained by the appearance in their motivation profile of the "Alienated" group - teenagers with a low level of external and internal motivation, when the educational environment does not serve as an environment for satisfying their current needs and is not controlled by the people around them due to the fact that they do not see the importance of the child's education. A group of urban and rural teenagers “Value-oriented towards education” was identified - with a high level of external and internal motivation, whose values of obtaining education are supported by the adults around them.

The article formulates the problem of insufficient knowledge of the patterns of professional self-determination of high school students in rural schools. The purpose of the study is formulated, which is to identify the features of professional self-determination of rural schoolchildren of the 11th grades, based on the analysis of their professional interests and self-assessment of the formation of professional skills. In accordance with this goal, the following research objectives are defined: to identify and compare the professional interests of high school students in rural and urban schools; to identify and compare the level of formation of professional skills of high school students in rural and urban schools; to analyze the relationship between the level of development of professional interests and the formation of professional skills in high school students in rural and urban schools. The study revealed that high school students of rural schools are significantly more interested in the professions of «man – nature» and are poorly inter-ested in the professions of «man-man»; high school students of urban schools demonstrate the opposite orientation: they show interest in the pro-fessions of «man-man» and are practically not interested in the professions of «man nature»; rural schoolchildren show the highest interest in the pro-fessions of «man-sign», and high school students of urban schools show the highest interest in the professions of «man-man»; the same and low in-terest in the professions of «man-technique» and «man-artistic image» is recorded for both groups of schoolchildren. Differences and coincidences in the level of formation of professional skills in rural and urban schoolchildren have been established, they are as follows: rural schoolchildren have significantly lower professional skills in relation to the activities of «man-man» and «man-technique» than urban schoolchildren; professional skills in relation to the activities of «man-nature» and «man-artistic image» are equally low in both groups of schoolchildren; – professional skills in relation to the activities of «man-sign» are equally well formed in both groups of schoolchildren; in general, the level of formation of professional skills in rural schoolchildren is significantly lower than in urban ones.

Background : In the present scenario it is essential to enhance the awareness regarding eye donation among the potential donors in an effort to increase the procurement of corneas. Well-informed higher secondary school students could be expected to influence eye donation rates. The aim of study was to determine whether knowledge and attitudes towards eye donation among higher secondary school students differ according to geographical location. Materials and Methods : The study was a comparative, questionnaire-based, crosssectional survey of higher secondary school students from selected rural and urban schools of Ernakulam district conducted in November 2015. A total of 160 higher secondary school students of age 16-18 years were participated in the present study. Eighty sample selected from Amrita Vidyalayam, Kunnumpuram and 80 from Bhgavathivilasam Higher Secondary School, Nyarambalam. Structured questionnaires were employed to collect data such as demographic characteristics and knowledge on eye donation. Level of attitude on eye donation was measured by a five point likert scale prepared by the investigators. Collected data were analyzed using descriptive and inferential statistics. Values for P less than .05 were considered statistically significant. Results : The mean level of knowledge score on eye dentation of urban higher secondary secondary school students was 10.06 +/- 2.834 and that of rural higher secondary school students was 8.15+/-1.93. The mean level of attitude score of urban higher secondary school students was 60.09+/- 9.24 and that of rural higher secondary school students was 59.03+/-8.93. There was a significant difference in knowledge on eye donation among rural and urban higher secondary school students (Independent t test score = 4.989 at p=0.001). The investigators did not observe any significant difference in attitude towards eye donation among rural and urban higher secondary school students. Highly significant association between age of urban higher secondary school students and level of knowledge on eye donation was observed at at p ≤ 0.05 (χ 2 =11.51 p=0.009) and there was no significant association between demographic variables of rural higher secondary students and their knowledge level on eye donation. Significant association was observed between attitude towards eye donation and educational status of the mothers of urban higher secondary students at p ≤ 0.05 (χ 2 = 11.92 p=0.036). There was no significant association between demographic variables of rural higher secondary students and their attitude level. Conclusion : The study concluded that the both the rural and urban higher secondary school student had severe lack of knowledge regarding eye donation. While comparing knowledge level the findings from present study revealed that urban higher secondary school students had higher knowledge level than that of the rural higher secondary school students, but in case of attitude there was no considerable difference. The deficit in knowledge on eye donation of respondents may be justified by the lack of information about this significant issue.

