Comprehensive Secondary School Research Articles

Developing a Study Unit in the Arabic language Based on Literary Awareness and testing its Effectiveness in Developing Literary Appreciation Skills among Twelfth Grade Female Students in Jordan

This study aimed at developing an instructional unit in Arabic language based on literary awareness and test its effectiveness on developing the skills of literary appreciation among second year scientific secondary school students in Jordan. The participants of the study consisted of (80) female students from the second year of scientific secondary school at Al-Baqa’a Comprehensive Secondary School for Girls. The sections were randomly assigned into two groups, so that Division (C) represented the experimental group that was taught using the developed unit, and Division (A) represented the control group that studied using the usual way. To achieve the objectives of the study, the unit was developed, the literary appreciation test was prepared, and the test was applied to the two groups before and after teaching, as the experimental and control group studied for (20) days in the second semester of the academic year (2021/2022), and the results of the statistical analysis showed the absence of statistically significant differences in literary appreciation skills between the experimental and control groups on the pre-test among students of the second grade of scientific secondary school in Jordan, and the existence of statistically significant differences between the experimental and control groups in the literary appreciation test in favor of the experimental group attributed to the development of the unit based on literary awareness. In light of the results the study recommended conducting more studies on the development of academic units in other branches of Arabic language, with the concern of curriculum makers in the inclusion of literary awareness in the Arabic language.

METHODOLOGY OF TEACHING ELEMENTS OF COMBINATORICS AT THE COMPREHENSIVE SECONDARY SCHOOL

The object of the study is the elements of combinatorics at the comprehensive secondary school. The aim of the article is to improve the methodological system of teaching elements of combinatorics at the comprehensive secondary school. The article discusses methodological issues and problems of studying combinatorics elements in the process of teaching mathematics. The methodological features of studying combinatorics elements at the comprehensive secondary school are identified and characterized, their role in the course of mathematics from the point of view of improving the effectiveness of learning is considered. The methods and methodical techniques of teaching combinatorial material, which were previously tested in our educational process, are presented. The possibilities and expediency of their application in connection with the age peculiarities of students are substantiated. Methodological guidelines for teaching individual topics of combinatorics are given. Within the framework of teaching each topic, interesting tasks of applied significance are presented. Effective methods of their solution are given. The presented tasks have been tested for years in our teaching practice. In the process of teaching the elements of combinatorics, methods of cooperative learning, mathematical modeling, graphical modeling, coding, methods that promoting inter- and intra-subject connections were used.

Do secondary education systems influence the overeducation risk of university graduates? A cross-national analysis by field of study and social background

To what extent do features of education systems in the secondary school influence university graduates being overeducated? Previous research shows that the social origin and the field of study of university graduates are relevant predictors of overeducation. However, the strength of the influence of their social origin varies across fields of study. Having a privileged social origin prevents university graduates from being overeducated in fields of study that are not occupationally focused (e.g. humanities), while it is less relevant in other fields (e.g. engineering). The unevenly distributed effect of social origin in relation to the field of study may also vary across countries, depending on the influence of the secondary education system on social selection. Social origin may provide a filter earlier in vocationally oriented educational systems, whereas in comprehensive systems the social filter occurs at the graduate’s entry into the labor market. This would make university graduates from nonoccupationally focused fields of study and with a disadvantaged social origin more vulnerable to being overeducated in countries with comprehensive secondary school systems, while in vocationally oriented systems social origin may be less influential at that later stage. Using Research into Employment and professional FLEXibility/Higher Education as a Generator of Strategic Competences (REFLEX/HEGESCO) data in combination with macro-level indicators, I assess how secondary education systems mediate the influence of social origin in terms of the university graduate’s risk of overeducation by field of study. When using a subjective measure of overeducation results suggest that social origin is less important in predicting the overeducation of university graduates in countries with greater vocational orientation at the secondary level, while in comprehensive systems social origin regains its influence as a filter when graduates in nonoccupationally oriented fields join the labor market. Yet, results do not hold when using an objective measure of overeducation.

