First Grade Of High School Research Articles

Formative Evaluation as Efficient Strategy for Learning Mathematics

Evaluation always was problem for teachers and or instructors in present educational systems. Teacher yet did not know whether formative evaluation is proper or summative formative. Obviously formative evaluation has efficiency than summative evaluation. In this study, quasi-experimental method is used and via simple sampling method, formative evaluation is applied in two forms such as multiple- choice evaluation and essay formative evaluation among girl students of Shahrekord at first grade of high school. 67 girl students are chosen as three separate groups; group 1, 2, 3 that group 1 and 2 are applied multiple- choice evaluation and essay evaluation as the formative forms versus group 3 who is used of summative evaluation only. The results of ANOVA and Scheffe tests have indicated that there are differences among three groups which are considered as multiple-choice evaluation, essay formative evaluation and summative evaluation respectively. Finally it is showed that multiple-choice evaluation has not significant difference versus summative evaluation. Therefore essay formative is the best the kind of formative evaluation.

Development of A Self –Regulation Package For Academic Procrastination and Evaluation of Its Effectiveness

Introduction: Procrastination is regarded as a behavioral habit which is prevalent in different societies and is increasingly growing. This habit is along with postponing duties and tasks and has unpleasant consequences (Blunt, 1998). Rosario, Costa, Nunez, Gonzalez-Pienda, Solano, and Valle (2009) believe that although procrastination might happen in all daily activities, but procrastination in doing school assignment is more frequent. Solomon and Rothblum (1984) define academic procrastination in postponing academic tasks including preparation for taking exams, preparing paper during the semester, official tasks related to school and continuous presence in classes. Procrastination leads to high degree of anxiety and depression in the student and reduces its self- esteem (Lay, 1992; Lay and Schouwenburg, 1993; Lay and Silverman, 1996). Consequently, the reports of students of their procrastination indicate negative meaningful difference with their academic performance (Beswick, Rothblum & Mann, 1998). Generally the researches done in this filed indicate that procrastinators have less motivation to become successful (Lum, 1960; quoting from Steel, 2007). Burka and Yuen (1982, p. 32) noted that those who have serious problems with procrastination generally tend to attribute their difficulties to personality flaws, such as being lazy, undisciplined, or not knowing how to organize their time (Citing in Senecal, Koestner and Vallerand, 1995). However, according to them, procrastination is a way for expressing inner controversies and preserving self- esteem against susceptibility. Solomon and Rothblum (1984) assert that although students consider different reasons for their negligence, most of them relate it to fear of failure (including anxiety in performance, perfectionism and lack of set- esteem). Recent researches speak of other motivational factors which are related to academic negligence. These studies offer some ways to regulate individual behaviour which is effective on academic achievements and results, among them are the feeling of curiosity, persistence, learning, performance, affect and self-esteem (Vallerand and Bissonette, 1992; .Vallerand et.al. 1992 quoting from Senecal et.al. 1995). The most comprehensive theory about regulation the behavior of people is self-regulation theory mentioned by Deci and Ryan (2000, 1991, 1987, 1985) Steel (2007) considers procrastination a common and frequent form of failure in self- regulation. Self- regulating learning is that kind of learning in which individuals begin and guide their efforts themselves instead of relying and depending on teachers, parents or educational bodies for getting knowledge and skills (Zimmerman, 1989). Unfortunately, students in schools not only lack sufficient basic knowledge of effective guidelines but also they don't know how to select and evaluate these guidelines when have not good educational functioning and correct false guidelines (Dembo and Iyton, 2000; Win Stein, Husman and Dierking, 2000; Zimmerman, 2002). It seems necessary to try to create some solutions which reduce procrastination in students. When adolescents learn self-regulating skills and as a consequence learn how to deal with their procrastination, they gain important skills (Dembo and Iyton, 2000). In this research it is tried to regulate the educational package based on self-regulating solutions of Iranian students which is predictor of educational procrastination (Motiei, Heydari and Sadeghi, 2012), the comments of expert groups of psychologists and research background not based on the researchers done in western cultures but based on Iranian students' functioning.Research Questions- Is self-regulating educational package effective on decreasing educational procrastination?- Is self-regulating educational package reliable and stable on reducing educational procrastination?Research Methods: The sample of the present study is all students educating in first grade of high school in Tehran city. …

Birth weight and obesity risk at first grade of high school in a non-concurrent cohort of Chilean children.

