Secondary School Classes Research Articles

Unges forståelser av åpenhet om psykiske problemer: en kvalitativ studie

Background: Openness about mental disorders has increased in recent decades. How do youths understand the ethos of openness about mental illness? Method: In this qualitative study, we conducted 15 semi-structured interviews and three focus groups with young adults aged 16–19, the majority recruited from psychology classes in upper secondary school. Thematic analysis was used to analyze data. Results: The participants shared the widespread perception that openness is an effective outlet for negative feelings and a way to combat stigmatization. However, we also found that the participants had more critical understandings of openness. Among the downsides of openness that were highlighted were potential misuse to gain attention, uncertainty regarding the legitimacy of the disease categories applied, and the potential romanticization of mental illness. Conclusion: The study indicates that a more nuanced, ambivalent attitude towards openness has become widespread among the younger generation. Keywords: the ethos of openness, mental illness, stigma, shame, pathologizing

Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings

The deployment of innovative and learner-centered approaches into teaching and learning has strong potential of improving students’ learning outcomes. The study compared the effectiveness of computer simulation and animation instructional packages in flipped classroom settings on secondary school students’ achievement and retention in geography. The study adopted a pre-/post-test, non-equivalent, non-randomized quasi-experimental control group design. A sample of 126 senior secondary school class two (SS2) geography students was purposively drawn from two intact classes in Minna Metropolis, Niger State, Nigeria as participants for the study. The two intact classes were randomly assigned to experimental group I (computer simulation package, n=67) and experimental group II (computer animation package, n=59) in flipped classroom settings. A 50-item geography achievement test (GAT) was used for data collection, while computer simulation and computer animation instructional packages were administered to students as treatment in flipped classroom settings. The face and content validity of GAT was carried out using experts in the field of geography, educational technology and computer science from Federal University of Technology, Minna. GAT was further subjected to pilot testing, and a reliability coefficient of 0.85 was obtained using test re-test method and PPMC formula. Descriptive statistics of mean and standard deviation were used to answer the research questions, while inferential statistics of t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that computer simulation (mean gain=41.70) and computer animation (mean gain=38.32) instructional packages in flipped classroom settings improved students’ achievement and retention of geography concepts. Also, no significant difference was found in the mean achievement (t=.05, df=124, p=0.63) and retention (t=2.04, df=124, p=0.82) scores of the two groups. It was therefore recommended that teachers should incorporate technology-based flipped classroom instructional strategies into teaching and learning of geography in order to improve students’ learning outcomes in the subject.

Effects Of Computer Assisted Instruction (Cai) On Secondary School Students’ Achievement in Basic Science and Technology Ekiti State

The study examined the effect of computer assisted instruction (CAI) on secondary students’ achievements in Basic science and technology in Ekiti state, Nigeria. It also investigated the influence of gender on the achievement of students exposed to computer assisted instruction. The study was a quasi-experimental of non-equivalent, pretest, posttest control group design (two experimental and control group) with one hundred and twenty. Junior secondary school class two students as sample. Computer assisted instruction {animation and onscreen test, animation, on screen test and narration} was used as treatment while the instrument used to gather data is Basic Science and Technology Achievement Tests (BASATAT). The items of the instrument were subjected to face and content validity. The reliability of the instrument was established using test-retest method and a reliability co-efficient of 0.75 was obtained. Analysis Of Covariance (ANCOVA) was used in analyzing Data collected. The study found that, there was a significant difference between the posts –test mean score of the experimental groups and control group. The study also indicates no gender influence in the use of Computer Assisted Instruction (CAI) and student achievement.