As the growth of science and technology accelerates, the prospect of engineering as a field of study and profession gains importance. Many school students prefer to study engineering in the future and work as engineers. Examining their views on engineering will help correct frivolous attitudes and proactively revamp engineering education. However, only a few studies have been conducted on secondary school students’ attitudes and perceptions toward engineering, especially from the schools located on rural outskirts. Against this backdrop, this study critically examines rural secondary school students’ attitudes and perceptions of engineering education and the engineering profession. The students were part of the Rural Student Technical Enhancement Program (R-STEP), conducted by the IEEE Education Society. The program was designed as a free-of-cost advanced technical training and skilling session for rural higher secondary students in Kerala, a southern state in India. The data collection for the study was performed by administering a questionnaire containing ten questions, among which five were concerning engineering education, and the other five were on the engineering profession. The questionnaire was prepared in the regional language (Malayalam), considering the respondents’ age group and background. A total of 225 responses were collected from students from various districts of Kerala. The questionnaire responses were then critically analyzed to interpret students’ opinions on engineering education and profession. The research findings show that nearly 60% of rural higher secondary school students sincerely aspire to become engineers. It is also observed that about 50% of students acknowledge that engineers should exhibit problem-solving skills. Another noticeable finding is that about 80% of students accept the significance of practical laboratory-oriented learning in engineering education. On the other hand, more than 30% of students are confused about the significance of mathematics in engineering. Another 30% of students even observed that mathematical aptitude is not obligatory for engineering education. More insights from other questions identified students’ attitudes and perceptions toward the engineering profession. The study concludes with a few curative suggestions and recommendations to enhance rural school students’ awareness of engineering education and profession.

In 1988, the National Research Council recognized agricultural literacy as a need for every K-12 student. After more than 13 years of agricultural literacy efforts, this criterion group ex-post facto study sought to assess the agricultural literacy of selected program completers (high school seniors) in Oklahoma. An instrument based on the Food and Fiber Systems Literacy (FFSL) Framework was developed to assess the agricultural literacy of students in grades 9-12. Six schools, two in each of three locations (urban, suburban, and rural) were selected for inclusion in the study. Comparisons were made between general education students and agricultural education students, between the three types of schools according to overall mean scores and between the five agricultural themes of the FFSL Framework. Agricultural education students and general education students did not differ in their overall mean agricultural knowledge scores. Students in rural schools, however, obtained lower overall mean agricultural knowledge scores than did students in urban and suburban schools, with rural schools scoring lowest in three of the five thematic areas of agriculture. Given the low agricultural knowledge scores of students overall, it was determined that the program completers who participated in the study were not agriculturally literate.

The phenomenon of bullying is the subject of close interest to researchers who study the well-being of children in school. Although the problem of school bullying is studied in many countries, the data on its prevalence and interrelations with victim behavior in rural school students are insufficient and contradictory. The purpose of the study is to identify the specificity of bullying prevalence and its interrelations with propensity for victim behavior in rural school students. To study characteristics of school bullying, the Russian version of the Smob questionnaire is used. Propensity for victim behavior is identified by means of "Methods of studying the propensity for victim behavior." The study is based at one of rural schools and involves 101 girls and boys aged 10-17. Over half of the students are exposed to systematic and prolonged bullying. Bullying in different spheres occurs with various frequency. Out of the ten most frequent manifestations of bullying, six manifestations are aimed at violating a students possibility to communicate, two – at diminishing their social status and one – at breaking social ties. Three out of the ten bullying manifestations are associated with the teachers’ traumatic actions. Susceptibility to bullying is closely related to intensity and type of a student’s propensity for victim behavior. Bullying on the part of teachers correlates with a student’s low self-criticism. To prevent bullying, we propose uniting efforts at the level of the childs personality, other students and teachers by means of involving the family, the community and social organizations in this process.

The main purpose of the study was to assess and compare reproductive health awareness among urban and rural secondary school students in Cross River State Nigeria. A comparative descriptive survey design was used for the study. The sample size consisted of one thousand one hundred and ninety-nine (1199) Senior Secondary School Students drawn from 87 out of 229 Public Schools using multistage proportionate sampling technique. The instrument for data collection was a self developed validated 20 items questionnaire with a reliability coefficient of .80. Data collected were coded for entry and analysis was done using population t-test and independent t-test. The findings revealed a statistical difference of t-test calculation of 2.81 of awareness of family planning practices between urban and rural school students. Also results on prevention of STI and HIV/AIDS prevention of unwanted pregnancy and harmful traditional practices revealed a non statistical calculated t value of 1.13 1.88 0.600 which was less than critical value of 1.98. In the light of this study students from rural schools had limited knowledge on reproductive health issues. This calls for intensive reproductive health awareness by parents and teachers in rural schools. Also government should include reproductive health education in formal secondary school curriculum.

