CBS Cards: A Game-Based Supplementary Instructional Tool for Senior High School Mathematics Teachers

This study was conducted to examine the influence of study skills and test anxiety on the academic performance of Senior High School (SHS) students in the Tamale metropolis of Ghana. A correlational research design was adopted for the study to investigate the relationships among these variables. The multi-stage sampling technique was employed to sample 354 SHS students to respond to the Study Skills and Test Anxiety Inventory tools. The academic performance of students was determined by computing the average test scores of students from two-semester examinations records in Mathematics, English Language, Integrated Science and Social Studies. Descriptive and inferential statistical tools as well as Pearson Product Moment Correlation Coefficient were employed to analyze the data. The study found significant positive relationships between SHS students‟ study skills and their academic performance. The results of the study further indicated that study skills significantly predicted the academic performance of SHS students. However, the study found no significant difference in the study skills of male and female SHS students. It was concluded based on the findings that, study skills and test anxiety largely influenced the academic performance of SHS students. It was therefore recommended that, school authorities such as the school heads should provide adequate resources for school counsellors to equip students with study skills in the various SHS to enable them improve their academic performance and, also overcome test related anxieties in the schools within the Tamale Metropolis.

The implementation of the Senior High School (SHS) Mathematics curriculum in the Philippines has introduced new challenges for both teachers and students, particularly in adapting to the demands of the K to 12 education reform. This study assessed the seriousness of issues encountered in implementing the SHS Mathematics curriculum based on the perceptions of SHS mathematics teachers and students in the Department of Education at Calbayog City Division, Samar, Philippines. Using a descriptive survey design, the study involved 31 mathematics teachers, identified through total enumeration sampling, and 320 SHS students, selected via simple random sampling. A 4-point Likert-type scale survey questionnaire was used to examine the implementation issues of the SHS Mathematics curriculum. The results revealed that mathematics teachers perceived curriculum-related, teacher-related, and student-related issues as moderately serious, highlighting significant challenges such as gaps in foundational knowledge, insufficient preparedness, and difficulty adapting to the increased academic demands of the SHS program. In contrast, SHS students rated curriculum and teacher-related issues as moderately serious but viewed student-related issues as less serious. These results emphasize the need for professional development programs that equip teachers with student-centered pedagogical strategies to address diverse learning needs. To enhance teaching effectiveness and improve student outcomes, it is recommended that SHS mathematics teachers receive sufficient support, including access to relevant training and resources.

本研究旨在了解臺灣地區高中（職）與大專學生之健康生活型態，並探討其相關因素，以作為擬訂學生健康促進計畫之參考。本研究採問卷調查方式，以台灣地區八十七學年度之高中（職）與大專學生為母群，經多步驟抽樣法抽取樣本，施測後得有效樣本高中（職）學生900人、大專學生1086人，回收率為83.1 %。根據本研究目的所得結果如下：（一）高中（職）與大專學生的健康生活型態中值得關切的是：規律性運動的情形普遍不佳；休閒活動仍以看電視、電影和聽音樂會等之「旁觀性活動」為主；當面對憤怒、憂傷或恐懼時，大多數人仍以「壓抑」方式來處理；吃零食、宵夜、油炸食品、甜食、喝含糖飲料等不良飲食習慣都亟需改善；菸、酒、檳榔及藥物的使用與濫用的情形較以往嚴重，且第一次使用的年齡亦呈現下降趨勢。（二）除了「飲食習慣」和「藥物的使用與混同」高中（職）學生表現得較大專學生來得好外，其他的生活型態兩者問並沒有太大的差別。 (三)由高中（職）與大專學生各項健康生活型態間的關係可以看出：「運動行為」、 「休閒活動」、「飲食習慣」和「藥物的使用與濫用」表現佳的學生在心理壓力方面會有較好的調適；同樣的，「心理壓力調適」表現佳的學生在運動、休閒和飲食方面也會有較好的行為。

This is descriptive correlational research that evaluates the challenges experienced by Senior High School (SHS) students of Lopez National Comprehensive High School, Quezon Province, Philippines in taking modular distance learning mode. Pearson R was used to assess the significant relationship between the demographic profile of the respondents and the challenges experienced by SHS students in taking modular distance learning mode. The respondents of this study were sixty-nine (69) Grade 12 SHS students who experienced taking modular distance learning mode. A self-made questionnaire was used. It was found out that independent learning practices, motivation and focus, learning intervention and support and learning space and management were significantly correlated to demographic profile and the challenges experienced in taking modular distance learning mode, thus, the null hypothesis is rejected. It is evident that respondents hardly understand the lesson in modular distance learning mode because the instruction in the self-learning module is not clear. SHS students spent more time using gadgets than studying. Moreover, the study area had distractions and noise and most parents of SHS students did not talk about the problems they encountered in the self-learning module. It is recommended to coordinate with the parents to create a learning intervention at home, and also, teachers should provide books to act as supplementary materials. Hence, this will introduce to the academy a possible enhancement program to the institution that will allow us to utilize different learning strategy and gamification in teaching considering the post pandemic learning mode.