Problem-Based Tasks in Mathematics Learning: Opportunities and Challenges for Teachers

Mathematics education and teaching should not only include routine tasks; but tasks that need practice and memorization are mathematically more prosperous and more difficult because they promote problem-solving, investigation, and the discovery of the actual value of mathematical assertions. Therefore, the teacher must be able to select, create, and modify assignments under the established goals. This study attempts to examine opportunities and challenges that teachers encounter while adopting problem-based tasks. The subjects involved in this study were three secondary school mathematics teachers that are acceptable, in East Java, Indonesia. The teachers involved have more than five years of teaching experience and have good academic qualifications. The data collection consisted of observing three classes of secondary school during the implementation of a problem-based task related to the topic of rectangles and algebra. The study begins with the introduction and giving of several examples of problem-based tasks in secondary school mathematics designed to foster advanced learners' critical thinking and creativity. The findings show that teachers gain new knowledge about problem-based assignments and pedagogical insights on how they explain them to students. The results also provide an overview of the challenges for teachers to design and implement problem-based tasks.

Multimodal Engagement Analysis From Facial Videos in the Classroom

Student engagement is a key component of learning and teaching, resulting in a plethora of automated methods to measure it. Whereas most of the literature explores student engagement analysis using computer-based learning often in the lab, we focus on using classroom instruction in authentic learning environments. We collected audiovisual recordings of secondary school classes over a one and a half month period, acquired continuous engagement labeling per student (N=15) in repeated sessions, and explored computer vision methods to classify engagement from facial videos. We learned deep embeddings for attentional and affective features by training Attention-Net for head pose estimation and Affect-Net for facial expression recognition using previously-collected large-scale datasets. We used these representations to train engagement classifiers on our data, in individual and multiple channel settings, considering temporal dependencies. The best performing engagement classifiers achieved student-independent AUCs of .620 and .720 for grades 8 and 12, respectively, with attention-based features outperforming affective features. Score-level fusion either improved the engagement classifiers or was on par with the best performing modality. We also investigated the effect of personalization and found that only 60 seconds of person-specific data, selected by margin uncertainty of the base classifier, yielded an average AUC improvement of .084.

METHODOLODY OF THE FOREIGN LANGUAGE ELECTIVE COURSES DEVELOPMENT FOR THE PROFILED CLASSES

One of the priority areas of modern Kazakhstani education has become the creation and development of specialized education system in the senior classes of general education schools, gymnasiums, and lyceums. Therefore, there is a need to investigate the issue of developing elective courses in the context of specialized education, including foreign languages. The object of the research is the process of teaching a foreign language in the senior classes of secondary schools, gymnasiums, lyceums. The subject of the research is the content of the elective course "The World Around Us". The analysis of high school specialized education, practical recommendations for the development of elective courses in a foreign language may be of interest to teachers of foreign languages in general education schools, gymnasiums, lyceums, teachers of language courses. Key words: elective courses, specialized training, foreign language, senior classes.

METHODOLOGY FOR WORKING WITH CHILDREN WITH LOW ASSIMILATION IN MUSIC CULTURE CLASSES OF SECONDARY SCHOOLS

METHODOLOGY FOR WORKING WITH CHILDREN WITH LOW ASSIMILATION IN MUSIC CULTURE CLASSES OF SECONDARY SCHOOLS

Table tennis as a means of physical education of students in secondary schools

The article examines the possibilities of using the game of table tennis for students in physical education classes with the aim of developing physical and mental qualities and improving health, the influence of table tennis tools on increasing the functional and spatially oriented indicators of students. In order to intensify the educational process by introducing specializations in various types of sports into physical education classes as the most progressive form of improving physical education of a person, a literature review of modern scientific sources was conducted in order to identify the peculiarities of working with students, to determine the main advantages of using table tennis equipment as an alternative to traditional classes in physical education and increasing motivation for various types of motor activity. The purpose of the study: to consider the peculiarities of the use of table tennis in physical education classes in secondary schools. Game sports always require not only the development of physical qualities, such as reaction speed: both a simple, direct reaction to a partner's blow, and a complex prediction reaction that contributes to the development of operational thinking, attention, concentration, observation, quick decision-making, that is, the development of mental qualities This is due to the rapid change of tactical situations, the need for their quick assessment and the organization of appropriate actions, which are carried out in conditions of time shortage. Thus, the introduction of table tennis in physical education classes of students allows to form not only motor, but also mental qualities of future specialists more efficiently and quickly.

