Comprehensive High School Research Articles

Youth’s Experiences of LGBTQ+ Inclusive Curriculum in a Secondary U.S. Classroom at the Intersections of Sexuality, Gender, Race, and Class

ABSTRACT Previous scholarship about LGBTQ+ inclusive curriculum has tended to focus on teachers’ perspectives and drawn on binaries such as presence/absence. Extending past research, this article describes the experiences of youth, primarily but not exclusively LGBTQ+ youth, with LGBTQ+ inclusive curriculum with respect to intersecting identities and power relations, specifically, sexuality, gender, race, and class. Drawing from a yearlong ethnography at a public, comprehensive high school in a Midwestern U.S. city, I focus on one literacy learning context, a cotaught sophomore humanities course combining English and social studies. Taking up intersectionality’s epistemological, ontological, and ethicopolitical commitments, the findings describe three sets of intersecting social dynamics that mattered for youth’s classroom experiences and ultimately the liberatory (im)possibilities of LGBTQ+ inclusive curriculum: (1) queerness, disclosure, and agency; (2) social capital, class, and race; and (3) homonormativity, race, and outness. These findings offer implications for understanding the relations between LGBTQ+ inclusive curriculum and classroom and school climate.

The Prevalence of Intestinal Helminths in Comprehensive High School, Ilese- Ijebu, Ogun State, Nigeria

The Prevalence of Intestinal Helminths in Comprehensive High School, Ilese- Ijebu, Ogun State, Nigeria

Perceive Level of Usefulness and Perceived Level of Ease-of-Use of Google Classroom and NEO Learning Management System in Koronadal National Comprehensive High School: Basis for Selecting an Effective Online Learning Platform

In the current digital era, the popularity of online learning platforms has soared, providing a remote education solution. The COVID-19 pandemic further accelerated the adoption of these platforms, underscoring the importance of effective online learning tools. To address this need, the research study titled “Perceived Level of Usefulness and Ease-of-Use of Google Classroom and NEO Learning Management System in Koronadal National Comprehensive High School: Basis for Selecting an Effective Online Learning Platform” aims to assess and determine the perceived usefulness and ease-of-use of two prominent learning management systems (LMS), Google Classroom and NEO. These factors are considered key indicators of usability based on the Technology Acceptance Model (TAM) within the educational context of KNCHS. The study involved 106 participants, and statistical tools such as weighted mean (x ̅) and independent t-test and Paired t-test were utilized. The results indicate that the overall weighted means for the perceived usefulness, attitude, and challenges associated with using Google Classroom and NEO in KNCHS were 3.74, 3.71, and 3.20, respectively. These scores suggest agreement among the participants. The findings of the study imply that both Google Classroom and NEO, as implemented at KNCHS are perceived as moderately useful and easy to use, with a moderate level of agreement on the challenges faced in using themwith Google Classroom being rated slightly higher. The study recommends the utilization of Google Classroom and NEO LMS as platforms that effectively manage virtual classrooms and enhance the overall learning experience for students.

Effect of Blended Learning on Students’ Achievement in English writing skills at Elementary Level

The main aim of this research was to analyze the effects of the blended learning on students’ achievement in English at elementary level. Furthermore, the others’ objectives of the study were to find out the effect of blended leaning on the academic achievement of students in the subject of English with respect to pretest and posttest and to analyze the difference in the performance of students taught using blended learning and conventional instructional strategies in English. This study was experimental in nature and quasi experimental pre-test post-test was used as a design study, therefore, All female students enrolled in elementary class of 7th grade in school of Tehsil Multan were selected or taken as population. But, two intact / preexisting sections of grade 7th into Govt. Girls Comprehensive High School Multan having 140 students were selected as sample of study. One section with 70 students (Experimental group) was taught using blended learning model .While the other section with 70 students (Control group) received instructions with conventional methods. The data was obtained on the basis of pretest and posttest method. The data was analyzed by SPSS and by applying descriptive analysis techniques of independent t-test and paired sampling test. It was concluded that significant differences occurred in experimental group students’ academic achievement level who received instructions with blended learning method. More ever, findings of the study suggest that the use of blended learning has a positive effect on English learner. Finally, this study provides the valuable implications for teachers, school administrators and policy makers to improve academic performance of English learners.