Most students experience different levels of difficulties in learning mathematics. TIMSS results have shown that most students in Ghana do not perform well in higher level tasks designed to assess applications and non-routine problems. This study, therefore, aimed at examining Ghanaian Junior and Senior High School mathematics teachers problem-solving strategies and their professional development needs about problem-solving. 114 mathematics teachers from 28 Junior High School (JHS) and Senior High School (SHS) in the Cape Coast Metropolis took part in the study. Quantitative and qualitative data were collected using a semi-structured questionnaire. The results from the study show that although teachers appreciate the importance of problem-solving in improving mathematics teaching and learning, there has not been the needed problem-solving training to support teachers in this regard. The researcher, therefore, argue that despite the numerous advantages associated with problem-solving strategy of teaching and learning, continuous professional development training for teachers should be paramount in our quest for helping students develop problem solving skills. Ghanaian JHS and SHS students can be in a disadvantageous position as they compete with their peers from other countries in international comparison examinations if our teachers are not given the needed support to become proficient in the use of problem-solving strategies in the classrooms.

To explore the effects of different physical training programs on the sleep of boy students in a senior high school, and to provide a reference for effectively improving the sleep level of students in a senior high school, as well as optimizing the physical training program. 77 boys in 11th grade of a senior high school were randomly divided into four groups: Group I (traditional training), Group II (strength training), Group III (HIIT training), and Group IV (strength +HIIT training). At the points before and after the intervention, the Pittsburgh Sleep Quality Index (PSQI) and examination scores were measured as indicators of the sleep health and academic performance of students in senior high school, and the intervention effects of different schemes were compared. (1) After the intervention, the PSQI global score of Group II, Group III, and Group IV was significantly lower than that of Group I (p < 0.001, p = 0.004, p = 0.01, respectively), and the PSQI global score (p < 0.001, p = 0.02, p < 0.001, respectively), sleep latency (p = 0.008, p = 0.003, p = 0.005, respectively) and sleep duration (p < 0.001, p = 0.005, p = 0.003, respectively) were significantly lower than those before intervention; (2) After intervention, the score of sleep disturbances of Group IV was significantly lower than that before intervention (p = 0.02); (3) After the intervention, academic performance among the four groups show no significance (p = 0.886 > 0.05), while Group IV was significantly higher than that before intervention (p = 0.047). Compared with traditional training programs, strength training, HIIT and strength+HIIT training programs have a stabilizing and improving effect on the sleep health level of senior high school boy students, mainly reflected by reducing sleep latency and increasing sleep duration. All four training programs can improve academic performance, while the strength+HIIT training program produced a more significant effect.

This is a descriptive study carried out to assess the effect of Stress on academic performance among Senior High School (SHS) students in Ghana - a case of New Juaben municipality. The main objective of the study was to verify the effect of Stress on academic performance among Senior High Students in the municipality. The study population comprises the entire New Juaben SHS students’ population. Primary and secondary sources of data were employed for this study. Stratified sampling technique was used to collect data from respondents. The sample size for the study was three hundred and fifty (350) that is, twenty-five (25) first year SHS students and twenty-five (25) final year students from Seven SHS schools in the municipality. The findings show that stress is associated with poor academic performance. 85% of the respondents indicated that Stress affects academic performance. Also, the sources of stress among SHS Students includes boyfriend and girlfriend relationship problems, social activities, course load, examination, lack/ inadequate family support and feeling homesick. Most of the students in this study were found using combination of coping strategies. This is similar to different studies which show students utilize a number of strategies to cope with stress. The study recommends that guidance and counseling services should be a part of the school’s curricular.

The focus of every pedagogical development is to enhance a greater percentage of students’ engagement in mathematics education. Students interest in getting fully involved in mathematical lessons could be influenced by their emotional dispositions possess to appreciate their total commitment to lesson engagement in relation to their academic performance. The study used a cross-sectional quantitative survey design to study the influence of Emotional Dispositional Empathy on Mathematical Engagement (mathematical performance) among Atiwa Senior High School (SHS) students in Ghana, West Africa. Participants across SHS 1, 2 and 3 were selected from the three clustered SHS to take part in the study. The methodology used for the study was the descriptive research design purported to investigate the research questions along the magnitude of qualitative analyses using the Pearson independent chi-square test statistics. The study’s hypothetical test of students’ emotional empathy (SEE) is independent of students' mathematical engagement reflective of their Academic Performance (AP). Students’ emotional disposition is seen to have adverse significant effect of students’ Mathematical engagement. It is concluded however that, to some extent, students emotional empathy (SEE) can results in dislike in mathematics engagement which affect students’ performance of the subject. After careful analyses of the study variables, we recommend that students should not be stressed up in the school or in the house with emotional indicative variables that could trigger students’ emotions and affection in the classroom especially when students are preparing for mathematical lessons. Mathematics educators need to satisfy a paradigm aspect of students’ affective domain so as to bring their affection on board even if they are stressed up emotionally. The used of corporal punishment in the teaching of mathematics should be discourage so as to prevent panic and negative stimulus to elicit emotional distress. Article visualizations:

Project-based learning is a pedagogical approach that equips students to tackle the complex challenges of the 21st century. Within project-based learning, students apply scientific concepts and engage in science process skills to complete projects, particularly those focusing on environmental issues, fostering their awareness of the importance of environmental conservation. This study aims to determine the effectiveness of the Chenvi-PjBL (Chemistry Environment Project-Based Learning) model on senior high school students' conceptual mastery, science process skills, and environmental awareness. The learning syntax encompasses problem orientation, environmental issue-related questions, design, scheduling, monitoring, results, and evaluation. The research employed a quasiexperimental method with a nonequivalent control group design comprising an experimental and control group. The Chenvi- PjBL model had a significant effect on students' conceptual mastery, science process skills, and environmental awareness all at the same time, according to the MANOVA results. The evidence is F(3,134) = 699.939, p &lt; 0, Wilks’ Lambda = 0.084 (η² = 0.572; 0.568; 0.910). The DDA analysis results of the experimental group have the highest mean score, 3.185, while the control group is (-3.375). In this case, the most dominant correlation is environmental awareness, 0.966. The study concludes that the Chenvi-PjBL model effectively improves senior high school students' conceptual mastery, science process skills, and environmental awareness. Additionally, using materials from the surrounding environment in the Chenvi-PjBL model fosters students' awareness of the importance of environmental conservation. Student responses to the Chenvi-PjBL model were positive, with 52% expressing strong agreement and 48% agreeing.

The aim of this study is to compare the performance and conceptual misunderstanding of senior high school prospective mathematics teachers and students in algebra with an intent to statistically find out whether there is a significance difference in students and prospective teachers’ ability to identify and rectify algebraic conceptual misunderstanding. A test consisting of 21 tasks was used for data collection. A sample of 170 consisting of 60 prospective senior high school mathematics teachers from mathematics education department of University of Education Winneba and 110 senior high school students from four selected senior high schools in Ashanti Region of Ghana. The study employed convenience, purposive, and simple random sampling as sampling techniques. The result showed that the overall performance of prospective teachers and students’ performance on the algebra was generally poor. That is, their ability to identify and rectify algebraic conceptual misunderstanding was poor. However, the prospective teachers’ overall performance was comparatively better than the students. The independent &lt;i&gt;t-&lt;/i&gt;test conducted between the prospective teachers and students on the test scores gave the results (mean [M]=20.67, standard deviation [SD]=11.98) for students and (M=33.91, SD=14.78) for prospective teachers with t(168)=-6.32, p=0.00 indicating that statistically there is difference between the mean scores of the two groups signifying that the prospective teacher’s ability to identify and rectify algebraic conceptual misunderstanding outperformed the students.

