Ability Of High School Students Research Articles

The Effects of Biological Instruction using Reflective Thinking Strategies on Scientific Thinking Ability of High School Students

The Effects of Biological Instruction using Reflective Thinking Strategies on Scientific Thinking Ability of High School Students

Effect of computer-based instruction on students' self-perception and functional task performance

Purpose. This study was designed to investigate the effects of computer-based instruction (CBI) on the academic self-perception and functional ability of high school students with learning difficulties.Method. Fifty high school students were assigned to one of two groups: (1) CBI or (2) a regular English language arts classroom, the comparison group. Students in the CBI group used the assistive reading software, Kurzweil 3000 (K-3000), intensively for 10 weeks. This specific CBI tool provides reading and auditory presentation of text and study-skills tools. Before and after the intervention period, standardised measurements such as self-perception profile for learning disabled students (SPPLD), the self-perception profile for adolescents and self-developed questionnaires such as a job application form were used to probe students' academic self-perception and functional task performance.Results. Repeated measure analyses of SPPLD revealed that the CBI group made more progress than comparison group on the reading competence subscale and general competence subscale. Repeated measure analyses of the job application form demonstrated similar results that the CBI group made more progress in filling out the education information section and the work experience information section.Conclusion. The results suggest that the K-3000 software program improves academic self-perception and functional task performance of high school students with learning difficulties.

Possibility of improvement in running and overhand throwing abilities of high school students through regular physical education classes

The purpose of this study was to explain the possibility of improvement in running and overhand throwing abilities in high-school students through regular physical education classes. The subjects were 117boys and 95girls in the second grade of a high school. The subjects performed 100m run and ball throws hefore and after physical education classes, 10 times during 4weeks. The physical education classes were consisted of some kind of teaching materials for running and overhand throwing skills. The running and throwing motions were recorded with a VTR camera from the side view. By the posterior ohservation of the videotape, motor pattern of running and throwing was evaluated individually. The results were compared before and after the classes, to explain significant differences by the t-tests.The results were summarized as follows;1) The means of running time decreased significantly, and throwing distance increased significantly both in boys and girls.2) Improvement in running time and throwing distance after trials was remarkable in lower revel subjects, before learning. And the some differences were found in the tendency hy sex and the events.3) There was a large difference of running time and throwing distance as well in its growth in terms of sex. But the result of evaluated running and throwing motions shows that girls were more improved than boys. These results explain that it is possible to improve running and throwing abilities in high school students, and it is suggested that running and throwing (fundamental movements) practice for acquirement of appropriate motor pattern is important through regular physical education classes.

Information Recall of 4 Elements among Young Newspaper Readers

This experiment examines the ability of high school students to process and recall information contained in story texts, graphics, index boxes and pullout quotes. Most efficient recall is for information in pullout quotes and least efficient is from information in graphics.

Combining Problem-Solving Instruction and Programming Instruction to Increase the Problem-Solving Ability of High School Students

AbstractResearchers have identified a number of reasons why many programming students have difficulty acquiring a knowledge of programming, writing programs, and transferring programming knowledge to other problem-solving domains. These reasons include a lack instruction in basic problem-solving skills and poor programming skills. In the study described here, students were introduced to a generalized problem-solving strategy, and were given instruction in BASIC programming in an attempt to determine whether this combination enhanced student problem-solving ability.

Evaluating Economic Performance and Policies: A Comment

(1987). Evaluating Economic Performance and Policies: A Comment. The Journal of Economic Education: Vol. 18, No. 2, pp. 246-249.

One Point of View: Alternatives to Social Promotion

One of the most pressing concerns in education today is the teaching of mathematics to public school students. The decline in the mathematical ability of entering college freshmen and the resulting decrease in the number of students who elect majors in science represents a crisis in American public education. There is a comparable decline in the mathematical ability of high school students, a decline that can be traced through all levels of schooling from the first grade.