School Learning Environment and the Employability Scheme for Grade 12 Technical Vocational Livelihood (TVL) Students

This study aimed to determine the perception of the Grade 12 TVL students on the school learning environment and scheme for employability during the academic year 2021-2022. This study further aimed to determine the preparedness of the students in terms of employability considering their learning environment during the new normal situation. The researcher employed descriptive method and random sampling technique in choosing the 100 respondents who are the Grade 12 Technical Vocational and Livelihood students of Atimonan National Comprehensive High School in Atimonan, Quezon. The study made use of a researcher-made questionnaire in assessing the perception of the respondents on variables under study. Frequency counts and percent distribution were employed to describe the respondents’ profiles. Mean and standard deviation was utilized to determine the perceptions of the respondents regarding the school learning environment and the employability scheme for TVL students. Pearson Product-Moment Correlation Coefficient was used to test whether there is a significant relationship between the independent and dependent variables at 0.01 and 0.05 levels of significance. Based on the findings of the study, there is a significant relationship between the strand and the attitude of the respondents. Therefore, the null hypothesis posited in the study is not sustained. However, there is no significant relationship between the remaining profile of the respondents and the employability scheme. Thus, the null hypothesis of the study is sustained. There is a significant relationship between the respondent’s learning environment in terms of human practices and material systems and the scheme for their employability in terms of cognitive relationship, hands-on practical skills, ha,bits and attitude. Thus, the null hypothesis formulated is rejected. It is recommended that the school administrators may organize seminars and training workshops for hands-on practical skills enrichment of Grade 12 Technical Vocational Livelihood (TVL) students even during the new normal situation. Strengthening the school learning environment, curriculum, and the Grade 12 student’s employability through online platforms is also suggested. It is also recommended to organize yearly job fairs and skill demonstration activities for student’s engagement and preparation for employability. Since this study has a limited locale, it is suggested that future researchers may conduct a comparative study in a different research setting with a bigger population and with a much broader and wider scope of employability. Keywords: Learning Environment, Employability Scheme, Technical Vocational Livelihood (TVL) track, Cognitive Apprenticeship

Collaborative Learning Action Cell (CLAC) mentoring program to self-efficacy of the out-of-field senior high school teachers

Teachers teaching not their field of specialization is unavoidable; thus, structural support must be in place so that the school supports these teachers. Considering this prevalence, the study aimed to determine the effects of the collaborative learning action cell (CLAC) mentoring program on the self-efficacy of the out-of-field Senior High School (SHS) teachers of New Lucena National Comprehensive High School during the second semester of the academic year 2018-2019. This action research utilized an experimental method specifically, the one-group pretest-posttest design. The participants of this study were the purposively selected 12 out-of-field SHS teachers. The research instrument adopted was the Ohio State teacher efficacy scale (OSTES) to capture a broad range of capabilities necessary for good teaching. The results of the study revealed that the level of self-efficacy of the out-of-field SHS teachers is "low" prior to the intervention and "high" level after exposure. Furthermore, the teachers' self-efficacy level significantly increased after exposure to the program. Thus, the CLAC mentoring program is an alternative program to increase the level of self-efficacy of the out-of-field SHS teachers. The research study calls for the importance of formulating a school-initiated intervention that will guide efforts to assist out-of-field teachers.

AN INVESTIGATION INTO THE CHALLENGES FACED BY THE SECONDARY LEVEL STUDENTS IN SPEAKING ENGLISH IN DISTRICT KOHAT KPK PAKISTAN

Many studies were conducted in the area to uncover problems in Speaking English in various contexts because speaking of language is very important. It is one of the chief characteristics of language that it can be spoken (Barber C, 2000). Therefore this study was conducted on Challenges faced by the Secondary level students in speaking English in district Kohat. The main aim of this study was to investigate the specific challenges and problems faced by the Secondary level students in speaking English. The study hand sought out the challenges and difficulties faced by secondary level students in speaking English in district Kohat and provide possible solution for these problems. Class 10 the students were selected as Participants for this study from 5 Government High Schools in District Kohat namely, GHS Behzadi Chikarkot, GHS No 1 Kohat, GHS No 2 Kohat, Govt. Comprehensive High School Kohat and Govt. Centennial High School No 4 Kohat. The data were collected from 70 students i.e. 14 students were included from each school who were studying in class 10. Data were analyzed through SPSS software. In the present study, Questionnaire was used as a tool for data collection which contains 13 items. The study yielded important results. Some of the problems were highlighted by the study are Social, psychological, and cultural factors that hinder English language speaking proficiency at school level students in district Kohat. Keywords: Challenges in Speaking of English, Secondary level students, Social, psychological, and cultural factors, at government high schools.