To determine the association of birth weight with obesity risk at first grade of high school in Chilean children after accounting for potential confounding factors. National non-concurrent cohort of newborns. Sociodemographic information, height, weight and anthropometric measurements at first grade of high school were analysed. Birth weight was classified as macrosomia (≥4000 g), by gestational age and by ponderal index. The relationship between birth weight and obesity at first grade of high school (BMI ≥ 95th percentile of the US Centers for Disease Control and Prevention's reference) was assessed using logistic regression models adjusted for sociodemographic information at delivery. First grade of public high school of low and middle socio-economic status in the whole country (about 77 % of Chilean children in this age group). Newborns (n 119 070) and the same number of high-school students. A positive relationship of high ponderal index (OR = 1·86, 95 % CI 1·69, 2·03), birth weight ≥4000 g (OR = 1·66, 95 % CI 1·54, 1·78) and large for gestational age (OR = 1·69, 95 % CI 1·58, 1·81) with obesity at adolescence (P < 0·001) was found. Macrosomic children had a higher risk of being obese at first grade of high school after controlling for prenatal confounding variables (OR = 1·63, 95 % CI 1·52, 1·76; P < 0·001). A direct relationship between high birth weight and obesity at first grade of high school was observed in this group of Chilean children. The results highlight the significance of birth weight as a simple tool to be used as an indicator of obesity risk for children by health-care providers.

Incidence and risk factors for medial tibial stress syndrome and tibial stress fracture in high school runners

Medial tibial stress syndrome (MTSS) and tibial stress fracture (SF) are common lower leg disorders in runners. A prospective study was done to identify the incidence of MTSS and SF in high school runners and to determine risk factors. A total of 230 runners participating in high school running teams were evaluated. All runners aged 15years as first grade of high school were involved in the study. They were followed up for 3years. The measured items included height, weight, body mass index (BMI), range of hip and ankle motion, straight leg raising (SLR), intercondylar and intermalleolar interval, Q-angle, navicular drop test, hip abductor strength and physical conditioning. Each runner was followed for 3years to report occurrence of MTSS and SF. A total number of 102 MTSS (0.29 athlete exposures) and 21 SF (0.06 athlete exposures) were identified. In females, BMI significantly increased the risk of MTSS after adjustment for the other variables in this study (adjusted odds ratio, 0.51; 95% confidence interval, 0.31-0.86). Increased internal rotation of the hip significantly increased the risk of MTSS (adjusted odds ratio, 0.91; 95% confidence interval, 0.85-0.99). In males, limited SLR also significantly increased the risk of SF with adjustment for the other variables in this study (adjusted odds ratio, 1.38; 95% confidence interval, 1.04-1.83). A significant relationship was found between BMI, internal hip rotation angle and MTSS in females, and between limited SLR and SF in males. Prospective cohort study, Level II.

Context and Humor in Teaching Language Functions

This study aims at investigating the effects of context and humor on learning language functions for male and female students of first grade of high school. The sample of the study consisted of 89 male and 90 female students who were randomly assigned to four experimental groups and two control groups. The control group followed their schoolbook; however, the experimental groups received additional reading texts through which language functions were taught. The experimental groups' materials were of two kinds: context with humor (in which language functions were contextualized having traces of humor) and context without humor (in which language functions were just contextualized but without any humorous points). A pretest posttest control group design was chosen for this study. The data of the study were analyzed via a two-way ANOVA. The results showed that the experimental groups (male and female) for whom the language functions were taught in the form of context with humor outperformed the other groups. In addition, the results showed no difference between male and female participants' performance.