Introduction: School life is an important part of children’s lives, which has a direct impact on their physical and mental health. Knowledge of health promotion and prevention activities encourages initiating first aid activities in society.
 Objective: To assess the level of knowledge of rural secondary school students following educational intervention on first aid.
 Methodology: A quasi-experimental study was carried out among 320 secondary school students. Educational intervention on first aid was applied to compare the level of knowledge before and after the intervention. Data were collected by a self-administered structured questionnaire through randomly selected students.
 Results: Findings showed that most of the respondents (84.2%) were between 12-15 years old and their mean age was 14.3 years. It was also found that the majority 159 (58.5%) of the respondents were male and the rest of them 113 (41.5%) were female. Regarding family type distribution, the majority 192 (70.6%) of the respondents lived in a nuclear family and 80 (29.4%) belong to joint family. In addition, 43 (15.8%) students' fathers were farmers, 74 (27.2%) were businessmen and 43 (15.8%) were day laborers. Regarding textbook knowledge on first aid 270 (99.3%) respondents knew the meaning of first aid, 232 (85.3%) students gave their opinion about cleaning the skin with Dettol or savlon in case of injury and 228 (83.8%) students answered that bleeding should be reduced by applying pressure with a clean cloth. The study found that 22 (8.1%) respondents had a good knowledge of first aid interventions before the intervention while after the intervention, a good level of knowledge was found amongst 189 (69.5%) students. The study revealed that the use of ice during injury management was not significantly (c2 =0.529, p˃ 0.05) associated with the level of first aid knowledge statistically before the intervention while after first aid intervention, there was a significant association (c2 =7.235, p˂ 0.05).
 Conclusion: Educational intervention on first aid improves the level of knowledge among secondary school students. Necessary measures should be taken to encourage health promotion and prevention activities during practical life.

The academic and social achievements of students in rural schools are very uneven and often absenteeism and suspension rates are high. Factors such as globalisation, economic restructuring, unemployment. youth suicide and family trauma, drought and environmental change (see Bourke & Lockie 2001) also impact on rural schooling and add further challenges to good teaching and learning in rural schools. As complex processes involving cognitive, contextual and affective understandings, rural pedagogies need to be situated within rural contexts (McConaghy & Burnett 2002). How do rural teachers respond to the challenges in rural communities and schools that make quality learning for all students a difficult task? What pedagogies do beginning rural teachers use, why and with what effects? What images do beginning teachers have of 'the good teacher' and 'the good student' in rural schools and what are the obstacles to becoming these? What professional learning communities are available to beginning teachers in rural schools, and how effective are they in supporting beginning teachers to work through their identity issues and pedagogical challenges? Our case study and survey data provides valuable information about the lived experiences of rural teachers in relation to their journeys in pedagogy for teacher professional leaming programmes.

During the COVID-19 quarantine period, mobile technologies have been greatly promoted to be used by students to assist their learning. Although mobile learning has been well researched, studies investigating rural school students’ intentions were not enough. This study investigated rural secondary school students’ mobile technology uptake and their perceptions of using mobile technologies in informal English learning during the COVID-19 epidemic. Results suggested Chinese rural school students held positive attitudes towards mobile assisted English learning, and they most tended to use smartphones, followed by portable electronic dictionaries, tablets and laptops in informal English learning. Rural secondary school students’ behavioral intentions (BI) were significantly influenced by perceived usefulness (PU), facilitating conditions (FC) and attitude towards use (ATU) of mobile devices. Innovativeness (INNO) and perceived ease of use (PEU) did not significantly influence students’ behavioral intentions. These factors explained 83.1% of variance of students’ behavioral intentions. Based on the findings, the study offers suggestions that teachers, governments and educational policy makers take measures to pay attention to students’ mobile learning in informal English learning.