Students’ and Teachers’ Attitudes toward Using Audiovisual Chat in Teaching English ‎Language Skills and Areas to the Seventh Grade Students

Abstract: The current study aimed to investigate students’ and ‎teachers’ attitudes toward using the audiovisual chat method in ‎teaching English language skills (listening, speaking, reading, ‎and writing) and areas (grammar, vocabulary and ‎pronunciation) to 7th grade students. To achieve the goals of the ‎study, a descriptive research design was adopted using the ‎quantitative method. The data were collected through a ‎questionnaire distributed to 32 male students from Al-‎Buweideh Secondary Comprehensive School for Boys at ‎Ramtha during the second semester of the academic year 2021-‎‎2022, and another questionnaire was directed to 16 teachers ‎from Ramtha public schools. The results of the study revealed ‎that the general attitudes of students and teachers toward using ‎the audiovisual chat method are positive. In accordance with ‎these results, a set of recommendations was suggested for the ‎Ministry of Education, curriculum‏ ‏designers, and EFL ‎researchers and teachers.‎ (Keywords: Audiovisual Chat, English Language Areas, ‎English Language Skills, Students’ Attitudes, Teachers’ ‎Attitudes)‎

Canary in the mine: what white working-class underachievement reveals about processes of marginalisation in English secondary education

ABSTRACTThis paper argues that processes of marginalisation experienced by white working-class students provide insight into systemic problems with the English education system. White British students eligible for Free School Meals (FSM) are a low attaining group. This research investigates factors affecting their engagement and achievement. Fieldwork in three comprehensive secondary schools in a London borough used qualitative methods to gather data on the perspectives of staff, students and parents. Using Bourdieu’s conceptual tools to guide the analysis, the study found that performance pressure and funding cuts can result in an institutional habitus which privileges academic attainment, side-lines the social and emotional aspects of learning and misrecognises working-class capitals. Such habitus fosters pedagogic practices which reduce levels of felt safety and limit opportunities to actively engage and exercise agency in the classroom. These conditions often make fragile the learner identity of white working-class students (and others) and prompt disengagement from school.

Developing the social and emotional competence of adolescents through implementation of the STEPS-A curriculum

AimsThis research explores the curriculum, Dialectical Behaviour Therapy (DBT)Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (STEPS-A)(Mazza et al., 2016). It aims to trial STEPS A, exploring its impact on Social Emotional Learning (SEL), in addition to understanding facilitative implementation conditions for the programme.RationaleThe rationale for the study lies within the potential of the programme to be a universally accessible tool for change in nurturing the SEL of adolescents within the secondary school context.MethodsUsing a mixed method case study design, six sessions were delivered in two mainstream mixed secondary comprehensive schools to key stage three groups by trained staff facilitators. Focus groups were carried out, alongside the Child and Adolescent Mindfulness Measure (CAMM) (Greco, Baer, & Smith, 2011) and the Difficulties in Emotion Regulation Scale – Short Form (DERSF-SF) (Kaufman et al., 2016) pre and post intervention.FindingsData informed the development of an implementation framework, alongside a consultation tool for EPs to support STEPS-A planning in schools. Impact results are promising; mixed ANOVAs revealed two significant and two non-significant time* intervention interactions. Follow up t tests demonstrated intervention group changes in mindfulness and emotional regulation skills in schools 1 and 2 respectively.ImplicationsThe study has implications for the adoption of the STEPS A curriculum to support SEL within secondary schools, whereby school staff are actively supported by EPs to use an implementation framework to maximise efficacy. The encouraging impact findings provide psychological and ethical weight to the use of the framework.LimitationsDue to a small sample size and short intervention period, the need for replication of the quantitative results with a larger sample over a longer period is acknowledged. The implementation framework requires validation across contexts.ConclusionsThe study found that the STEPS-A programme, the first curriculum-based DBT programme designed to be taught in schools by teachers, was well-received by participants. It indicates that, within the context of empirically supported implementation conditions, skills which were initially designed for teaching to clinical populations as part of a comprehensive therapy programme have value and can potentially effect change for adolescents with and without additional identified needs.