Blended Instructions in the New Normal and Students Learning Gains in Mathematics

The study aimed to determine the students learning gains in Mathematics as they were exposed to Blended Learning Instruction in the new normal. The study was a pretest-posttest one-group design. The data was gathered using the validated teacher-made test which was based on the Most Essential Learning Competencies (MELCs) as mandated by the Department of Education. Pretest and post-test were conducted before and after the intervention respectively. The respondents were the 41 Grade 10 students of Misamis Oriental General Comprehensive High School (MOGCHS). Mean, Standard deviation, and paired t-tests were used to analyze the data. The analysis yielded a computed P-value of 0.000 which means that a significant difference in learning gains was observed as the students were subjected to blended instruction using the module and a constant follow-up via messenger. Therefore, it is recommended that blended learning instruction in the new normal gives a positive outcome to student achievements in Mathematics.

The Relationship of School Characteristics and Bullying Between Career Academy and Comprehensive High School Students

Violence—including issues of bullying—in urban schools across the United States is a persistent phenomenon, and continues to be of utmost concern for school administrators, community leaders, students, and their families. Using propensity score matching, we examined the relationship between school type—a magnet career academy and a traditional, comprehensive school—and students’ experiences with bullying—observing and being a victim. We found that academy students—compared to comprehensive school students—both experienced and observed significantly lower levels of bullying. We believe it is likely that students at the magnet career academy benefited from a combination of factors, including their abilities to choose to participate in the academy, having peers with similar career interests, and the small size of the academy.

Implementation matters: a comparison study of career academy and comprehensive high school students’ engagement in college and career readiness activities

ABSTRACT In this study, we compared students’ engagement in college and career readiness experiences between three academies and a traditional, comprehensive high school. The three academies differed on fidelity in implementing the NAF career academy model. We found that students in the high fidelity NAF academy engaged in both college and career readiness activities at significantly higher levels than their traditional, comprehensive student counterparts. However, the two academies with low and moderate levels of fidelity did not have significantly different college and career readiness experiences compared to those in a traditional, comprehensive school. Our findings provide implications for policy and for future studies concerning the potential of the career academy model to prepare students to be college and career ready.

Education linguistic model in teaching English as a second language: a discourse analysis

This paper aimed to describe the use of Education Linguistic Model in teaching English as a Second Language using discourse analysis. The study focused to the four (4) ESL teachers’ process in teaching English as a second language to the different groups of ESL learners in Koronadal National Comprehensive High School for the school year 2017-2018. The participants were selected based from the inclusion criteria formulated by the researcher: a) A participant must be a graduate of Bachelor in Secondary Education major in English; b) A participant must have an at least fifteen (15) years of experience in teaching English as a second language; and c) A participant must be one of the top ten (10) performing teachers as based from the Individual Performance Commitment and Review Form (IPCRF). Furthermore, classroom observation method was used to record classroom proceedings through field notes and voice recorder. Also, qualitative discourse analysis was employed to interpret and understand on how the four (4) ESL teachers utilize the seven (7) ELM categories which are building rapport, acknowledging success, modelling, addressing challenging behaviors, scaffolding the learning, responding to the individual learner and self-monitoring the teaching. The findings entail that the manifestations of ELM categories are evident in the process of teaching as a second language as reflected by the four (4) ESL teachers, but the process of exhibiting the ELM categories is unique and different compared among the ESL teachers. However, some of the categories are not consistently used in every class proceeding. Thus, modelling is not manifested by Teacher C and scaffolding the learning is not manifested by Teacher D. Moreover, both Teacher C and Teacher D do not manifest self-monitoring the teaching. Therefore, the study suggests that self-monitoring the teaching should be observed by the ESL teachers to enhance the process of teaching English as a second language in an ESL classroom.

Assessment of The Impact Of Sex Education In Reducing Unprotected Sexual Intercourse Among Adolescents In Ilese Comprehensive High School Ijebu North East Local Government Area of Ogun State, Nigeria