Estado nutricional en escolares chilenos según la referencia NCHS y OMS 2007

Background: In 2007, WHO published a new reference for assessing the nutritional status of children and adolescents aged 5 to 19 years, including body mass index (BMI) by sex and age. Objective: To compare the nutritional assessment by BMI in schoolchildren and adolescents using the actual Chilean Ministry of Health norm (NCHS) and the new WHO reference 2007. Material and methods: Retrospective cohort study of 117,745 newborns, with nutritional assessment on first year of basic education (1997) and later in high education (2005). We analyzed the nutritional status according to BMI for age in relation to the NCHS references and WHO 2007, in standard deviations (SD) and percentiles. We analyzed the agreement between the different references with the Kappa index. Results: There were small differences in the nutritional classification in first grade (6,4 ± 0,3 years) between the three references. Underweight prevalence was slightly higher with both WHO references, overweight with WHO in standard deviation and obesity with WHO percentiles, at first grade of high school (14,4 ± 0,3 years). The main difference was in relation to classification of obesity (≥ percentile 95), where 43,9% of obese by WHO percentiles were considered overweight with NCHS (87,3% concordance Kappa 0,75). Conclusions: The diagnostic concordance between the three criteria was the order of 90%. There are some differences between NCHS and WHO, and between both WHO reference, depending on the cutoff point used. The adoption of one or other reference should depend on the biological hazards associated with it.

Nutritional status in Chilean school children according to NCHS and WHO 2007 reference

In 2007, WHO published a new reference for assessing the nutritional status of children and adolescents aged 5 to 19 years, including body mass index (BMI) by sex and age. To compare the nutritional assessment by BMI in schoolchildren and adolescents using the actual Chilean Ministry of Health norm (NCHS) and the new WHO reference 2007. Retrospective cohort study of 117,745 newborns, with nutritional assessment on first year of basic education (1997) and later in high education (2005). We analyzed the nutritional status according to BMI for age in relation to the NCHS references and WHO 2007, in standard deviations (SD) and percentiles. We analyzed the agreement between the different references with the Kappa index. There were small differences in the nutritional classification in first grade (6,4 ± 0,3 years) between the three references. Underweight prevalence was slightly higher with both WHO references, overweight with WHO in standard deviation and obesity with WHO percentiles, at first grade of high school (14,4 ± 0,3 years). The main difference was in relation to classification of obesity (≥ percentile 95), where 43,9% of obese by WHO percentiles were considered overweight with NCHS (87,3% concordance Kappa 0,75). The diagnostic concordance between the three criteria was the order of 90%. There are some differences between NCHS and WHO, and between both WHO reference, depending on the cutoff point used. The adoption of one or other reference should depend on the biological hazards associated with it.

Problem solving, self- efficacy, and mental health in adolescents: Assessing the mediating role of assertiveness

This study investigated the direct and indirect effects of problem solving and self-efficacy on mental health in adolescents. Participants were 914 students (428 boys, 486 girls) in first grade of high school. They were asked to complete the General Self- efficacy Scale (GSE; Schwarzer & Jerusalem, 1995), the Problem Solving Inventory (PSI; Heppner & Petersen, 1982), the Gambrill-Richey Assertion Inventory (GRAI; Gambrill & Richey, 1975), and the General Health Questionnaire (GHQ-28; Goldberg, 1972). Results revealed that self-efficacy and problem solving were the direct and indirect predictors of mental health. Assertiveness was mediated on the relationship between self-efficacy and problem solving with mental health. The findings of this study provided evidence for the mediating mechanisms through which assertiveness mediated the relationships between self- efficacy and problem solving with mental health.

The Impact of Teachers’ Scaffolding on Iranian High School Students’ Reading Comprehension

English language learners are one of the largest groups of students who struggle with literacy in general and comprehension in particular. What makes scaffolding so effective is that it enables a teacher to keep a task whole, while students learn to understand and manage the parts, and presents the learner with just the right challenge. In so doing, it helps students to cope with the complexity of tasks in an authentic manner (Pearson, 1996).This study is conducted in order to understand to what extent Iranian high school teachers’ scaffolding has an effect on learners’ reading comprehension. First-grade high school teachers were selected, in order to be observed for answering the question.

