Vztah rychlého odpovídání v testu z anglického jazyka a výsledného skóre u různých skupin žáků

BackgroundEnergy drink (ED) consumption is increasing all over the world. We sought to describe the consumption of EDs among adolescents in Norway, and to explore the determinants of daily and high consumption.MethodsPopulation-based cross-sectional data were collected from a sample of 31,091 secondary school students in grade 8–13 aged 12–19 years. School grade, residency, socioeconomic status (SES), physical activity and leisure screen time were included in multiple regression analyses, in order to investigate their associations with daily and high (≥four times weekly) ED consumption.Results52.3% of the respondents were ED consumers and 3.5% were high consumers. Boys consumed twice as much ED as girls (boys: 36.3 ml/day, girls: 18.5 ml/day, geometric means), and the proportion of male high consumers was 3.7-times higher than that of females. The adjusted odd ratio (OR) of upper secondary school (grades 11–13, ages 15–19) students being high ED consumers were higher than for lower secondary school (grades 8–10, ages 12–15) students (OR 1.1(confidence interval (CI):1.0–1.3)), as well as higher for rural than urban residents (OR 1.3 (CI: 1.1–1.5)). Gradients for the increased ORs of being a high ED consumer were found for decreased SES, decreased frequency of physical activity and increased daily leisure screen time.ConclusionsMore than half of the respondents reported that they were ED consumers. Daily and high consumption were independently associated with male gender, physical inactivity, high leisure screen time, low socioeconomic status and rural residency.

This paper evaluates a randomized controlled trial of a cash transfer program for the girls education by studying the shortterm academic achievement of 3,997 female students (9th–11th grade) across 124 classrooms in 33 public secondary schools in Malawi. Results show that students provided with one-year tuition support and monthly cash stipends are more likely to attend school and have better test scores in the short run. These students also regarded education more seriously with higher aspirations for educational achievement.

This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample size of 200 students were selected from 2,910 JS 1 students in all the public secondary schools in Port Harcourt Local Government Area using the multi-stage sampling technique. Instrument for data collection was an objective Integrated Science performance test (OIPT). Two hypotheses were formulated and tested using Factorial Analysis of Variance (ANCOVA). Result of the analysis showed that there is no significant difference in student’s academic performance when virtual learning and expository methods are used in teaching Integrated Science in Junior Secondary class (f1.195 = 1.606, p > .05) and that there is no significant difference between the academic performance of female and male students when virtual learning and expository methods are used in teaching Integrated Science in JS 1 (F1, 195 = 717, p > .05). It was therefore recommended that: Teachers should try to apply the virtual learning instruction in the teaching of Integrated Science as this was found to impact on the students achievement positively and that male and female students should be equally engaged in the learning of Integrated Science where VLS is incorp+orated to eliminate the gender bias in sciences.

This research seeks to examine the role that context or learning situation plays in strategy choice by comparing the strategy patterns of a private English medium secondary and a government secondary school in Botswana. More specifically, the main objectives of this study are to, firstly, investigate whether the ‘type of school' influences the choice of language learning strategies of its students: secondly, to find out whether private English medium secondary school students use more strategies than government secondary school students in Botswana; and, thirdly, to explore the role played by gender on the choice of language learning strategies. Form four students from one private English medium senior secondary school and one government senior secondary completed the Strategy Inventory for Language Learning (SIILL). The data was analysed using descriptive statistics to calculate means and standard deviations of strategies and inferential statistics such as ANOVA to establish the relationships between group and individual strategies. The findings of this study showed that the choice of strategies was not greatly influenced by the type of school from which the student came. However, this study found that government school students relied more on the use of dictionaries. On the other hand, private English medium students volunteered to look for conversation partners in order to get practice in speaking English. In relation to gender, the findings of this study confirmed other previous findings that female students use more language learning strategies than do male students. Keywords: language, learning, context, strategies, gender, influence MARANG Vol. 18 2008 pp. 15-28

It is important to remember that learning outcomes are not the only thing students accomplish, but attitude is also a major learning output. The study purpose was to investigate students’ attitudes, especially regarding the attitude toward nonlinear pedagogy (ATNP), according to gender and grade level in Yogyakarta. Materials and methods. The study involved 1,160 kids who were in fifth grade in primary schools and in eighth grade in secondary schools. A total of 18 schools from around the province were included in the study. The Test of Science Related Attitudes (TOSRA) was used to gather data. This questionnaire is effective for gathering descriptions of students’ attitudes toward nonlinear pedagogy scores for a specific set of participants, since it uses the Likert scale. Results. The study findings show students have quite different levels of excitement for nonlinear science learning. The male students in primary school have a higher positive attitude than the female students do, (M = 36.75; p < 0.001). The male students exhibit a more eager attitude than the female students do in junior high schools (M = 35.78; p < 0.001). The data revealed that the male students in secondary schools have more positive attitudes than the female students do (8.23, M>F). According to the grade level of the school, the male students’ ATNP at the elementary level is more positive than in junior high schools. Conclusions. The statistics show that students’ opinions toward nonlinear teaching are similar in elementary and secondary schools regardless of the grade level of the schools. Even still, most secondary school students find physical education less enjoyable than it was in elementary school. This fact provides instructors of physical education with user input. This finding is encouraging for students looking for strategies to bridge the gender gap in classroom settings. The effects of nonlinear pedagogy are also explored.

