10th-grade Female Students Research Articles

Exploring the Association Between Oral Health Literacy and Oral Health-Related Quality of Life Among Young Women in the Eastern Province of the Kingdom of Saudi Arabia: A Cross-Sectional Study.

One approach for improving oral health is focusing on oral health literacy (OHL). In this study, we aimed to investigate the association between OHL and oral health-related quality of life (OHRQoL) and to identify relevant OHL intervention targets that can be used to improve oral health. We performed a cross-sectional questionnaire study among 1889 10th grade female students in the Eastern Province of the Kingdom of Saudi Arabia (KSA). We then assessed OHL using the Arabic version of the short version of the Health Literacy in Dentistry scale (A-HeLD-14). OHRQoL was assessed using the 14-item oral health impact profile (OHIP-14). Information on socio-demographics and oral health-related behaviours (e.g., toothbrushing, sugary diet consumption and dental attendance) was also collected. The relationship between OHL and OHRQoL was investigated using binary logistic regression adjusted for sociodemographic information and oral health-related behaviours. In both the adjusted and unadjusted models, poor OHL was significantly associated with OHRQoL problems (odds ration [OR] = 2.90, p < 0.001). Having any OHL problem was significantly associated with having an OHRQoL problem (p < 0.001). The ORs were highest for the domains of financial barriers (OR = 2.49, p < 0.001) and receptivity (OR = 2.16, p < 0.001). Interventions targeted at individuals with low OHL are crucial to improving OHRQoL in the population. The most relevant interventions concern (a) dedicating time and attention to oral health and (b) financial barriers.

The association between oral health literacy and oral health-related behaviours among female adolescents in the Kingdom of Saudi Arabia: A cross-sectional study

ObjectivesOral health literacy (OHL) is suggested as an important denominator of oral health. This study aimed to identify ways to improve oral health by exploring the association between oral health literacy and oral health-related behaviours among female adolescents in the Eastern Province of the Kingdom of Saudi Arabia (KSA). MethodsThis cross-sectional study assessed OHL among 1,889 10th grade female students in the Eastern Province of the KSA. OHL was assessed using an Arabic version of the short version of the Health Literacy in Dentistry scale (A-HeLD-14). Self-reported socio-demographic information and oral health-related behaviours (toothbrushing, dental attendance, and sugary diet consumption) were also collected. The relationship between OHL and oral health-related behaviours was investigated using binary logistic regression, adjusted for socio-demographic information. ResultsThe binary logistic regression analyses showed that poor OHL was significantly associated with infrequent toothbrushing (p < 0.001) and irregular dental attendance (p = 0.005) but not with consumption of sugary diets. All A-HeLD-14 domains were significantly associated with infrequent toothbrushing, and the domains concerning access, receptivity, and financial barriers were significantly associated with irregular dental attendance. The highest odds ratios (ORs) for infrequent toothbrushing were found in the domains of receptivity (OR = 4.19) and understanding (OR = 3.85) and for irregular dental attendance in the financial barriers (OR = 1.61) and access (OR = 1.49) domains, followed by the receptivity domain (OR = 1.35). ConclusionPoor OHL was significantly associated with infrequent toothbrushing and irregular dental attendance. Interventions focusing on OHL are warranted to improve oral health-related behaviours and thereby oral health in the population. The aspects that seem most vital to target are improved access to dental care, including the reduction ofeconomic barriers, as well as increased awareness of oral health in the population.

Designing a model of academic depression based on the psychological-social atmosphere of the class With the mediation of motivational self-regulation among 10th grade female students

Designing a model of academic depression based on the psychological-social atmosphere of the class With the mediation of motivational self-regulation among 10th grade female students

Designing a model of academic depression based on the psychological-social atmosphere of the class With the mediation of motivational self-regulation among 10th grade female students