Factors Hindering Implementation of Communicative Language Teaching in Secondary Vocational Schools of Science and Engineering in China

Without the pressure to help more students to be competitive in College Entrance Examinations, teachers in secondary vocational schools are supposed to spend more time improving students’ communicative competence in English which is more practical for students’ future career. Although communicative language teaching (CLT) approach has been added to the syllabus for over 30 years in China, however, the implication of it is hardly witnessed in English classes in secondary vocational schools of science and engineering (SVSSEs). By handing out questionaries to eight English teachers and over 300 students in my school, four restraints which prevent the application of CLT in SVSSEs have been concluded which are knowledge restraints, restraints related to the educational system, restraints by students and restraints related to teachers’ attitude and concerns.

EFFECTIVENESS OF COOPERATIVE TEACHING METHODS ON STUDENTS’ SPEAKING SKILL IN ENGLISH LANGUAGE IN SOKOTO METROPOLIS, SOKOTO, NIGERIA

The study investigates the effectiveness of cooperative teaching methods on students’ speaking skill in English language in Sokoto Metropolis, Sokoto State, Nigeria. English Achievement tests were used for the study. A hypothesis was formulated to guide this study. Quasi-experimental pre-test/post-test control group design was adopted for this study. A sample of fifty (70) students in Junior Secondary School classes was drawn in one secondary school in Sokoto Metropolis through the availability sample technique and simple random sampling. A self-developed questionnaire was used in generated the data from the respondents and data was analysed using descriptive mean and standard deviation while inferential statistics of analysis of covariance (ANCOVA).The findings observed there is a significant effect on students’ speaking skill in English language when taught using cooperative teaching methods (P<0.05). The study revealed that cooperative teaching methods are a good method of teaching students’ speaking skill in English language. Therefore, it recommended that teachers should be encouraged the use cooperative learning to assess their students in schools because it involves teamwork which is linked to self-direction and boost confidence..<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0022/a.php" alt="Hit counter" /></p>

EFFECT OF COOPERATIVE TEACHING METHODS ON STUDENTS LISTENING SKILL IN ENGLISH LANGUAGE IN SOKOTO METROPOLIS, SOKOTO STATE, NIGERIA

The study investigates the effect of cooperative teaching methods on students listening skill in English language in Sokoto Metropolis, Sokoto State, Nigeria. A sample of fifty (70) students in Junior Secondary School classes was drawn in one secondary school in Sokoto Metropolis through the availability sample technique and simple random sampling. A self-developed questionnaire was used in generated the data from the respondents and data was analysed using descriptive consisting of mean and standard deviation as well as inferential statistics one-way analysis of covariance (ANCOVA).The findings observed there is a significant effect on students’ listening skill in English language when taught using cooperative teaching methods (P=0.009). The study revealed that cooperative teaching methods are a good method of teaching students’ listening skill in English language. Therefore, it is recommended that teachers should give learners the opportunity to listen to native speakers’ speeches, should choose listening texts that are uttered by non-native speakers so that they can develop their listening skills and not get disappointed..<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0023/a.php" alt="Hit counter" /></p>

The Contribution of the Flipped Classroom to the Optimization of Alternating Teaching in Morocco

This research aims to conduct an experimental study to apply a model of flipped classroom pedagogy (FCP) in selected Moroccan classrooms. This is to study its effectiveness in the local context, and to explore the possibility of investing the opportunities it offers to manage and optimize Alternating Teaching (AT), which was adopted during the Covid-19 pandemic to ensure educational continuity. This study adopted a semi-experimental design with a pre- and post-test, and utilized two groups (experimental and control) to evaluate the impact of FCP on AT performance. The study involved 67 students from two secondary school classes, 33 students in the Life and Earth Sciences (LES) class and 34 students in the Physics and Chemistry (PC) class. The results were analyzed using the t-test and learning gain as a function of cognitive abilities and confirmed the effectiveness of FCP in enhancing AT performance. These findings were further supported by classroom observations and semi-structured interviews with students in the experimental group, which showed the positive impact of FCP on both the didactic and relational aspects of AT.

