Compulsory Secondary Education Research Articles

Comportamiento materno percibido y orientación a metas de los hijos/as

Introducción. La orientación a metas de los estudiantes puede estar influenciada, entre otros factores, por los comportamientos que componen los estilos educativos de los padres y las madres. De acuerdo con investigaciones previas, las dimensiones del comportamiento materno tendrían una influencia mayor en los adolescentes que las dimensiones de los padres. En consecuencia, los objetivos de este estudio fueron: 1) categorizar los comportamientos maternos percibidos por los/as estudiantes de Educación Secundaria Obligatoria (ESO); y 2) explorar la incidencia de los comportamientos maternos percibidos en la orientación a metas académicas de sus hijos/as.Método. En esta investigación participaron 255 estudiantes de 4º de ESO con edades comprendidas entre los 14 y 18 años de la provincia de A Coruña, España. Se empleó la versión en castellano del Children’s Report of Parental Behavior Inventory (CRPBI) para estudiar los comportamientos maternos percibidos y el Cuestionario de Metas Académicas para establecer la orientación a metas académicas de los participantes.Resultados: El análisis factorial de las respuestas al CRPBI ha diferenciado 7 dimesiones del comportamiento maternal. Los comportamientos maternos categorizados como sobreprotección y evaluación positiva y apoyo se relacionarían positivamente con la orientación a metas de aprendizaje de los/as hijos/as. La dimensión de evaluación positiva y apoyo también contribuiría a la explicación de las metas de aproximación al rendimiento mientras que el empleo de castigos contribuiría a la adopción de metas de evitación del rendimiento. Los comportamientos maternos categorizados como control/posesividad y negligencia/permisividad se relacionarían positivamente con la orientación a metas de aproximación al rendimiento.Discusión y conclusiones. Los resultados de este estudio ponen en evidencia la importancia de los comportamientos maternos percibidos en la elección de metas de orientación al aprendizaje y de aproximación al rendimiento. Deberían promoverse comportamientos como la evaluación positiva y el apoyo para favorecer que los estudiantes de ESO se orienten hacia este tipo de metas académicas.

Aplicación móvil Endomondo para promocionar la actividad física en estudiantes de educación secundaria (Endomondo smartphone app to promote physical activity in high school students)

Mobile applications are integrated into students’ lives and, therefore, their use for educational purposes can become a resource to improve the learning-teaching process. Simultaneously, the use of applications can help increase the level of motivation in the integration of physical activity into their day-to-day life and extracurricular time. The objective of the didactic experience was to analyze the effect of the use of the Endomondo application in Physical Education subject. In the didactic experience, with a quasiexperimental design without pretest, 138 students in the third and fourth years of Compulsory Secondary Education (64 girls and 74 boys; 15.4±0.5 years) agreed to participate voluntarily in this research. It was implemented in a secondary high school in the southern of Spain, with a medium socio-culture index and integrated into the curriculum of the subject of Physical Education. The students carried out collective challenges by group-class as well as individually. The results showed that a majority of the students participated (81.7%), with family involvement, in addition to the generic achievement of the collective (83.3%) and individual challenges (84.4%). The use of new technologies can be an educational resource that helps increase the amount of time adolescents dedicate to physical activity.

Keyword Mnemonics: Effects of Immediate Recall on Delayed Recall

One of the limitations of keyword mnemonics concerns its efficacy in delayed recall. The objective of this study was to analyse the impact of keyword mnemonics on delayed recall (at a one-week interval). A sample of 794 first and second-year Compulsory Secondary Education students of both genders were presented a list of 14 Basque words, the meanings of these words were to be learnt using keyword mnemonics (keyword selected by classmates, researchers, or by the participants themselves), or the rote learning method. Half of the sample were allowed immediate and delayed recall, and the remaining 50% of participants underwent delayed recall. Activation of immediate recall influenced delayed recall. The rote learning method was more effective than the keyword method when the keyword was supplied by the researcher, or when participants generated their own keywords themselves, but not as effective as the keyword method when the keyword was generated by the classmates of the participants in the study.

Equity or Stereotypes in Science Education? Perspectives from Pre-University Students

In this work, we explore the presence of stereotypes in pre-university students with respect to gender, science, and scientists. The possible differences between boys and girls, school stage, and rurality are analyzed. For this purpose, a sample of 404 participants between 13 and 18 years old were delivered a form with items from the Questionnaire on Opinions about Science, Technology, and Society. The responses were offered using a five-point Likert scale and agreement percentages were calculated. Descriptive and inferential statistics were used for the analysis, where the effect size was calculated for items associated with any of the three factors. Our findings show that the stereotyped ideas of gender in science were more intense in Compulsory Secondary Education (CSE) students in rural areas than in High School (HS) students from urban areas. In addition, perceptions of science and scientists showed greater agreement for CSE than for HS students. However, no differences were found between girls and boys. Regarding science items, there was a major agreement on the relationship between science and technology with problem solving, regardless of sex or school rurality. Finally, reflections on stereotypes and the presence of girls in STEM careers are provided.