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.

Bu araştırmanın amacı ortaokul öğrencilerinin mesleki ve teknik eğitime yönelik algılarını belirlemektir. Araştırma kapsamında nitel araştırma yöntemleri kullanılmıştır. Çalışma grubu Tokat ili merkez ilçesinde yer alan farklı sosyoekonomik seviyelere sahip 11 farklı ortaokuldaki 846 sekizinci sınıf öğrencisinden oluşmaktadır. Belirlenen öğrencilere alandaki uzmanlara danışılarak hazırlanan 12 maddeden oluşan yarı yapılandırılmış bir anket uygulanmış ve betimsel analiz yapılmıştır. Araştırma sonuçlarına gore ortaokul öğrencilerinin gitmek istedikleri lise türleri sırasıyla en çok Sağlık Meslek, Anadolu ve Fen liseleri şeklindedir. İlköğretim öğrencilerinin gitmeyi istedikleri liseler sırasıyla Sağlık Meslek, Anadolu ve Polis Meslek liseleridir. Öğrenciler meslek lisesi kavramını sırasıyla en çok meslek sahibi yapan liseler, çeşitli meslek liseleri, meslek sahibi olmak şeklinde belirtmişlerdir. Öğrencilerin meslek lisesi olduğunu düşündükleri liseler ise sırasıyla en çok Endsütri, Sağlık ve Ticaret Meslek Liseleri şeklindedir. Öğrencilerin lise seçim aşamasında en çok etkileyen faktörlerin sırasıyla aile, öğretmen ve arkadaş olduğu sonucuna varılmıştır. Öğrenciler lise seçim aşamasında etkilemeyen grup olarak arkadaş ve öğretmen seçeneklerini en çok yanıtlamışlardır. Öğrenciler en çok öğretmenlik, tıp doktoru ve polis mesleklerine sahip olmayı istemişlerdir. Öğrencilerin çoğu mesleki rehberlik hizmeti almadıklarını ve sahip olmak istedikleri mesleğe uygun bir liseye gitmek istediklerini belirtmişlerdir. Öğrenciler meslek seçiminde en çok başarı, saygınlık ve maaş kriterlerinin önemli olduğunu belirtmişlerdir. Öğrenciler kendilerine ait mesleği sırasıyla ortaokulun son sınıfında sonra ilkokulda daha sonra ise yedinci sınıfta düşünmüşlerdir.

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.

This research aims to determine whether internet-assisted teaching is adequate for pupils and whether they perceive the Internet as useful for cognitive processing of curricula. Pupils' perceptions of cognitive advantages of Internet usage in teaching geography were examined. Specifically, we explored several aspects of cognition: memory, learning, mental schemas, computation and reasoning. We also considered the effects of pupils' gender, grade, type of school they attend and computer possession. Questionnaires were distributed to 1,563 pupils of different grades and types of primary and secondary schools in Serbia. There were two significant main effects - gender and grade and type of school. Furthermore, there were two significant interaction effects - computer possession with grade and type of school and gender with grade and type of school.

Mathematics plays a vital role in a student's academic as well as everyday life. A large number of students experience mathematics anxiety, which negatively affects their performance in educational settings. The present study aimed to examine the overall level of mathematics anxiety among secondary students and also aimed to compare the mathematics anxiety based on demographical variables such as gender, type of school and medium of instruction. This study adopted a cross-sectional survey research design to conduct the study, and a total number of 220 secondary school students (13-15 years old) were selected as the sample through non-proportional stratified sampling techniques. The relevant data were collected using a standardized Mathematics Anxiety Scale and the collected data were analysed using descriptive statistics and t-tests. The findings of the study revealed that secondary school students experience a moderate level of mathematics anxiety. Further, the study revealed significant differences between male and female students, with male students showing higher mathematics anxiety in comparison to female students. Government secondary school students experience a higher mathematical anxiety compared to the private secondary school students and students who are studying in Odia medium secondary school had higher levels of mathematics anxiety than their English medium counterparts. The overall findings indicate that mathematics anxiety is influenced by various factors such as contextual, institutional, and medium of instruction. The study highlights the need for learner-friendly, concept-based, and supportive teaching practices to reduce mathematics anxiety among secondary school students. Improving instructional resources, reducing examination pressure, and adopting context-sensitive pedagogy may help in enhancing students’ confidence and performance in mathematics.