Mobile App-Based Coaching for Alcohol Prevention among Adolescents: Pre–Post Study on the Acceptance and Effectiveness of the Program “MobileCoach Alcohol”

At-risk alcohol use, particularly binge drinking, is widespread among adolescents and young adults in most Western countries. MobileCoach Alcohol is a mobile app-based program for alcohol prevention that provides individualized coaching using a conversational agent. The current study tested the acceptance, use, and evaluation of this newly developed program and explored its potential effectiveness. Longitudinal pre-post study among upper secondary and vocational school students in Switzerland. Within the MobileCoach Alcohol prevention program, a virtual coach motivated participants to deal with alcohol sensitively, and provided feedback on alcohol use and strategies to resist alcohol for a period of 10 weeks. Information was provided in weekly dialogs, within contests with other participants, and interactive challenges. By means of a follow-up survey after the end of the 10-week program, indicators of the use, acceptance, and effectiveness of the program were examined. Between October 2020 and July 2022, the program was advertised in upper secondary and vocational schools. Recruiting schools and school classes was difficult due to the COVID-19 containment measures in place during this period. Nevertheless, the program could be implemented in 61 upper secondary and vocational school classes with a total of 954 participating students. Three out of four students who were present in the school classes participated in the MobileCoach Alcohol program and the associated study. Online follow up assessment at week 10 was completed by 272 program participants (28.4%). Based on program use and evaluations by the participants, the overall acceptance of the intervention was good. The proportion of students who engaged in binge drinking was significantly reduced from 32.7% at baseline to 24.3% at follow up. Furthermore, the longitudinal analyses revealed decreases in the maximum number of alcoholic drinks consumed on an occasion and the mean number of standard drinks per month, whereas self-efficacy to resist alcohol increased between baseline and follow up. The mobile app-based MobileCoach Alcohol program proved to be an attractive intervention, in which the majority of students were interested when proactively recruited at school classes. It allows for individualized coaching in large groups of adolescents and young adults and is promising for reducing at-risk alcohol use.

Analysis of motivational climate and social interactions in physical education classes in secondary school

The motivational climate refers to the set of signals from the PE class environment, which can be implicating the ego or the task. The objective of this research is to know the motivational climate and its elements such as approach, avoidance, ego and task, prosocial behaviors and aggressive behaviors of high school students in PE classes. This study has been carried out with a cross-sectional and intentional methodology, in a sample of Compulsory Secondary Education students (N=84) in educational centers in Andalucia and the Canary Islands. The results concluded that the motivational climate generated by the PE teacher and that students may or may not perceive in their classes, has a definite tendency towards Approach Motivational Climate and Avoidance Motivational Climate, both with 40.5%. The results also confirm that the students present prosocial behaviors and do not present aggressive behaviours. El clima motivacional, se refiere al conjunto de conjunto de señales del entorno de la clase de EF, que pueden ser implicante al ego o a la tarea. El objetivo de esta investigación es conocer el clima motivacional y los elementos de éste como son, aproximación, evitación, ego y tarea, las conductas prosociales y conductas agresivas de los estudiantes de secundaria en las clases de EF. El presente estudio se ha llevado a cabo con una metodología de carácter transversal e intencional, en una muestra de estudiantes de Educación Secundaria Obligatoria (N = 84) en centros educativos de Andalucía y Canarias. Los resultados concluyeron, que el clima motivacional que genera el profesor de EF y que los estudiantes pueden percibir o no en sus clases, tiene una tendencia definida hacia Clima Motivacional Aproximación y Clima Motivacional Evitación, además, el alumnado presenta conductas prosociales y no presenta conductas agresivas.