Gamification for Classroom Management: An Implementation Using ClassDojo

In the present educational context, active methodologies and new technologies are aspects that should be included when teaching and learning a subject area. For the education to be successful, classroom management must be considered, since problems may arise and handicap this process. In order to promote learning and reduce negative behaviors and increase positive ones, intervention on students of 1st year of ESO (compulsory secondary education) was implemented. The intervention used gamification as the educational approach and ClassDojo as the online tool to track behavior to determine the effectiveness of both elements to achieve the goal. Taking advantage of the game design principles and mechanics in the learning environment to create motivation and interest, in addition to the information and communication technologies (ICT) represented by ClassDojo, the experimental study showed the benefit of this method and app regarding the improvement of desired behaviors as well as the decrease of the disruptive ones. The implementation engaged the students and activated their behavioral development in order to display a better performance.

Aprendiendo a reanimar en la escuela. Estudio en escolares de 8-12 años

ObjectiveTo quantitatively assess the learning capacity of school children aged between 8-12 years in basic life support (theory and practice) after a feasible school training programme. Material and methodsQuasi-experimental study with a convenience sample of 567 pupils in 3rd, 5th and 1st year of Primary Education, and Compulsory Secondary Education, respectively, from 3 public schools in Galicia. They received 2h (one theoretical and another practical) of basic life support training by their Physical Education teachers, as part of the school program. The children were evaluated by a theoretical test and a practical skill test that measured the quality of chest compressions, and assessed the performance of the basic life support sequence. ResultsThe level of knowledge increased with respect to the baseline, and was higher in the higher grades (P<.001). The complete basic life support sequence was carried out by 16.5% of pupils in the 3rd year of Primary Education, 54.4% of pupils in the 5th year of Primary Education, and 28.5% of pupils in the 1st year of Secondary Education (P=.030). The following compression quality parameters improved significantly with age: continuity of compressions (P<.001), percentage of compressions performed at correct depth (P=.002), and median depth (P<.001), while the percentage of compressions with correct decompression decreased significantly (P<.001). ConclusionsAlthough their anthropometric characteristics may not allow them to achieve the ideal quality of this manoeuvre, a 2-h theoretical and practical training programme, taught by Physical Education teachers, helps to improve the ability of children younger than 13 years-old to recognise the emergency, start the chain of survival, and initiate chest compressions.

The @Filosoclips project: teaching feminist philosophy through popular culture in Spain

ABSTRACT This paper outlines the results of the multimodal education project @Filosoclips, carried out during the 2017/2018 academic year in the Faculty of Education at Universidad de Málaga with students aged 16 and 17. The purpose of this project was to test the possibility of introducing texts by feminist thinkers into the official curriculum of the Philosophy course offered in Spain’s Compulsory Secondary Education and Baccalaureate programmes. The project constituted an educational innovation with students in the first year of the Spanish Baccalaureate programme, focusing on three basic objectives: to experiment with the addition to the high school reading curriculum of texts typically included in feminist studies; to give visibility to female philosophers in the Philosophy curriculum; and to conduct a practical trial in the classroom of the use of popular culture (music videos, in this case) as an instrument for developing critical thinking skills. Notable among the results of the project was the recognition of the importance for female students of incorporating major women philosophers and exploring topics that directly affect them in their everyday lives, such as the International Women’s Day marches across Spain on 8 March.

Are we Europeans? Secondary education students’ beliefs and sense of belonging to the European Union

ABSTRACT Analyzing the sense of belonging to the European Union (EU) is a priority for public administrations. This research examines: (a) the sense of belonging to the EU of compulsory secondary education students in Spanish public centres; (b) their beliefs about the effects of belonging to the EU; (c) the weight of these beliefs in predicting the sense of belonging to the EU. The study involved 777 Spanish students of compulsory secondary education in public centres. A Likert scale was designed and a factorial and multiple regression analysis was applied. The results show that: (a) more than 85% of the students consider themselves European citizens and are proud to live in the EU; (b) one third believe that the EU does not improve the living conditions of its citizens, does not offer a better future, increases political instability and does not contribute to socio-economic development; (c) the age of the students and the beliefs about the civic, political and economic effects have a significant weight in the prediction of the sense of belonging to the EU. The need for a European orientation curriculum is discussed to promote reflection on the meaning of EU integration and European citizenship among young people.