Objective To examine sexual and reproductive health related knowledge, attitude and behaviors among adolescent students in China and to provide evidences for promoting reproductive health education in schools and universities. Methods We conducted a cross-sectional survey from June to August 2017 among 1 840 students recruited with convenient sampling from 22 senior high schools and 21 universities in 11 provinces and municipalities of China. A self-designed questionnaire was adopted in the study and totally 1 355 participants completed the survey via paper work or using mobile phone application anonymously. Results Of all the participants, 53.28% were scored with a pass mark of ≥ 60 out of 100 for sexual and reproductive health knowledge; only 25.98% (352/1 355) considered that one should not have sex before marriage, indicating an open attitude towards sexual behavior. Among the participants, sexual experience was reported by 8.98% (52/579) of those under the age of 18, 10.85% (83/765) of senior high school students, and 26.61% (157/590) of the college students; the senior high school students reported significantly higher sexual behaviors and calling someone for sex after alcohol drinking during previous one year than the college students ( χ 2 = 7.888 4 and χ 2 = 10.382 7, both P < 0.05). The proportions of having sexual experiences and browsing pornographic materials were significantly higher among the male participants than among the female participants ( χ 2 = 34.529 2 and χ 2 = 237.760, both P < 0.001). For all the participants, 36.16% (490), 70.26% (952), and 39.78% (539) did not reported having education program on AIDS, maternity and sexually transmitted diseases, and physical health in the schools. Conclusion Among senior high school and college students in China, sexual and reproductive health knowledge is generally at a low level but the attitude towards sexual behavior is relatively open and sexual behavior tends to be prevalent in younger students, especially among male students; the results suggest that education programs on sexual activity and reproductive health and the accessibility of relevant health services need to be promoted among the students. 【摘 要】 目的 了解 11 省市青少年性与生殖健康相关知识、态度和行为现状，为促进学校生殖健康教育提供数据支持。 方法 于 2017 年 6 — 8 月，在中国 11 省市便利抽取 22 所高中和 21 所大学的 1 355 名学生，采用自行设计的健康问卷开展横断面调查。 结果 青少年的性与生殖健康知识及格率仅为 53.28 %。青少年的性观念和性行为开放，仅有 25.98 %（352/1 355）的青少年认为婚前不应该有性行为，8.98 %（52/579）的未成年组学生、10.85 %（83/765）的高中生及 26.61 %（157/590）的大学生有过性经历；过去 1 年内，高中生发生酒后性行为和“约炮”行为的比例均显著高于大学生（ χ 2 = 7.888 4、10.382 7，均 P < 0.05）；男性有性行为、看色情作品经历的比例均显著高于女性（ χ 2 = 34.529 2、237.760，均 P < 0.001）。在校期间没有学习过关于艾滋病、孕产与性传播疾病和生理健康知识的青少年分别占 36.16 %（490/1 355）、70.26 %（952/1 355）、39.78 %（539/1 355）。 结论 青少年性与生殖健康知识的了解水平整体偏低，性观念与性行为开放，性行为趋向低龄化，男性性风险高于女性，学校应加强性与生殖健康教育力度和卫生服务可得性，促进青少年健康发展。

BackgroundThe association between substance use including marijuana use and attempted suicide has been well documented. However, little is known about marijuana use and its association with attempted suicide repetition among...

This study looked at the impact of using GeoGebra to enhance the teaching and learning of transformation in senior high schools in Ghana. The difference in performance of students when taught using the traditional method and when taught with the help of this innovation was the main objective of the study. However, the students’ performance in answering transformation (rigid motion) questions and their views about the use of the innovation was also assessed before and after the intervention respectively. A mixed methods design combining qualitative and quantitative approaches was used for this study. The instruments for data collection were test items and interview. The target population was SHS two science classes of the New Juaben Senior High School and the population size was hundred and nineteen (119) whilst the sample size was forty-five (45), comprising two (2) classes, which was selected based on simple random sampling. In the pre-intervention stage, a pre-test was used to identify the weaknesses of the students before the interventional strategies were applied. A post-test was conducted to evaluate the intervention strategies, and interview was conducted afterwards. Descriptive and inferential statistics were used to analyze the data for the adoption of technology. The study's findings made it abundantly evident that GeoGebra had improved students' knowledge of transformation principles and, consequently, their performance. Due to the effectiveness of using GeoGebra in learning, students wish it would be used in teaching other mathematics topics. The study recommends that mathematics teachers should adopt and employ technology applications in teaching different mathematics concepts as it facilitates students’ achievement in mathematics.

This paper aims to find out the level of reading anxieties experienced by senior high school students andto identify the major factors that influence anxieties experienced by the students. Mix method research design was applied in this research. There are 36 students employed in this research. The data were collected through questionnaire and interview. The data were analyzed within two phases, the first is quantitatively in order to find out the level of reading anxiety experienced by senior high school student and the second is qualitatively in order to identify the major factor triggering the reading anxiety. The results of the research reveals that level reading anxiety is in high level with score 68.08. The result also shows that students experienced high level of anxiety in all category, namely worry about effect (71.85), fear of making error (60.69), unfamiliar culture (70.42), unfamiliar topic (62.5), unknown vocabulary (70.28) which all category is in the high level. Thus, the major factor triggering reading anxiety experienced by senior high school students is worry about effect.

The present study examines the perception of senior high school (SHS) students on the coronavirus and the use of masks to prevent the disease. Semi-structured interviews were employed as a form of data collection with purposively sampled twenty-four (24) senior high school students comprising twelve (12) males and twelve (12) females aged sixteen to nineteen (16-19) years. Thematic analysis was used in analysing the qualitative data gathered. Six (6) themes emerged that centered around SHS students' perception of the coronavirus, wearing of masks, health effects and other general ideas on the pandemic. The main themes were the mode of spread, symptoms, prevention, reasons for wearing masks, the health effects of wearing masks and other issues. The findings were discussed in line with recent literature and recommendations have been made to the stakeholders for policy direction. In sum, the students usually follow the safety protocols instituted by the World Health Organisation (WHO) and the government to stay alive and protected as they are aware of the adverse effects of contracting the disease which include death and liver damage when one even recovers.