Развитие имплицитных знаний учащихся при преподавании искусства в китайских общеобразовательных школах

Due to the renewal of the concept of art education in Chinese comprehensive schools, changes in teaching methodology and the use of modern teaching methods, it has become necessary and urgent to discuss and optimize the teaching of art disciplines in Chinese secondary comprehensive schools. The article describes a pedagogical approach to respond to the changes by developing secondary school students' implicit knowledge. The essence of spiral teaching methods is considered, the importance of integrating implicit and explicit knowledge in the practice of teaching art is emphasized. The necessity of application of the method of stimulat-ing individual creativity through activation of implicit knowledge in the secondary general education school of China is substantiated. Requirements for the basic qualities of a modern teacher in pedagogical practice are described; the feasibility of stimulating students' implicit knowledge in teaching art in secondary general educa-tion school, confirmed by the methodology of teaching practice and practical examples, is proved. It is empha-sized that in secondary schools, where the main task is orientation on universalization of knowledge, skills and abilities of students, art education contributes to the development of the child's personality potential, his social adaptation, revealing the vital possibilities of perceptual mind.

WAYS OF ORGANIZING THE EDUCATIONAL PROCESS OF ACADEMICALLY GIFTED STUDENTS IN HIGHER EDUCATION INSTITUTIONS OF CHINA

In the process of identifying capable and academically gifed students in Chinese higher education institutions and students in secondary comprehensive schools, it is possible to go in several directions: The first of them is the diagnosis of the abilities of students whom we classify as academically gifted. The second direction in the research of scientists, related to finding the criteria of giftedness, is based on three component spheres of personality - cognitive, emotional-effective and psychomotor.

Специфика развития памяти и внимания детей младшего школьного возраста в условиях социально-реабилитационного центра

The aim of this study was to identify, substantiate, and test the possibilities for developing higher cognitive functions, i.e., memory and concentration, in young residents of a social rehabilitation center. The experiment involved 156 subjects: 100 pupils from the social rehabilitation center and 56 children from comprehensive secondary schools aged 7–9 (M = 8.33; SD = 11.47). The diagnostic measures included the following techniques: Landolt Rings (E. Landolt), Remember and Dot (V. Bogomolov), Ten Words (A. R. Luria), Image Memory (S. A. Rimskaya), Retell a Story (A. F. Anufriev, S. N. Kostromina), Diagnostics of Mediated Memory (R. S. Nemov). The experimental group had poorer memory and lower average indicators for concentration and such attention characteristics as set-shifting, distribution, stability, and volume. In the control group, the mean values remained within the norm. A tailored program for developing higher cognitive functions triggered positive dynamics in memory and attention parameters in the children from the social rehabilitation center, whose cognitive functions are at risk at the primary school age. However, the targeted development of higher mental functions was able to improve their attention and memory.

Beautiful Wastelands: tales from the bog: the ‘ordinary schools’ of greater Sydney, Australia

ABSTRACT In the Australian state of New South Wales (NSW) there are different systems for secondary schooling for young people and this paper focuses on public comprehensive secondary schools. These are frequently characterised as the “schools of last resort” by parents with the ability to make a choice about which school sector their children will attend. This paper uses spatial metaphors to situate readers into a constituted identity of the local comprehensive public school as “bog standard” while using narrative limnings to illuminate the professional complexities of English teachers’ work in these kinds of schools. It reports on the particular narratives of four English teachers working in four different “bog standard” public comprehensive secondary schools located across Greater Sydney. It is hoped that the narratives of this paper dispel some of the affective concerns that contribute so strongly to the imaginary of the threatening comprehensive public school while revealing some complexities for teachers of English navigating schooling inequalities in Greater Sydney, Australia.

The effectiveness of developing schoolchildren's science literacy in biology classes with a focus on the study of Genetics within a flexible blended learning model

Introduction. The article is devoted to the problem of schoolchildren’s functional literacy formation within the framework of blended learning. The purpose of the study is to substantiate the effectiveness of the use of an electronic educational resource to achieve a stable increase in indicators of science literacy at the stage of compulsory education. Materials and Methods. The research methodology is based on the ideas of humanization, innovativeness in the formation of schoolchildren’s functional literacy, learner-centered and systematic approach to the organization of learning biology and genetics, and the educational process as a whole. Experimental work was conducted in 7 types of educational organizations of the Republic of Bashkortostan: schools with in-depth study of a number of subjects, individual education schools, private schools, comprehensive secondary schools, basic general education schools, lyceums and gymnasiums. 191 schoolchildren, 9 teachers, 112 parents participated in the study. The following methods were used: theoretical analysis, meta-analysis, methods of analogy, comparison, modification, questionnaires, interviews; tests, and statistical data processing. Results. In the process of the research, the necessity of developing educational technologies and tools for implementing an integrated approach to the formation and development of science literacy at the stage of general education are substantiated. The role of studying Genetics in the formation of schoolchildren’s science literacy is clarified; trends and needs of school practice in teaching Genetics are revealed. The authors identify and describe the following prospects of using the technology of mixed learning and the electronic educational course for schoolchildren and parents called ‘Genetics for everyone: about the difficult’: updating knowledge about the influence of studying genetics on the formation and development of interest in biological sciences, increasing motivation to master knowledge about complex processes occurring in the microcosm, as well as expanding the prospects for the development of a new educational paradigm of personalization of students when using electronic educational materials in mixed learning courses. Conclusions. The results obtained prove the effectiveness of schoolchildren’s science literacy formation within the implementation of a flexible model; the proposed electronic educational resource ‘Genetics for everyone: about the difficult’ for schoolchildren and parents contributes to the development of the subjective position of schoolchildren, provides a steady trend towards improving the quality of knowledge, and interest in Genetics as a science.