Teaching English in rural schools has been a complicated process for EFL teachers. Therefore, this article devoted to investigating the challenges faced by the teachers in teaching English to the students in rural schools. Most of the teachers encounter challenges in teaching English to the students in rural schools since many students show their dislike in learning English. Moreover, various factors such as poor parental support, lack of students’ and parents’ support, lack of learning or teaching materials at schools, both students’ and parents’ negative attitude towards learning English, lack of motivation and proper guidance, lack of interest in learning English, poor learning environment, poor family background and lower level of basic knowledge in English which contribute to the challenges faced by the teachers in teaching English at rural schools.

This study aimed to describe students’ attitudes towards engineering and technology according to school area differences. This study used a quantitative descriptive method with a cross-sectional survey design. The research sample was obtained from three different school areas in Boyolali Regency, Indonesia. The samples in this study were 24.9% from Rural Junior High School, 36.2% from Suburban Junior High School, and 39% from Urban Junior High School. The research sample was taken using a proportional stratified random sampling technique from 7th to 9th grades. Data on student attitudes towards engineering and technology were taken online using the Google form in urban and suburban schools and offline in rural schools. The data analysis technique is simple statistics that describe central tendencies such as means and percentages with SPSS 25. The results indicate that the students’ attitudes towards engineering and technology, the mean score of the students in rural school was 3.58, students in suburban schools were 3.69, and students in urban schools were 3.64. Students in suburban schools have more positive attitudes towards Engineering and Technology than students in urban and rural schools.

What Are the Current Findings Concerning Arsenic in Foods?

Using data from the National Education Longitudinal Study of 1988 (NELS: 88), this study examines educational aspirations and postsecondary access and choice by students in urban, suburban, and rural schools. In addition, this study raises issues with the methods in postsecondary educational research by using students in different grades (8th, 10th, and 12th grades) as baseline populations to compare educational outcomes. The results indicated that students in urban schools were comparatively disadvantaged in the early years in schooling in terms of postsecondary access but appeared to be enrolled in postsecondary institutions at similar percentages as their suburban counterparts, if they made it to later years in K-12 schooling. For those students in urban schools who went to college, higher percentages were enrolled in private institutions and four-year colleges. Students in rural schools were consistently disadvantaged in postsecondary aspirations and enrollment, compared to students in other schools.

ABSTRACT: The purpose of this study was to investigate students’ attitudes to learning Mathematics with Technology at rural Secondary Schools in Sabah, Malaysia. This study involved 17 Secondary rural and non-rural Secondary Schools in Sabah. A total of 613 Form 4, Form 2, and Form 1 students were randomly chosen as respondents. Descriptive and inferential statistics were used to analyze the collected data. The reliability of the instrument was analyzed by using the Statistical Packages for Social Sciences (SPSS) version 13.0 for Windows. Descriptive statistical analysis showed that only 13.0% of rural Secondary School students possessed positive attitude to learning Mathematics with Technology as compared to 21.5% of students from non-rural Secondary Schools. Results of independent sample t-test has indicated that there was a significant difference (t = -2.424, df = 543, p < 0.05) in attitudes to learning Mathematics with Technology between rural and non-rural school students. Students from non-rural Secondary Schools possessed higher Confidence with Technology compared to students from rural schools. Inferentional statistical analysis also showed that there was no significant difference in students’ attitudes to learning Mathematics with Technology based on gender, streaming, and level of schooling. Therefore, Mathematics teacher is the main factors in how technology is used in classroom. Finally, school administrators should encourage Mathematics teacher to use ICT (Information and Communication Technology) widely to enhance their teaching . KEY WORD: Students’ attitudes, learning Mathematics with technology, rural Secondary Schools, and Mathematics teachers . About the Authors: Chin Kin Eng , Crispina Gregory K Han , and Dr. Lay Yoon Fah are Lecturers at the School of Education and Social Development UMS (Malaysia University of Sabah), Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia. They can be reached at: sportychin@yahoo.com , pieces.cris@yahoo.com , and layyoonfah@yahoo.com.my How to cite this article? Eng, Chin Kin, Crispina Gregory K. Han & Lay Yoon Fah. (2011). “Students’ Attitudes to Learning Mathematics with Technology at Rural Schools in Sabah, Malaysia” in ATIKAN: Jurnal Kajian Pendidikan , Vol.1(2) Desember, pp.247-262. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, ISSN 2088-1290. Chronicle of the article: Accepted (October 22, 2011); Revised (November 26, 2011); and Published (December 15, 2011).