Background and Aim: Academic activities require academic enthusiasm and motivation that sometimes students show a kind of disillusionment in doing homework and in fact this issue is very important in the path of their academic achievement, therefore, the main purpose of this study was to design a model of academic distress based on the psychosocial atmosphere of the class with motivational self-regulation mediation. Methods: The research method was descriptive correlational and the statistical population consisted of female students in the 10th grade of high schools in District 2 of Arak in the academic year 2021-2022. The sample size was determined by modeling method of 300 people who were selected by cluster random sampling method. Data collection tools were: Pekran Academic Distress Questionnaire (2005), Misho Class Psychosocial Climate (1985), Boufard Self-Regulation Questionnaire (1995). Data analysis method was the exploitation of descriptive statistics indicators, structural equations including path analysis, t-statistics, bootstrap and sobel. In this regard, PLS software was used. Results: The results showed that academic disillusionment based on psychosocial climate with motivational self-regulation mediation with coefficient of -0.681 at the level (P&lt;0.05), It is fitting that by increasing the psychosocial climate with the mediation of motivational self-regulation, academic heartache decreases by 0.681, so the model of academic heartache based on the psychosocial atmosphere of the class is mediated by the mediator. Gray himself has fitted motivational discipline. This fit had an indirect effect equivalent to -0.532 coefficient. Conclusion: Based on the results, it can be concluded that psychosocial climate has a significant relationship with academic distress directly and through the mediation of motivational self-regulation, and therefore, educational system planners can pay attention to these relationships and make teachers more aware of these results.

The Impact of Teaching Vocational Education Using Project-based Learning Strategy on Developing Critical Thinking Skills among 10th-Grade Students

The study aims to identify the impact of teaching vocational education using a project-based learning strategy on developing critical thinking skills among 10th-grade students. To achieve the aim of the study, the semi-experimental approach is factored in. The study is applied to a sample consisting of 60 10th-grade female students from Rajm Al-Shami Al-Gharbi Mixed Secondary School in Muwaqqar District, and it is distributed equally between the two groups as follows: a 30-student experimental group and 30-student control. To measure the pre and post-performance of the two study groups, a 21-item critical thinking skills test is prepared in its final form . The results of the study show a statistically significant difference between the arithmetic means of the degrees of the students of the experimental and control groups in the post-test of critical thinking skills (knowledge of assumptions, deduction, inference, evaluation of arguments) and the critical thinking skills as a whole in favor of the experimental group. The study recommends adopting a project-based learning strategy as a basic strategy in teaching most units of the vocational education subject for its suitability for most of the activities in the textbook’s units.

The Effect of the Contradictory Events Strategy on Modifying Misconceptions in Chemistry for Tenth Grade Students in Palestine

This study aims at investigating the effect of using the discrepant events strategy on modifying the alternative misconceptions in chemistry of 10th grade students compared with the traditional method. The researcher used the semi-experimental method by applying the study to a sample of (74) 10th grade female students in the secondary school of girls in the district of Tulkarem, in the second semester of the academic year (2016/2017). To actualize the purpose of the study, the researcher used the alternative misconceptions test. The analysis of variance (ANCOVA) showed presence of a statistically significant difference between the means of grades of the students on the alternative misconceptions test was in favors of experimental group members. Based on the results, the study recommends that it is important to use this strategy in teaching chemistry because of its role in modifying the student’s misconceptions. Keywords: Alternative Misconceptions, Contradictory Events, Teaching Chemistry.

The effectiveness of using a computerized package to development of geomorphological concepts and visual thinking skills of the 10th grade female students in Oman

The study aimed at investigate the effectiveness of using a computerized package to develop the geomorphological concepts in the social studies and visual thinking skills of the 10th grade female students in Oman. The study sample consisted of 57 female students from the10th grade at basic education. They were divided into two groups, experimental design consisted of 29 students and control group of 28 students. The study aimed to measure the effectiveness of the package answer questions, and to verify the hypotheses stated by researcher who prepared the study tools that consisted of, test highlighted the geomorphological concepts, and the test that measured the visual thinking skills .The results showed that there were significant differences at the level (0, 05) between the means of the experimental group and the mean of the control group in measuring both geomorphological concepts and the measured visual thinking skills.

The Effectiveness of the Five E’s Learning Cycle in Rhetoric Achievement among Grade Ten Female Students in Oman

The present study aimed at investigating the effect of the use of the five E’s learning cycle on the achievement in rhetoric of 10th-grade female students. To achieve this aim, the researchers prepared a rhetoric test and a teacher guidebook to use the five E’s learning cycle in rhetoric lessons. An expert jury reviewed both instruments to test their validity. The reliability was also calculated and was found to be (0.76), using Cronbach’ Alpha. The sample of the study consisted of 60 female students divided into two groups; an experimental group consisting of 32 female students who were taught using the five E’s constructivist learning, and a control group that consisted of 28 female students who were taught by the conventional way. Then, a test in rhetoric was conducted for both groups after the intervention. Data analysis revealed that there is a statistically significant difference at (α≤0.05) level between the experimental group and the control group in favor of the experimental group attributed to the use of the five E’s learning cycle. Moreover, the results showed that there is a statistically significant difference at (α≤0.05) level between the experimental group and the control group in favor of the experimental group in the following levels: remembering, understanding, and applying. In light of these results, the researchers recommended training the teachers on new strategies in rhetoric and use the five E’s learning cycle in different Arabic Language skills.