Abstract: This study explores the attitudes of school students towards their decision-making skills, with a focus on differences across gender and school type. The research aims to examine and compare the attitudes of male and female students in both aided and unaided schools, as well as between the two types of schools. The survey method was employed to gather data, utilizing a five-point rating scale to assess students’ decision-making skills. The sample comprised high school students selected due to constraints of time and resources. The research tool’s reliability was confirmed with a correlation coefficient of 0.79. Data collection involved obtaining permission from the head of a B.Ed. College and the respective school principals. A WhatsApp group was created for students, and a Google questionnaire was distributed for data collection. The study’s findings are as follows: There is a significant difference in attitudes towards decision-making skills between male and female students in aided schools, as well as between male and female students in unaided schools. However, no significant difference was observed between the attitudes of students in aided versus unaided schools. Additionally, a significant difference exists between male and female students’ attitudes across all schools. These results suggest that gender plays a critical role in shaping students’ attitudes towards their decision-making skills, while the type of school does not significantly influence these attitudes. The study highlights the need for targeted interventions to address the differences in decision-making attitudes among male and female students, potentially informing educational practices and policies aimed at enhancing students’ decision-making capabilities. Key words: Attitude, Decision Making, School Students

PurposeTo determine causes of variability in communicable disease prevalence rates among students in secondary schools to inform policy formulation in the public health sector.MethodsA representative cluster sample size for students was estimated using Fisher et al.’s formula while schools, sub-counties and education zones were clustered and sample size was calculated based on coefficient of variation by school type. Data were collected by questionnaire, medical examination using standard procedures, and focus group discussion, and descriptive analysis was performed on the completed questions. Comparisons between risk factors were made by chi-square and ANOVA analysis using SPSS for Windows (version 15.2; Chicago, IL) software. A p value of < 0.05 was considered statistically significant.ResultsThere was significant variation between communicable disease prevalence rates and age (X24, 0.05 = 2.458), school size (X212, 0.05 = 18.636), gender (X24, 0.05 = 5.723) and class of students (X212, 0.05 = 15.202), and bed and desk spacing (p < 0.05 at 95% CI). However, there was no significant association in prevalence rates between both locality and type of school. There was strong evidence that student age has an effect on prevalence rates. The prevalence rate of malaria was higher in male (14.02%) than female students (6.68%) compared to prevalence of diarrhea, which was higher in female (7.96%) than male students.ConclusionThis study has revealed that the prevalences of diarrhea, tuberculosis, pneumonia and other respiratory tract infections are lower among female secondary school students than males and that the prevalence of malaria is higher in males than females. Age of secondary school students is a significant vulnerability factor for malaria, diarrhea, tuberculosis and pneumonia, which were the important communicable diseases most prevalent among secondary school students in Kisumu County, Kenya.

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.

This study aimed to determine the relationship of intelligence beliefs, academic self-regulation, and metacognition with school refusal behavior in female secondary high school students in Amol. This study was a descriptive one with correlational design. The statistical population consisted of all the female secondary high school students of which 214 students were selected using multistage random cluster sampling method from second and third grade of secondary school and were asked to fill in the questionnaires of intelligence beliefs (Babaei), self-regulation (Buffard), metacognition (Trier & Rich) and school refusal behavior (Kearney). In order to analyze the collected data, Pearson’s correlation coefficient was used. The results of the study showed that there is a negative significant relationship between self-regulation, metacognition, and school refusal behavior. The findings of multiple regression analyses also showed that among the predictor variables, only self-regulation with the highest amount of Beta (0.17) was the best predictor of school refusal behavior.

Aim of the research is to find out the Risk Taking Behaviour among students of secondary and higher secondary schools. Investigator selected 240 subjects for this study, subtracting the subject with incomplete information. 120 from urban area and 120 Rural areas’ school students has selected, in every group 60 student from secondary and 60 from higher secondary school in which 30 male students and 30 female students has selected. Samples were taken from schools of Surat district, Urban – rural area. For Data collection “Personal Data Sheet” and “Risk Taking Behaviour Scale” developed by Subhas Sarkar (2017), 2 x 2 x 2 factorial Design was used and data were analysis by F test. Results show the followings: 1. Gender had significant Impact on RTB, male students have average level of RTB whereas female students have below average. 2. There was no significant impact on Risk taking behaviour between Urban area and Rural area, 3. Types of school had Impact on RTB Secondary school student have average level of RTB whereas higher secondary school student has below average level of Risk Taking behaviour. 4. Gender, Area, and Types of school had no significant Interactive effect on RTB.