Ability Of Secondary Students Research Articles

The Collaborative-Individual Learning in Improving the Critical Thinking Skills of Secondary Students in the Philippines

Critical thinking is at the forefront of learning, it builds self-empowerment and confidence. The study aimed to evaluate the influence of collaborative-individual learning on the critical thinking abilities of secondary students in the Philippines. The research sought to answer several questions, including the initial level of critical thinking skills, how the collaborative-individual learning approach was implemented, the level of critical thinking skills after the intervention, whether there was a significant difference before and after the intervention, and which group of students benefited the most from the approach. The study involved 215 Grade 10 students and utilized a single subject experimental design. Pre-tests and post-tests were conducted, and statistical tools such as item analysis, frequency distribution, mean difference, standard deviation, and t-tests were employed. The findings indicated that the students' critical thinking skills improved significantly after the application of collaborative-individual learning. School C demonstrated the highest level of interest and implementation. Based on the results, the study recommends incorporating collaborative-individual learning in teaching Economics and other subjects to enhance students' critical thinking skills. School administrators are encouraged to promote the use of this strategy.

THE IMPORTANCE OF LOGICAL THINKING ABILITY OF SECONDARY LEVEL SCHOOL STUDENTS IN SOUTH DELHI

Logical thinking ability of secondary level school students is described in this article. The logical thinking ability is one of the important components in the 21st century. Thus the study aim to analyze 14-16age group students logical thinking ability in lock down period. The sample was chosen by using a simple random sampling technique. The study involves two classes which has 200participants, consisting of, 100boys and 100girls in class 9and class 10 in South Delhi school. The researcher used a Logical Thinking Test by Sujeet kumar and Sikha Tiwari. T test was used to analyze the data. The result is that there is a significant difference between boys and girls logical thinking ability in 5domains.The finding of the test could be used to enhance students logical thinking ability of secondary students in future.

Vocabulary Size and Critical Academic Reading Ability of Secondary Students in Sabah

English Language Learners' or ELLs reading comprehension of a text is affected by many factors. One of which is vocabulary knowledge. Several studies have shown that there is a direct link between vocabulary and reading comprehension. Although in the present study, students' comprehension, personal response and critical reading abilities were assessed, only the critical reading component is reported in this paper. While sizable studies have examined students' comprehension skills, little is known about the critical reading ability of secondary students, an important factor in students' college academic success. The purpose of the current study was threefold: (a) to investigate ELL secondary students' vocabulary level, (b) to gauge their critical academic reading ability, and (c) to determine the relationship between these two variables. Eighty-five participants from a public school in Kota Kinabalu, Sabah participated in the study. Receptive vocabulary test and an academic critical reading test were administered. Results showed that the vocabulary size of the students was associated with their critical academic abilities. The findings have pedagogical implications for educators. Keywords: ELL learners; University students; Vocabulary size; critical reading; Critical academic abilities

The Effects of the Concrete–Representational–Abstract Integration Strategy on the Ability of Students With Learning Disabilities to Multiply Linear Expressions Within Area Problems

We examined the effects of the Concrete–Representational–Abstract Integration strategy on the ability of secondary students with learning disabilities to multiply linear algebraic expressions embedded within contextualized area problems. A multiple-probe design across three participants was used. Results indicated that the integration of the concrete manipulatives, sketches of manipulatives, and abstract notation with the support of a graphic organizer (i.e., expansion box) was an effective strategy to improve students’ conceptual understanding and procedural fluency of multiplying two linear expressions. Furthermore, participants generalized the algebraic material to novel problem tasks and maintained performance up to 6 weeks following intervention.