Competencia digital de estudiantes de Secundaria al buscar y seleccionar información sobre ciencia

En la actualidad internet es la primera fuente de información sobre ciencia y tecnología, y la adquisición de las competencias para utilizar una herramienta tan asentada socialmente se considera deseable para la alfabetización científica de los ciudadanos. Por ello, en este estudio se pretende describir las competencias digitales, que manifiestan unos estudiantes de 3.º de Educación Secundaria Obligatoria (ESO), para buscar, seleccionar y utilizar información sobre una temática científica: una experiencia sobre la lluvia ácida. Tras aplicar un cuestionario, se emplean dos técnicas diferentes de vaciado para valorar las respuestas de los participantes. Identificamos las diferentes secuencias para buscar en red, para usar la información y para valorarla.

Pruebas de evaluación Saber y PISA en la Educación Obligatoria de Colombia

INTRODUCCIÓN. Esta investigación se centra en la revisión documental a las políticas de evaluación externas a los estudiantes de educación obligatoria en Colombia. Se trata de las Pruebas Saber y la prueba internacional PISA. MÉTODO. Este trabajo describe cómo se evalúa en el país y cuáles han sido sus resultados en los niveles de 3°, 5° y 9° de educación básica, y, 11º de educación media obligatoria. Para comenzar, se presenta el contexto con las características de estas dos evaluaciones, así como las políticas y acciones abordadas para mejorar la dinámica y calidad de la oferta. RESULTADOS. Por último, se señalan las tendencias en los resultados del proceso educativo de un país que se debate en el dilema de la cobertura educativa, en el que, a pesar de los esfuerzos por mejorar la igualdad y la calidad, no se logran las mejoras en los desempeños de los escolares. DISCUSIÓN. El trabajo histórico-documental aparece como representativo para conocer el grado competencial de los alumnos ya que supone un campo de actividad al que contribuye el conjunto de la comunidad educativa. INTRODUCTION. This article reviews the external evaluation policies of students in compulsory education in Colombia. Specific attention is paid to the “Saber” and the international PISA tests. METHOD. This work describes how evaluation is undertaken in the country and what its results are for the 3rd, 5th and 9th levels of basic education and the 11th level of compulsory secondary education. Firstly, the context and characteristics of these two evaluations are presented, as well as the policies and actions addressed to improve the dynamics and quality of the teaching offer. RESULTS. Results show that the country is immersed in a debate about educational coverage which, despite the efforts made to improve equality and quality, has not led to improvements in students’ academic performances. DISCUSSION. Historical-documentary work seems to foster interprofessional relationships in that it involves the whole educational community.

The problem of science's masculinization in school: causes and consequences

Women's education has been linked to the breeding of future generations for many centuries but, thanks to the social, legislative and educational changes that society has undergone, women’s education offer has been equated to that of men. This paper analyzes whether stereotypes and gender bias persist in the teaching-learning of science and what factors influence the choice of post-compulsory studies, emotions towards the T-L of the sciences and the scientific self-qualification in a sample of 186 Compulsory Secondary Education students from a religious center in Sabadell. The results show a clear internalization of gender differences and a significant presence of gender stereotypes in terms of emotions, scientific self-qualification and choice of post-compulsory studies that demonstrate the absence of inclusion of the gender perspective in education.

Perceptions and academic and professional aspirations of teachers-in-training: gender barriers or possibilities?

Purpose: This paper presents the results of the application of an adaptation of the "Perceived Barriers Questionnaire" (PBQ) (Rodríguez-Lajo, Vila and Freixa, 2008) to identify if there are gender roles and stereotypes that influence the perceptions and future expectations, both in academic and the professional spheres, of teachers-in-training at the University of Córdoba. Design/methodology/approach: The sample of the study is composed of the students enrolled in the Social Education Degree and the Masters in Inclusive Education and Teaching Staff of Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at the University of Córdoba. The questionnaire was administered to 157 students. The data were subjected to descriptive analysis, comparative means, correlational and regression analysis, study of internal consistency and factorial structure through exploratory and confirmatory factor analysis. Findings: The results show, among other issues, some professional aspirations related to training rather than leadership, a greater fear of negative evaluation in women than in men and an important relationship between the perception of the gender role attributed to men and women in the workplace and their own aspirations and educational and professional expectations. Research limitations/implications: The main limitation of the study s in its sample, as it is focused only on students of careers belonging to the field of Education Sciences and, specifically, at the University of Córdoba, so it would be interesting to carry out future studies with samples wider population.