Myths about Menstrual Personal Hygiene among FemaleAdolescents

Poor personal hygiene during menstruation among adolescents can lead to urinary tract infection, reproductive tract infection, and skin irritation. This studyaimed to determine the relationship between belief in myths and personal hygiene during menstruation. Cross-sectional quantitative study was conductedusing a sample of 119 10th grade female students from Tangerang 13 State Senior High School selected through purposive sampling. Logistic regressionanalysis was used in this study to determine the relationship between myths and personal hygiene after age of menarche, attitude, socioeconomic status,information, and maternal education were controlled. In the bivariate selection, modeling was completed by entering confounding and interaction variablesthen reducing the confounding variables by examining changes in the odds ratio. Results showed that the students who believed the myths were 3.7 timesmore likely to not practice personal hygiene during menstruation compared with those who did not believe the myths after attitude and status socioeconomicstatus were controlled. No interaction was observed between the myths and socioeconomic status.

The Degree of Procedures’ Availability to Identify the Career Path for 10th Grade Female Students at Basic Stage in Public Schools in Jordan According to System Theory Framework of Career Development, from Principals, Teachers and Educational Counsellors’

The present study aimed at identifying the degree of procedures’ availability to identify the career path for 10 th Grade female students at Basic Stage in public Jordanian schools according to System Theory Framework of Career Development from principals, teachers, and educational counsellors’ point of view. It also aimed at identifying whether there were any significant differences at (a=0.05) in the need for procedures to identify the career path for 10 th grade female students at Basic Stage in public Jordanian schools from principals, teachers, and educational counsellors’ point of view which can be attributed to region, qualification or position. The study community consisted of (437) principals, teachers and educational counsellors who were working in females’ Basic Stage public schools. The schools were from three governorates that represented the three main regions in Jordan (Northern, Central and Southern). The questionnaire consisted of (5) dimensions and (56) statements. It was found that the degree of procedures’ availability to identify the career path for 10 th Grade female students at Basic Stage in public Jordanian schools according to System Theory Framework of Career Development from principals, teachers, and educational counsellors’ point of view was moderate, the overall mean was (3.16). This signifies that several measures must be taken by the Ministry of Education in Jordan to develop procedures to identify the career path for 10 th Grade female students at Basic Stage in public Jordanian schools. It was also found that there were significant differences in the means for procedures to identify the career path for 10 th grade female students at Basic Stage in public Jordanian schools from principals, teachers, and educational counsellors’ point of view that can be attributed to region and qualifications, whereas, no significant differences in the means that can be attributed to position were found. Based on the results, several recommendations were suggested such as developing a work plan to identify the career path for 10 th grade female students at Basic Stage in public Jordanian schools and conducting more studies on identifying career path targeting other target groups and other variables. Keywords: Career Path, Basic Education, The System Theory Framework for Career Development DOI: 10.7176/JEP/11-9-07 Publication date: March 31 st 2020

Effectiveness of emotion regulation instruction on interpersonal problems among female high school students

Aim: This study was conducted to observe the effectiveness of emotion regulation instruction on interpersonal problems among 10th-grade female students in 2016–2017. Methodology: We used the quasi-experimental method and conducted pretests and posttests on the control group. Statistical population of this study is comprised of all 10th-grade female students of Neyshabur (Khorasan Razavi Province). In this study, 30 female students were selected by multistage randomized cluster sampling. Then, they were randomly placed in the central and experimental groups (15 students in each group). Inventory of interpersonal problem questionnaire was used to measure the level of interpersonal problems among the students. The results of this questionnaire were confirmed and its Cronbach's alpha value was 0.88. We performed our emotion regulation instruction for the experimental group during 8 sessions that each lasted 90 min; these instruction sessions were held once a week, and the control group was also included in the list. At the end of these sessions, both the groups were reassessed. Results: The results of this study showed that there is a significant difference (P

AN ANALYSIS OF SOCIAL MEDIA USE AND ITS IMPACT ON MENTAL HEALTH OF FEMALE STUDENTS

The purpose of this study was to examine the effect of the use of social media on mental health of 10th grade female students. Eighty female secondary level government school students served as the sample of the study. A free to use questionnaire on “Effect of social media on mental health”, available on Survey Monkey website was used in the study. After ethical clearance, the researcher administered the questionnaires on the subjects. To identify the positive or negative effect of social media on mental health Chi square (x2) test was applied on the obtained data. This study identifies the relationship between social media and health threats. The finding of the study shows that social media affects the mental health of the user students. Article visualizations:

أثر استخدام التعلم المبنی على مشکلة فی تدریس الکیمیاء على التحصیل الدراسی ومهارات التفکیر الإبداعی لدى طالبات الصف الأول الثانوی

مستخلص الدراسة: هدفت الدراس إلى بحث أثر إستراتیجیة التعلم المبنی على مشکلة فی تدریس وحدة من مقرر للصف الأولالثانوی فی تنمیة کل من التحصیل الدراسی ومهارات التفکیر الإبداعی لدى طالبات الصف الأولالثانوی بمحافظة سکاکا, وذلک من خلال الإجابة عن فروض الدراسة الآتیة: لا توجد فروق ذات دلالة إحصائیة عند مستوى دلالة (0,05) بین متوسطات درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار التحصیل الدراسی. لا توجد فروق ذات دلالة إحصائیة عند مستوى دلالة (0,05) بین متوسطات درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار مهارات التفکیر الإبداعی مجتمعة. ولتحقیق ذلک تم استخدام المنهج شبه التجریبی, وقد تم اختیار عینة الدراسة بطریقة قصدیة, ومن ثم قسمت عشوائیا إلى مجموعة ضابطة وعددها (25) طالبة, ومجموعة تجریبیة وعددها (30) طالبة. وقد أعدت الباحثة اختبارا تحصیلیا فی فصلی مقدمة فی الکیمیاء والمادة والخواص والتغیرات, کما استعانت باختبار تورانس للتفکیر الإبداعی الصورة اللفظیة. وللتحقق من فروض الدراسة قامت الباحثة باستخدام اختبار (ت) للمجموعات المستقلة, ومعادلة کوهن(د) Cohen’s (d)لحساب حجم الأثر. وکانت أبرز نتائج الدراسة ما یلی: وجود فروق ذات دلالة إحصائیة عند مستوى (0,05) فأقل بین متوسطی درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار التحصیل الدراسی لصالح المجموعة التجریبیة. وجود فروق ذات دلالة إحصائیة عند مستوى (0,05) فأقل بین متوسط درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار مهارات التفکیر الإبداعی لصالح المجموعة التجریبیة. وفی ضوء نتائج الدراسة خرجت الباحثة بعدد من التوصیات من أهمها: استخدام إستراتیجیة التعلم المبنی على مشکلة فی تعلیم مقرر الکیمیاء. إعادة صیاغة محتوى فصلی مقدمة فی الکیمیاء والمادة والخواص والتغیرات بحیث یتم عرضه فی صورة مشکلات تلامس حیاة الطالبات الواقعیة. تدریب معلمی العلوم على تنمیة مهارات التفکیر الإبداعی حتى یتمکنوا من تنمیتها لدى المتعلمین فی أثناء تدریس العلوم. Abstract: The current study aimed at investigating the impact of Problem-Based Learning strategy (PBL) on both academic achievement and developing creative thinking skills of 10th grade female students in two chemistry units: “Introduction to Chemistry” and “Matter, Properties and Changes” in Skaka province. To achieve its aim, the study imposed two hypotheses as follows: No statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in academic achievement. No statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in creative thinking skills. To test the study hypotheses, quasi-experimental approach was used, where the sample of the study was purposefully selected, and then randomly divided into two groups: control group (25) female students, and experimental group (30) female students. Moreover, two tests were conducted: Academic Achievement test and Torrance Creative Thinking test. Further, effect size was calculated by using Cohen’s (d) equation. The study showed significant results, including: There were statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in academic achievement in favor of experimental group. There were statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in creative thinking skills in favor of experimental group. In light these results, some recommendations were suggested, including: Using Problem-Based Learning strategy in teaching chemistry. Presenting the content of “Introduction to Chemistry” and “Matter, Properties and Changes” through the use of real daily life problems. Training of science teachers on developing creative thinking skills, so they can apply them in teaching and learning science.