A Synthesis of Grammar and Literature through Verb Study

People cry out for a return to and, with English classes, what most people understand as basic is the study of traditional grammar. Critics cite the decline in writing abilities of high school students and college freshmen, suggest that too much emphasis has been placed on thematic approaches to literature, and argue that grammar has been ignored. Many professors claim that high school English teachers are doing their job. Some colleges have instituted classes in remedial composition for freshmen and have separated the study of literature (except for the essay) from the study of rhetoric and composition, often creating separate desciplines. Many high school teachers are disgruntled because they feel that colleges have not provided responsible leadership. Attempting to follow the work of college linguists, many secondary teachers dismissed traditional grammar, only to find that some linguists offered only descriptive methods never intended to transfer to teaching principles, while other linguists supplied methods too difficult for ordinary classroom use. Compounding that, high school teachers find themselves, as do many college teachers, trying to provide what they believe may be students' last experiences with literature. We believe there are methods of using sound elements in the traditional approach to grammar and rhetoric which can be integrated with insights of newer linguistic techniques. Realizing that both of us were teaching honors students, one in high school and one in college, we proposed a dual study to test a method that proceeds through literature and keeps the study of grammar in context. Students would analyze verb forms to effect a synthesis of basics and literature. Such analysis involves students in true basics, examining the function of language in a sophisticated and enjoyable context and communicating insights in expository essay assignments. Students would gain insights into the function of tense, voice, and mood, an activity which leads to a synthesis involving other forms of speech: verbals, including participles, gerunds, and infinitives; adverbs; and, most importantly, the relationship of sentence parts, such as the subject-verb relationship. Moreover, the students would extend their insights into comprehension of literary techniques like points of view, characterization, and tone, culminating in understanding the world view of the author.

The Ethical Discriminatory Abilities of High School Students

The Ethical Discriminatory Abilities of High School Students

A Comparison of the Readability of Vocational Agriculture Reference Books with the Reading Ability of the Students using them

TEACHERS OF vocational agriculture often complain that their students do not understand what they read. In vocational agriculture, as in other high-school subjects, reading is one of the most effective and efficient tools of learning. However, the usefulness of this tool is lost if the material to be read does not reasonably match the capabil ity of the reader. If the material is too difficult, the student will not comprehend; if it is too sim ple, the student may be insulted and/or bored. In either case, learning suffers. Few studies have been reported which attempt ed to match the readability of text or reference materials with the reading ability of high-school students. Although the readability of a large num ber of agricultural reference materials has been reported, no extensive study was found which compared their readability with the tested read ing ability of the students actually using them.

Improving the Reading Ability of High-School Students

During the school year 1939-40 Miss Emily Murphy, a teacher of English in the Richmond Senior High School, Richmond, Indiana, conducted a controlled experiment in remedial reading with tenth-grade pupils. The purpose of the project was to determine the extent to which the reading abil ity, of high-school students may be improved by means of a systematic pro gram of remedial reading. The students comprising the experimental group were given systematic training in reading comprehension; those comprising the control group were not given this training. The total time spent on the project did not exceed nineteen hours. A one-hour period per week during a semester was devoted to the work. Although the study was made with high-school students, the procedures utilized and reported are applicable at the elementary-school, junior high-school, and college level. A number of considerations lend significance to an attempt to improve the reading habits of high-school students. First, the demand made on abil ity to read, both in school and in life outside the school, is greater today! than ever before. In former days, the reading that was required in a school subject was often limited to the use of a single textbook. In contrast with this former practice, pupils in certain courses?social studies, for example? in a good modern school need to read widely in several books and current periodicals. In such a situation, poor readers are obviously and seriously handicapped. Moreover, the abundance of reading material in the form of newspapers, magazines and books with which modern life outside the school surrounds the individual is in striking contrast with the meager reading en vironment of an earlier day. Since learning depends in great measure on information gained from this wide variety of available reading material, one who cannot read well is seriously handicapped in acquiring intelligence about what is going on in his world. 445

Student Recognition of Some Spanish‐English Cognates

Author's Summary— An experiment to test the ability of high school students to recognize Spanish‐English cognates shows that the average student who has not studied Spanish can recognize about seven hundred fifty Spanish words. Writers of texts often assume too great a knowledge of English vocabulary on the part of younger students. Deceptive cognates present a problem to the beginner.