This study assessed the impact of sex education in reducing unprotected sexual intercourse among adolescents in ilese comprehensive high school, ijebu north east local government area of ogun state. This project is guided by the following objectives; To determine whether Sex Education Intervention Programme would reduce at-risk sexual behaviours of school-going adolescents. Also, to suggest the need for effective sex education for the adolescents. The research is descriptive in nature and validated questionnaire was distributed to the one hundred (100) participants with balanced demographic characteristics and geographic distribution. The data obtained were analyzed with both descriptive and inferential statistics. Result shows 73% have been having sexual intercourse , 83% are aware tht unprotected sex is an act of sexual intercource or sodomy performed without the use of condom, 86% know that unprotected sexual intercourse is a rising event of sexually transmitted diseases; high rates of abortion and mortality are more among adolescents. Based on the findings of the study, the researcher concludes that adolescents in comprehensive high secondary school ilese do not have adequate information about sex. Therefore, parents should be sensitized about the whole question of adolescents’s sexuality so that they can me more involved in teaching them about the same also the educating system should put into consideration the idea of incorporating sex education into the school curriculum. Keywords: Assessment, Sex Education, Unprotected Sexual Intercourse, Adolescents, High School, Nigeria

Information Communication Technology (ICT)-Based Instructional Software and Its Effectiveness in Teaching High School Geometry

The study aimed at developing and testing an ICT-based instructional software called UBDGEOMESYS, to facilitate students’ learning of selected topics in Mathematics. It is a researcher-created program that uses a language known as Microsoft Visual Basic. The respondents of the study included 2 groups of second-year Special class students of Koronadal National Comprehensive High School (KNCHS). Data for analyses were the scores from tests administered before and after the instruction. Validity and reliability activities were done to ensure the quality of the tool. The evaluation showed that the ICT-based material was of good quality along with its content, technical and instructional value. The analysis also indicated that the learning achievement of students exposed to the instructional software (R2 = 0.284) was reasonably higher than those who utilized the traditional way (R2=0.05).

Senior High School Students’ Awareness and Literacy on Computer Software Applications

The digital revolution has had a significant impact on daily life, as shown by the widespread use of devices and the seamless incorporation of technology into everyday activities. The purpose of this research paper is to find out the weak points of students in the awareness and usage of essential software applications as the fundamental inputs to the Program Enhancement for Senior High School (SHS) Technical-Vocational-Livelihood – Information Communication and Technology (TVL-ICT) students at Lopez National Comprehensive High School. The study utilized descriptive method of research conducted at Lopez, Quezon. A purposive sampling method was used in selecting the sample size constituting 36 student-respondents in different age and year levels. The study used Google forms and the survey was conducted via the internet due to the pandemic. The findings of the study showed that the Grade 11 and 12 students are aware of ICT fundamentals and different computer software applications. It was further revealed that there was significant difference in the computer software application awareness between grade 11 and grade 12 students. In order to improve students’ knowledge and literacy in database applications, webpage design, and basic computer programming, an enhancement program may be applied to the specialization or integrated into other ICT subjects.

Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions

ABSTRACT Backward transfer is defined as the influence that new learning has on individuals’ prior ways of reasoning. In this article, we report on an exploratory study that examined the influences that quadratic functions instruction in real classrooms had on students’ prior ways of reasoning about linear functions. Two algebra classes and their teachers at two comprehensive high schools served as the participants. Both schools drew from low-socioeconomic urban populations. The study involved paper-and-pencil assessments about linear functions that were administered before and after a four- to five-week instructional unit on quadratic functions. The teachers were instructed to teach the quadratic functions unit using their regular approach. Qualitative analysis revealed three kinds of backward transfer influences and each influence was related to a shift in how the students reasoned about functions in terms of an action or process view of functions. Additionally, features of the instruction in each class provided plausible explanations for the similarities and differences in backward transfer effects across the two classrooms. These results offer insights into backward transfer, the relationship between prior knowledge and new learning, aspects of reasoning about linear functions, and instructional approaches to teaching functions.

Hydrogeophysical Implication of Geoelectric Sounding at Igarra Comprehensive High School, Akoko Edo Local Government, Nigeria

Electrical resistivity method was used to carry out hydrogeophysical study in order to evaluate the groundwater potential of Igarra Comprehensive High School, Akoko Edo Local Government, Nigeria. The vertical electrical sounding technique (VES) was adopted for the resistivity method. A total of eighteen electrical soundings were conducted across the area using the Schlumberger electrode array with AB/2 varying from 1 to 65 m. After the data acquisition, interpretation was carried out qualitatively and quantitatively and the results were presented as sounding curves, tables, charts, maps and geoelectric sections. The generated geoelectric layers from the sounding curves revealed four geologic layers: the topsoil, the weathered layer, the partially weathered/fractured basement and the fresh basement with their resistivity values ranging from 129.1 to 956.4 -m, 6.8 to 1491.1 -m, 261.3 to 776.6 -m and 1515.6 to 2653.5 -m respectively. The overburden thickness in the study area varies from 5.5 to 23.5 m. The groundwater potential map enabled in the classification of the study area into: low, medium and high groundwater potential area. About 85% of the study area falls within the low groundwater potential rating while about 10% constitutes the medium groundwater potential rating and the remaining 5% constitutes high groundwater potential rating. Keywords: Groundwater, overburden, electrical resistivity, basement, geoelectric sounding.