Profiles of Mobile Phone Problem Use in Bullying and Cyberbullying Among Adolescents.

Technology is being used by individuals of all ages; young children show a high tendency of problematic use of devices such as smartphones. This study aimed to identify different profiles that vary in conflicts related to problematic mobile phone use and maladaptive communication and emotional patterns. Therefore, we examined whether there are significant differences in bullying and cyberbullying among teenagers who have a problem utilizing mobile phones. The study participants were 810 students of Compulsory Secondary Education (M = 13.99, SD = 1.32), with 52.2% being girls. Questionnaires on school violence and experiences related to mobile phones were administered. The latent profile analysis identified three different types of problematic mobile phone use: (a) low levels of conflict was associated with mobile phone abuse and low levels of communication and emotional use; (b) moderate levels of conflict was associated with mobile phone abuse and moderate levels of communication and emotional use; and (c) high levels of conflict was associated with mobile phone abuse and high levels of communication and emotional use. The study results highlight significant differences in the manifestations of school violence between the profiles. Finally, this study’s findings form the basis for the development of education programs to prevent mobile phone abuse and school violence and therefore academic adjustment.

Design and Validation of the Scale Attitudes and Experiences of Students Towards Inclusive Education (SAEIE)

ABSTRACT The objective of the study was to create and validate an instrument to compile the attitudes and experiences of students towards inclusive education. A total of 544 students from the 6th year of Primary Education and 3rd year of Compulsory Secondary Education participated from 10 schools in the Basque Country (Spain) province of Bizkaia. The survey on Attitudes and Experiences of Students towards Inclusive Education (SAEIE) comes with two sub-scales: attitudes and experiences. The exploratory factor analyses showed that all of the reliability indices were acceptable. The survey demonstrated adequate reliability (alpha =.90). It is confirmed as a valid and simple instrument for evaluating attitudes and experiences towards inclusive education by students in the last year of primary education and throughout compulsory secondary education.

Longitudinal Association between Sport Participation and Depressive Symptoms after a Two-Year Follow-Up in Mid-Adolescence.

Sport participation has been advocated as a strategy to improve adolescents’ mental health. However, how these variables evolve during the adolescent years is uncertain. The objective of the present work was to examine the longitudinal associations of sports participation and depressive symptoms in adolescents. Participants were 525 Spanish adolescents (50.3% boys), aged between 12 and 15 years old (M = 13.45, SD = 0.69). They were enrolled in 18 secondary schools located in Andalusia (Spain) in the first two academic years of Compulsory Secondary Education. Data were collected in three waves, separated by one year, by administering self-report measures of depressive symptoms and sport participation. Repeated measures analyses of variance were conducted to examine the change in depressive symptoms and sport participation, and a latent growth curve model was tested to examine the change in depressive symptoms controlling initial sport participation and gender. At each wave, more frequent sport participation was related to lower depressive symptoms. Two years after the first assessment, adolescents became more depressed but not more active. Less active adolescents had more depressive symptoms in each assessment time. At all moments of assessment, girls were less active and reported more depressive symptoms. Moreover, girls had a higher increase in depressive symptoms than boys. Promotion of physical activity (PA) as a mental health strategy needs to consider gender differences as boys and girls have different patterns of presentation of depressive symptoms throughout adolescence.

Profiles of Problematic Internet Use in Bullying and Cyberbullying among Adolescents.

The rise of technology has increased risks such as problematic internet use or cyberbullying. Data show that there is problematic use of the internet, which has important repercussions academically, personally, socially and for health. The objective of this study was to identify different profiles that vary according to intra- and interpersonal conflicts related to internet use. In addition, this study aimed to examine whether there are significant differences in bullying and cyberbullying among adolescents with a conflict related to internet use. The study participants were 810 students of Compulsory Secondary Education (M = 13.99, SD = 1.32). The Questionnaire on School Violence and the Questionnaire of Experiences Related to Internet was use. The latent profile analysis identified four different types of conflicts related to internet use: (a) high levels in intra- and interpersonal conflicts; (b) low levels intra- and interpersonal conflicts; (c) moderate intra- and interpersonal conflicts and (d) very high levels in intra- and interpersonal conflicts. The results of the study indicated that there were significant differences in the manifestations of school violence between the profiles. This study assists in educational programs to prevent conflicts related to internet use and school violence through emotional adjustment.

Health inequalities in Eastern Europe. Does the role of the welfare regime differ from Western Europe?