The Effectiveness of Extracurricular Educational Games on the Achievement Level of Third-Grade Students in Islamic Education

The goal of this study is to determine whether playing extracurricular educational games increases third-grade primary children's academic achievement levels in Jordan. The study sample includes 56 male and female students (28 male and 28 female) from Madaba Governorate's Al-Khansaa Secondary Comprehensive School for Girls. A two-group quasi-experimental design is used, with an experimental group and a control group. An achievement test, three educational games, and resources relating to three topics of supplication, travel etiquette, and playing etiquette, are produced and used by the researcher. The experimental group is taught these concepts through educational games in the schoolyard, while the control group receives traditional classroom instruction. SPSS software is used to conduct a statistical analysis. The achievement test results for the control and experimental groups do not indicate any statistically significant (α≤0.05) differences. The results reveal no statistically significant (α≤0.05) gender-related variations in the experimental group's level of success. The researchers suggest that Islamic education sessions might be designed to avoid the characteristic inertia, using extracurricular educational games.

Spaces for music in English state secondary schools and the crisis of democracy, 1976–1982

ABSTRACT This article examines documentation from a previously unpublished architectural survey of English comprehensive secondary school music classrooms, conducted between 1976 and 1978 by a team of Department of Education and Science architects led by David and Mary Medd on behalf of a Schools Council music curriculum research project directed by John Paynter. Close readings of the results of the survey and the circumstances leading to its eventual withdrawal guide an examination of the ways foundational child-centred music curriculum research and early musical postmodernism were articulated in relation to the crisis of deindustrialisation and the first experiments in economic austerity. The conclusion examines the later appropriation and transformation of Paynter’s ideas in English music education policy, and argues that music critics and historians are wrong to denounce the postmodern aesthetics of progressive pedagogies as ‘neoliberal culture’, as neoliberal policy’s actual investments have been in an anti-democratic apparatus of canon and competition.

The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study

ABSTRACT We investigated effects of tracking students into higher, more academic, and lower, less academic, school types immediately after primary school (early tracking) instead of having a comprehensive secondary school system (late tracking) on school gender segregation and gender gaps in achievement outcomes. We assumed that, in early tracking countries, girls are more frequently selected into more academic school types, which leads to more school segregation by gender and achievement advantages of girls over boys. In a differences-in-differences design, we compared secondary-school-level gender inequalities between early and late tracking countries, after controlling for primary-school-level differences. We investigated 787 country-by-year observations in 33 matches of primary- and secondary-school-level data sets from three international large-scale assessments. As expected, we found that early tracking increased the degree of school gender segregation. Not conforming to expectations, the evidence did not indicate that tracking had effects on gender gaps in achievement.

Nastava književnosti u gimnazijskim programima Republike Srbije (od 1990. godine do danas)

The paper provides a diachronic overview of curricula for Serbian Language and Literature courses in secondary schools from 1990, when comprehensive secondary schools were reinstated into the education system of the Republic of Serbia, to present day. The structure and contents of the literary elements were monitored, analyzed, and contrasted. The aim of the curricula analysis in the indicated period is to ascertain and explain the positive and negative aspects of previous reforms to which literary content was exposed, and to, in accordance with the obtained results, draw appropriate conclusions and provide recommendations for their future improvements.

Randomised Controlled Trial of Self-Affirmation Intervention on Students' Academic Performance: Promising Impacts on Students from Migrant Hukou Status.