The Impact of Text Type and Difficulty on Metacomprehension among 10th Grade Students

The current experimental study aimed at identifying the effect of text type (scientific or historical) and difficulty level (difficult or easy) and their interaction on student’s metacomprehension performance. A sample of 180 10th grade female students enrolled in public schools at Alrusiafah district participated in the study; and they were distributed equally on four groups ((1) easy historical text group, (2) difficult historical text group, (3) easy scientific text group and (4) difficult scientific text group). They completed a metacomprehension pretest, read the texts assigned to them (subjects were not familiar with the texts), and then completed the metacomprehension posttest. Metacomprehension test was adapted from Moore et al. (1997); Anderson (2005) and Schmitt (1990). It included (44) items distributed on (7) dimensions. Validity and reliability of the test were insured. Statistically significant differences were found in the metacomprehension posttest in favor of groups 3 and 4, and in favor of group 4 in overall posttest. Differences are found in the metacomprehension dimensions posttest in favor of groups 3 and 4, and in groups 2 and 4 performances in metacomprehension dimensions posttest.

An Application of Cloud Physical Activity Promotion System on High School Female Students’ Physical Activity

The aim of this study was to investigate the effectiveness of cloud physical activity promotion system (CPAPS) on high school female students' moderate physical activity time (MPAT). A pre- and post-test quasi-experimental design was used for this study. The participants were sixty-two 10th-grade female students in two classes. The independent variable was whether the class was employed with CPAPS or not. The dependent variable was students' MPAT per week. Chi-square and t-test were conducted to examine whether there is a difference between the two research groups. The result of this study suggests that using CPAPS could improve MPAT.

أثر استخدام دورة التعلم المُعدّلة في تنمية مهارات التفكير الناقد لدى طالبات الصف العاشر الأساسي في الأردن

This study aimed at investigating the effect of using revised learning cycle in developing the critical thinking skills of 10th grade female students compared with the traditional method. To achieve the aim of the study, the researcher used California critical thinking test that consisted of (34) multiple choice items. The sample consisted of two groups: experimental group which was taught Physics by using revised learning cycle and consisted of (47) female, and control group which was taught by traditional method and consisted of (51) female. The results showed that there are statistically significant differences among females means in the two groups on the critical thinking test attributed to the instructional strategy in favor of the females who studied by revised learning cycle. The study recommended using revised learning cycle in developing the critical thinking skills of students, and to conduct similar studies on other subjects and classes. هدفت هذه الدراسة إلى تقصي أثر استخدام دورة التعلم المُعدّلة في تنمية مهارات التفكير الناقد لدى طالبات الصف العاشر الأساسي مقارنة بالطريقة الاعتيادية. ولتحقيق هدف الدراسة استخدم الباحث اختبار كاليفورنيا لمهارات التفكير الناقد والمكوّن من (34) فقرة من نوع الاختيار من متعدد. تكونت عينة الدراسة من مجموعتين: تجريبية تمّ تدريسها مادة الفيزياء باستخدام دورة التعلم المعدلة, وتكوّنت من (47) طالبة، وضابطة تمّ تدريسها نفس المادة بالطريقة الاعتيادية، وتكوّنت من (51) طالبة. أظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى الدلالة ( α = 0.05) بين المتوسطات الحسابية لعلامات الطالبات في مجموعتي الدراسة على اختبار مهارات التفكير الناقد تُعزى لاستراتيجية التدريس، ولصالح الطالبات اللواتي درسن باستخدام دورة التعلم المعدلة. وأوصت الدراسة باستخدام دورة التعلم المعدلة في تنمية مهارات التفكير الناقد لدى الطلبة، وإجراء دراسات مماثلة على صفوف وموضوعات أخرى.

Language Use, Attitude, and Linguistic Identity Among Palestinian Students in East Jerusalem

Language-switching, attitude, and linguistic identity among 10th-grade female students in East Jerusalem are influenced by current political, social, and ethnic conflicts. The students make decisions to use English, Hebrew, and Arabic—the 3 regional languages—based on issues of hegemony and social influences. Participants in this study track locations and reasons for secondary language-switching; offer insights regarding their language attitudes for English, Hebrew, and Arabic; and explore linguistic ignominy and ethnolinguistic identity.

Combining universal and targeted prevention for school‐based eating disorder programs

This study examined a step toward providing a universal prevention program to all students while targeting those at risk. Seventy-eight 10th-grade female students were provided an on-line eating disorder prevention program and randomized to participate in (1) a higher risk and higher motivated group, (2) a lower risk or lower motivated group, or (3) a combined group. The students in the first group made significantly fewer negative and more positive comments in the on-line group discussion than the higher risk and higher motivated participants in the combined group. However, there were no differences among groups on outcome measures. The results suggest that, because it is relatively easy to provide interventions with separate groups, it seems appropriate to do so, if for no other reason than to minimize the few very negative comments that were posted by students that might have created an adverse environment for the higher risk-participants that the intervention specifically targets.