Flattening of Earth by Rotation: From Historical Experiment to Modern Toy

Old physics textbooks give us a great opportunity to learn about the history of science and rediscover different methods to teach physics to our students. There are many disused and forgotten experiments in them, but these can still be very useful to affirm and understand physics. This is the case of an instrument used in the 19th century to demonstrate that the flattened shape of Earth is caused by its rotational motion. Today, this instrument does not appear in textbooks and is not used in secondary school classes. However, there is a modern toy that is identical to it.

The classroom social environment in mixed secondary school classes: The role of ethnic classroom composition and classmates’ explicitly and implicitly measured ethnic attitudes

The ethnic classroom composition and classmates’ ethnic attitudes can affect how students experience their classroom social environment (CSE). Following the imbalance of power thesis and prior research on ethnic attitudes, this cross-sectional study examined if ethnic classroom composition (i.e., proportion of in-group and Herfindahl Index) and classmates’ explicitly and implicitly measured ethnic attitudes predicted secondary school students’ (Mage = 13.31 years; 58.1% female) classroom belonging, popularity and likability, classroom cohesion and conflict in mixed classes in the Netherlands. Differences between non-ethnic Dutch (n = 248) versus ethnic Dutch students (n = 141) were examined as well. Ethnic Dutch students report an overall more negative CSE than their non-ethnic Dutch classmates. Multilevel analyses indicated that a higher proportion of in-group peers affected non-ethnic Dutch students’ popularity and likability negatively. Moreover, classmates’ explicitly measured ethnic attitudes were predictive of student popularity while classmates’ implicitly measured ethnic attitudes were predictive of student likability. Finally, classmates implicitly measured ethnic attitudes moderated the effect of proportion in-group peers on students’ shared experience of classroom belonging. These results show that promoting classroom diversity is not enough to create a positive CSE for all students. Classmates’ ethnic attitudes are also important to consider.

Impact of Mother- Child Relationship On Moral Behaviour of Secondary School Science Students in South West, Nigeria

This study investigated the impact of mother- child relationship on moral behaviour of secondary school science students in South west, Nigeria. The study adopted descriptive design of the survey type. The population of the study consisted of 804,278 public secondary school science students in South West Nigeria and the sample consisted of 1,500 public secondary school science students in South West Nigeria which was drawn out of population using multistage random sampling procedure. The instrument used in the study was tagged ‘Mother-Child Relationship and Moral Behaviour Questionnaire (MCRMBQ)’. Face and content validities were determined by experts in science education. Corrections were effected based on their observations and instructions. Reliability of the instrument was ascertained through test-retest method and the reliability coefficient of 0.72 was obtained. The data collected was analysed with descriptive and inferential statistics. The result showed that the level of moral behavior of secondary school science students based on mothers’ educational level was moderate. It was also revealed that there is significant difference in moral behavior of secondary school science students based on mothers’ educational levels and that students whose mothers’ educational level were above secondary school had the highest moral behavior among the students. From the findings, it was recommended that adult literacy should be organized for parents especially mother with children in science classes in secondary schools so that they can contribute to their children’s moral behavior which will definitely affect their learning outcomes.

Negotiating Identities in Cross-Cultural Contexts: A Case Study of Xinjiangban Students in China

ABSTRACT Since its implementation in 2000, the inland Xinjiang senior secondary school class policy (Xinjiangban policy) has promoted and funded middle-school students, mostly ethnic minorities from Xinjiang, to attend boarding schools in predominantly Han-populated cities throughout eastern China. The purpose of this policy is to improve ethnic minority students’ political, economic, and cultural status, enhance ethnic unity, and promote Chinese nationalism. Existing literature on this policy has commonly focused on students’ experiences in school contexts, interpreting ethnic minority students’ identity from a dualist either/or perspective. Less is known about how this policy has influenced and impacted students’ self-perceptions in their everyday practices. This article draws on the work of Sedikides and Brewer, which defines identity at three different levels – individual, relational, and collective – to provide a multi-layered understanding of identity formation and change in Xinjiangban students. The findings show that these students experience feelings of uncertainty and alienation in their educational journey, and that their identity shifts according to contexts and expectations that derive from multiple sources including self, others, and community.