When we study the impact of social policy on health inequalities, we find that most research is based on Western European countries. This study expands the geographical focus by including post-communist countries from Eastern Europe, Russia, and the Caucasus. The 2008/2009 round of the European Values Study (EVS) provides a unique opportunity for this analysis since it covers 23 post-communist countries and 20 Western European countries. The study uses multilevel cross-sectional analyses to examine the moderating role of welfare regimes on socioeconomic health inequalities. Many reviews claim that the results for welfare systems and health inequalities are inconsistent. However, since the studies selected for the reviews are mainly focused on Western Europe-only a few include Central Eastern European countries-we still need to find out how welfare regimes in post-communist countries moderate the link between socioeconomic status and health. A cluster analysis based on 13 social and economic indicators generates 4 welfare clusters within the post-communist countries which are used for further analyses. Regarding the achievements of the communist countries in compulsory secondary education, the expectation is that the educational health inequalities differ between Eastern and Western Europe. The multilevel analyses confirm that social gradients in health related to education and income exist in both Western and Eastern Europe. However, while income-related health inequalities are similar, educational health inequalities are most pronounced in the welfare cluster of the EU Member States of Central and Eastern Europe.

Absentismo escolar en España. Datos y reflexiones

El absentismo escolar no recibe en España la atención que merece. Pese a que diversos estudios señalan que la ausencia de las aulas del alumnado en edad de escolarización obligatoria es más amplia de lo que parece ‒los informes PISA, por ejemplo, lo cuantifican entre el 25 y el 28 % del alumnado de 4º de la secundaria obligatoria‒ esta realidad presenta una escasa visibilidad educativa y social. En el trabajo se realiza una primera clarificación conceptual del problema, para posteriormente analizar con un enfoque integral la normativa legal que articula en nuestro país: el derecho a la educación; la escolarización obligatoria y el absentismo. A partir de ese marco teórico, se señalan los trabajos que evidencian la destacada incidencia de las conductas absentistas. Por último, se constata la significativa diferencia entre lo planteado en la normativa vigente y la incidencia del alumnado absentista, según los citados estudios. En base a lo anterior, se plantea la necesidad de una mayor intervención por parte de las autoridades educativas para una más eficaz aplicación del derecho a la educación, que de acuerdo con nuestro ordenamiento tiene el carácter de derecho fundamental.

Evaluation of Sexist and Prejudiced Attitudes Toward Homosexuality in Spanish Future Teachers: Analysis of Related Variables.

Discrimination and inequality on the basis of gender and sexual diversity remain prevalent in today’s society (Beck et al., 2010; Dispenza et al., 2012; Dugan et al., 2012; Barrientos and Cárdenas, 2013). These situations of exclusion and rejection show the need to train individuals and organizations in the prevention of violence, harassment and inequality (Kattari et al., 2018). Teacher training, both initial and ongoing, is a fundamental axis of action, and consequently, the study of the opinions and beliefs of students and teachers on these issues. This research, therefore, analyses the sexist and prejudiced attitudes toward homosexuality of future teachers in the Spanish educational system. The sample of this research is made up of 452 students in the Degree in Primary Education Teaching and in the Master’s Degree in Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching (MUPES) with an average age of 24.74 (SD = 6.51). For the collection of information, a questionnaire was used consisting of questions on sociodemographic and cultural aspects, the Inventory of Ambivalent Sexism (ASI) by Glick and Fiske (1996) validated in Spanish by Expósito et al. (1998), and the Scale of Attitudes of Heterosexuals toward Homosexuals (HATH) by Larsen et al. (1980), validated in Spanish by Barrientos and Cárdenas (2010). The main results include the presence of significant differences (p < 0.01) in the levels of ambivalent sexism (hostile and benevolent) and in the maintenance of negative attitudes toward homosexuality according to sex and political ideology.

Fostering engagement and historical understanding with a digital learning environment in secondary education

The use of educational technology and digital learning environments in secondary education can offer multiple opportunities to go beyond the traditional approach frequently used in history education. This paper provides the result of a three-week intervention in two Spanish public schools with 86 fourth-year compulsory secondary education history students. The study examined the results of the implementation of a digital learning environment about the Spanish transition to democracy, and analyzed the effects of an intervention focused on the development of historical understanding and the use of digitized historical sources in student engagement and knowledge acquisition. Data obtained through the use of questionnaires were examined quantitatively and qualitatively using a mixed methods approach and different categories. Participants reported a positive perception of the methodological approach used during the sessions and high student engagement levels were detected after the intervention, which was supplemented by improvement in knowledge acquisition after the intervention. It is concluded that the intervention allowed students to become more engaged in a traditional discipline such as history by using a disciplinary approach, and that the use of the digital learning environment was useful in promoting historical understanding about the period under examination.