Drawing from the sociocultural-self model, this study aims to examine the influence of self-affirmation on the academic outcomes of lower-class migrant students, as well as the psychological mechanism underlying this phenomenon. A field experiment was conducted at a comprehensive secondary school in the southern region of China. Our study sample comprised 1534 immigrant students from diverse regions across the country, with an average proportion of 59.6% of students registered with a rural hukou. The hukou system plays a pivotal role in measuring social class in China, thus it was used as a proxy for lower and higher social class, with rural hukou students considered to be lower-class and urban hukou students considered to be higher-class. Prior to the English test, students in the self-affirmed group were engaged in a brief writing exercise that focused on their core values, whereas the control group wrote about a neutral topic. The primary outcome of interest was the effect of self-affirmation on English test scores, whereas the secondary outcome was the students' survey stereotype threat. The results exhibit that self-affirmation more significantly improved the English test performance of lower-class students compared to higher-class students, and this positive effect was mediated by reducing stereotype threat. Our findings unravel the impact of self-affirmation on the academic performance of migrant students from different social classes and signify the mediating role of stereotype threat in this process. The present study extends previous findings to students from immigrant families in the Chinese cultural context, and these findings demonstrate that self-affirmation can constitute a promising intervention for stereotype threat and achievement gaps due to social class differences in immigrant family groups. Considering that this intervention takes only about 15 minutes of time, entails almost zero cost, does no harm, and that it focuses on disadvantaged immigrant students, it may provide valuable insights for educational policies to be implemented in a new type of migrant city such as Shenzhen.

PEDAGOGICAL PRINCIPLES IN THE ORGANIZATION OF EDUCATIONAL AND RESEARCH PRACTICES IN THE SPECIALTY 073 MANAGEMENT

The article examines issues related to the organization and content of industrial management-research practice, training of master's degree holders in Field of Knowledge 07 Management and Administration Specialty 073 Management of the Educational Program "Management (Educational Institution Management)".
 The proposed material is an experimental study on the topic "Pedagogical foundations of personnel management in an educational institution (on the example of the communal institution "Secondary comprehensive school of the I-III degrees No. 9 of the Kamian city council of the Dnipropetrovsk region)", which was written by the master's student Vovchanska I .WITH. qualification work on the topic "Pedagogical aspects of human resources management".

ЗАСТОСУВАННЯ ЕЛЕМЕНТІВ ПРОБЛЕМНОГО НАВЧАННЯ ЯК ЗАСІБ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ УРОКУ БІОЛОГІЇ В СУЧАСНІЙ ШКОЛІ

Modern extremely difficult working conditions encourage teachers to make changes in the theory of pedagogy and the practice of the modern educational process. The concept of the New Ukrainian School envisages an orientation towards learning that will develop critical and productive thinking of schoolchildren, their creative approach to solving emerging problems. In the conditions of modern education, it becomes an objective necessity for the teacher to master and use innovative technologies in his lessons during training. Innovative learning is based on a certain number of technologies, among which there is also a place for problem-based learning. The article substantiates the expediency and investigates the possibility of using elements of problem-based learning in biology lessons as a means of increasing the effectiveness of the lesson in a modern school. 28 students of the 10th grade of secondary comprehensive school in Dnipro took part in the study, which was conducted in three stages. In order to find out the influence of elements of problem-based learning on increasing the effectiveness of the lesson, we used: problem situations, problem questions and tasks that were aimed at increasing the level of mental development of schoolchildren, their ability to independently search for new knowledge and creativity. The level of cognitive activity of students in biology lessons was assessed using the B. Pashnev questionnaire. The analysis of the results shows that at the beginning of the study, both girls and boys mainly had an average level of cognitive activity in class (72%). 18% of students had a low level of cognitive activity, and 10% of students had a high level. After the active use of elements of problem-based learning in lessons, a high level of cognitive activity became characteristic of 14% of students, i.e., the number of children with this level increased by 4%; the average level increased by 5% compared to the previous survey; the low level decreased by 9%. Thus, the elements of problem-based learning that were used to increase the effectiveness of the lesson are justified. It is important to use active learning methods that correspond to the learning content. It is in this way that it is possible to develop in students the ability to independently apply the acquired knowledge in non-standard situations. Key words: problem-based learning, motivational activity, problem situation, problem task, problem questions.