ФОРМУВАННЯ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ В ЧИТАННІ УЧНІВ 10-ГО КЛАСУ ЗАСОБАМИ БЛОГ-РЕСУРСІВ

Background. The article explores the effectiveness of utilizing English blogs as a tool to enhance reading competence among 10th- grade students in a secondary school. Drawing on insights from literature and lesson observations during teaching internships, it is noted that Ukrainian 10th grade students face significant challenges when applying their knowledge of English vocabulary and grammar to speaking activities. Purpose. The primary objective of this paper is to investigate the pedagogical essence and practical value of incorporating blogs into English language classes in secondary school, to establish methodological principles for the formulation of a comprehensive set of tasks and exercises aimed at enhancing blog reading skills among 10th-grade students. The methodology relies on the critical analysis of existing research on the topic and the authors' personal experiences in utilizing blogs for teaching reading. The formulation of tasks and exercises with the goal of enhancing English language competence in reading for 10th-grade students is grounded in a synthesis of research insights. Specifically, Pahomova and Halchenko's work on types of reading (Pahomova, Halchenko 2015), Campbell's blog typology (Campbell, 2003), and the discerning selection of content developed by Bax (2003) collectively inform this initiative. The integration of these research perspectives is harmonized with the stipulated guidelines of the Ministry of Science and Education of Ukraine. This comprehensive approach ensures a scientifically rigorous and pedagogically sound framework for the advancement of reading proficiency within the specified educational context. Results and discussion. In the context of learning English as a foreign language in secondary schools, the use of blogs has emerged as a valuable language learning tool. However, the effective integration of blogs within an instructional framework and the current research findings on their use as a learning tool pose unresolved challenges for teachers. Therefore, this paper provides a comprehensive review of research on the use of blogs in English learning contexts. The study introduces blogs and establishes a theoretical framework for their utilization within the parameters of complex and competency-based approaches. The literature review on the discussed topic reveals that blogging, as a communicative activity, is advantageous for developing reading competence in 10th-grade students, provided it is not excessively employed in the classroom. A set of tasks and exercises designed for reading blogs in the 10th grade must incorporate contextual communicative situations, augment students' lexical repertoire, cultivate grammatical competence, and facilitate the training of intricate phonetic instances. Blogging encourages students to express themselves, fostering self-confidence and providing an opportunity to practice social behavior rules during communication. Furthermore, this technique enhances students' creativity and fluency through active participation in various communicative situations presented in the English language class. Research confirms that employing English blogs in teaching reading to secondary school students can effectively modernize the educational process and motivate learners for intercultural communication. The potential for further research lies in developing a set of tasks based on the national curriculum for 10th- grade students.

Multi-relational Matrix Factorization Approach for Educational Items Clustering

Pedagogical models development requires several steps, one of which is the mapping of tasks and skills, also known as the educational items clustering. This activity of clustering educational items usually requires the participation of domain experts. However, discovering the exact skills involved in performing the tasks is a complex activity for them. This paper aims at solving the task and skill-mapping problem by proposing an approach based on the Weighted Multi-Relational Matrix Factoring technique to help experts in this task. This approach relies on two types of relationship, the “ student does task” relationship and the “student has skills” relationship through a latent factor model to reconstruct the “ task requires skill” relationship, the latter being the mapping between tasks and skills. An evaluation conducted on a group of two hundred (200) students in lower 6th class in a general secondary school (Côte d'Ivoire), showed that this approach brought an improvement rate of about 82.8% of the skill-task mapping proposed by the experts in the field. This result confirms that our approach not only allows us to map tasks and skills but also to significantly improve the updating of curricula.