21st-Century Skillset Perceptions of Students in an Information Technology Career Academy Compared to those at a Comprehensive School

In this study, we compared the perspectives of students’ 21st-Century competencies (critical thinking and communication, applied learning, and intrapersonal and interpersonal skills) based on participating in an urban magnet information technology (IT) career academy compared to a traditional, comprehensive high school. We utilized propensity score matching to match academy and comprehensive high school learners on various demographic variables. The propensity score matching resulted in 299 matched pairs (n = 598). Using the matched groups, we ran linear regression models to investigate the relationship between school participation and students’ perceptions of their 21st-Century skill attainment. We found that when compared with their comprehensive school peers, academy students believed their schools significantly contributed more to their abilities to apply knowledge from their coursework to a real-world context. We found no significant differences in critical thinking and communication skills as well as intrapersonal and interpersonal skills. Our findings indicate that the nature of the curriculum and instructional strategies within a career academy are beneficial. These strategies include the use of curriculum integration, work-based learning, and project-based learning to increase the meaningfulness and relevancy of content.

Integracja wewnątrzprzedmiotowa w podstawie programowej… oraz podręcznikach do szkoły ponadpodstawowej

The core curriculum for the third stage of education includes a provision that the aim of general education in a comprehensive high school and technical secondary school is, among others, to integrate the subject knowledge from various disciplines. The article presents the results of the analysis of a selected textbook for the first grade of a secondary school implementing the core curriculum from 2018. The main research questions are: How do the authors of the textbook implement the need to integrate the language, literary and text-building education, which is included in the core curriculum for secondary schools? Do the suggested methods of integration include functional grammar? The author refers to the core curriculum, the findings of linguists – researchers of language education at school and the selected textbook. The conducted analysis is a case study.

Differences Between Schools of Choice and Traditional Comprehensive Schools in Their Grade 9 Academic Performance

This study was conducted to determine the differences between schools of choice and traditional comprehensive high schools in terms of their Grade 9 State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) exams in Biology, English 1, and Algebra 1 during the 2017-2018 school year. Inferential statistical analyses revealed the presence of a statistically significant difference between the two types of schools on their EOC exam passing rates in all three content areas for students who were not at-risk and for students who were not in poverty. In contrast, statistically significant differences were not revealed between the two types of schools in terms of the EOC exam passing rates of their CATE and Non-CATE students. Knowing that students who have choice appear to perform better academically, policymakers are encouraged to study the feasibility of channeling more funding to help school districts expand their school choice programs to (a) motivate more students to find the school that fit their needs and their future college and career aspirations, and (b) to solicit more support from parents and community businesses to invest in their communities to improve schools through taxes. Given that the data for this research were gathered for only 16 school districts in South Texas, researchers are encouraged to conduct a study that will involve all school districts in the whole state and possibly the whole nation to reach more conclusive evidence on the differences between schools of choice and neighborhood schools.

Curriculum Construction for an Integrated General and Vocational Education of Comprehensive High School

At present, there is a lack of policy guidance and professional research on the general vocational integration curriculum system in China's comprehensive high schools. This study plays a promoting role in changing this phenomenon. The main purpose of this paper is to construct a general vocational integration curriculum of tourism management and service major in comprehensive high school by looking into the similarities and differences of the curriculum system of ordinary high school, comprehensive high school, and secondary vocational school. The relevant information of the main curriculum integration mode in China's general vocational integration and the research status of the development of comprehensive high schools were obtained through the network inquiry. The course materials of comprehensive high schools, ordinary high schools and secondary vocational schools in Weifang City, Shandong Province were collected through personal interviews with teachers and course designers of these schools. Document analysis was utilized for the curriculum system of tourism service and management major in a secondary vocational school. Based on the curriculum setting requirements of secondary vocational schools and the concept of general vocational integration curriculum setting, the course types, content, class hours and class hour ratio of tourism service and management major were analyzed and summarized. By comparing the three curricula according to concept, content, difficulty and arrangement, the similarities and differences were obtained. Thus, the curriculum of tourism service and management major in comprehensive high school was constructed. For further improvement, some suggestions and strategies for the construction of general vocational integration courses were given.