The Impact of Emotional Intelligence on the Academic Performance of Students with Intellectual Disabilities in Inclusive Education

Background: The development of inclusive education involves the increasing participation of children and adolescents with intellectual disabilities in the general education process, which can be accompanied by several stressful and psychotraumatic situations that negatively affect the academic success of such adolescents.
 Objective: This study aimed to empirically test the probability that the emotional intelligence level of adolescents with intellectual disabilities impacts their academic performance.
 Methods: The study was conducted as a socio-psychological experiment involving experimental and control groups through pre-test and post-test measurements of the emotional intelligence level of adolescents with intellectual disabilities and their academic performance. The study involved students at comprehensive secondary schools aged 12-14 who studied in inclusive classes.
 Results: The Emotional Intelligence Development Programme also aimed to further the inclusion of adolescents in their school lives. The Programme involved a series of classes with a predominance of visual material adapted to the needs of adolescents with intellectual disabilities. The research was motivated by the improvement of inclusive education in Ukraine, which is at the stage of its formation. The Programme is based on applied developments of practical psychologists with the author's extensions. The study was carried out through the EmIn Test adapted by Lyusin to diagnose the level of emotional intelligence. Observations, one-way analysis of variance (ANOVA), Pearson correlation coefficient, and comparison of means through student's t-test were used to analyze the data obtained. The Programme resulted in increased parameters for the emotional intelligence level in the experimental group compared to the control group and improved academic performance in Mathematics and Biology. The results obtained empirically confirmed the positive impact of emotional intelligence on the academic performance of children with intellectual disabilities.
 Conclusion: The primary value of the study was the integration of the author's approaches in the development of emotional intelligence of adolescents with intellectual disabilities. The practical result of the research is the methodological systematization of the experiment results with the aim of further implementation in the general educational process. Further research suggests monitoring the long-term effects of therapeutic intervention programs in working with adolescents with intellectual disabilities.

Some Nutritional Indices of Public and Private Secondary School Students in Igbanke, Edo State

The aim of this study is to determine the nutritional indices (Glucose, cholesterol, total protein and albumin) and body mass index of students attending public and private secondary schools in Igbanke. The study was conducted on 185 students comprising 95 students from public secondary schools (Igbanke mixed secondary and Igbanke grammar school) and 90 students from private secondary schools (Future hope secondary school and Wisdom comprehensive secondary school) in Igbanke. The research was designed to evaluate and compare the nutritional indices (Glucose, cholesterol, total protein and albumin) of students attending public and private secondary schools in Igbanke. The sample analysis was done at Diagnostic Laboratory, Department of Medical Laboratory Science, Ambrose Alli University, Ekpoma. This study was carried out within three (3) months. Our result shows that the mean values of body mass index (BMI) of students in public secondary school and private secondary school are 20.28±4.21kg/m2 and 21.74±4.14 kg/m2 respectively. There is no significant difference (p>0.05) in the values of BMI of students in public secondary school when compared with private secondary school. The mean levels of glucose (Glu) of students in public secondary school and private secondary school are 84.38±12.80mg/dl and 79.48±15.02mg/dl respectively. There was a significant increase (p<0.05) in the level of Glu of students in public secondary school when compared with private secondary school. The mean levels of total protein (TP) of students in public secondary school and private secondary school are 6.78±0.86mg/dl and 6.98±0.58mg/dl respectively. There was a significant decrease (p<0.05) in the level of TP of students in public secondary school when compared with private secondary school. The mean levels of albumin (Alb) of students in public secondary school and private secondary school are 3.73±0.61mg/dl and 4.01±0.48mg/dl respectively. There was a significant decrease (p<0.05) in the level of Alb of students in public secondary school when compared with private secondary school. The mean levels of cholesterol (Chol) of students in public secondary school and private secondary school are 154.62±30.94mg/dl and 168.30±14.88mg/dl respectively. There was significant increase (p<0.05) in the levels of cholesterol of students in private secondary school when compared with public secondary school. In conclusion, a poor diet can cause deficiency diseases such as blindness, anemia, scurvy, health-threatening conditions like obesity and metabolic syndrome and such common chronic systemic diseases as cardiovascular disease, diabetes and osteoporosis. The findings from this study have shown that there are differences in the nutritional indices of students in public secondary school and private secondary school with public secondary school having lower protein level and private secondary school high cholesterol level.