Study of students' mental images effect on learning chemistry

It is clear that use of images has effect on teaching the chemistry concepts. In classrooms, some examples which are used for simplifying and understanding the material better are in macroscopic dimension and students do not understand particles such as atoms, molecules and ions well. In order to help them understand these concepts in macroscopic dimension, illustration is used. In illustration, students can reflect different concepts of chemistry which have learnt during teaching. One of the illustration methods is to use painting art, as one can determine the extent to which they have understood from chemistry concepts and relationship among different areas of the sciences, society and technology by studying paintings of these students. The Aim of this research is to determine through their paintings whether students have understood the taught concepts in chemistry of the first grade of high school in IRAN or not. These chemistry subjects include water, atmosphere, minerals and fuel. After teaching the above topics, the students were asked to select a subject at their will and paint about it. This research has been performed in two separate cities in IRAN but it has been implemented in equal age groups and it was specified that different places of residence had effects on selection of painting subject. Our experience showed that use of this method led to deep learning in the students and provided the opportunity for them to express their beliefs in scientific concepts in their own way and language. On the other hand, teacher performs a kind of continual evaluation in this way and understands students’ misconceptions and tries to remove these errors before beginning new subject. This method is interesting for students so that most of them mentioned that painting the chemistry was new and interesting experience.

„Droga do euro – najważniejsze pytania i odpowiedzi” (scenariusz zajęć edukacyjnych)

The lecture is a presentation of the scenario of 2­hour Entrepreneurship lessons conducted in the first grade of high school. During the lesson students obtained answers to the most im­portant questions regarding the changeover to the Euro in Poland. To introduce the topic and encourage the students a survey was performed to estimate how many among them are in favor of a rapid introduction of the Euro, how many would like to delay this moment and lastly, how many of them are definitively opposed to the idea of the changeover. The results of the first survey (12 – in favor; 13 – delay; 5 – opposed) and then at the end of the class (24 – in favor; 5 – delay; 1 – opposed) clearly indicate that extending knowledge about the Euro has a great influence on how Polish citizens feel about its introduction in the country.Watching 5 educational movies from „Basic Economical Notions” a series made by NBP in Warsaw was a very important part of the class. The films clarified 5 of the most important issues related to the changeover to the Euro for students.1. Why should the Euro be introduced?2. What are the criteria for admittance to the Eurozone?3. What will the changeover be like?4. Will prices rise after the changeover?5. What do Euro coins and banknotes look like?The class was conducted in a laboratory equipped with a computer, screen and multimedia projector.

"Droga do euro - najważniejsze pytania i odpowiedzi" : (scenariusz zajęć edukacyjnych)

The lecture is a presentation of the scenario of 2­hour Entrepreneurship lessons conducted in the first grade of high school. During the lesson students obtained answers to the most im­portant questions regarding the changeover to the Euro in Poland. To introduce the topic and encourage the students a survey was performed to estimate how many among them are in favor of a rapid introduction of the Euro, how many would like to delay this moment and lastly, how many of them are definitively opposed to the idea of the changeover. The results of the first survey (12 – in favor; 13 – delay; 5 – opposed) and then at the end of the class (24 – in favor; 5 – delay; 1 – opposed) clearly indicate that extending knowledge about the Euro has a great influence on how Polish citizens feel about its introduction in the country.Watching 5 educational movies from „Basic Economical Notions” a series made by NBP in Warsaw was a very important part of the class. The films clarified 5 of the most important issues related to the changeover to the Euro for students.1. Why should the Euro be introduced?2. What are the criteria for admittance to the Eurozone?3. What will the changeover be like?4. Will prices rise after the changeover?5. What do Euro coins and banknotes look like?The class was conducted in a laboratory equipped with a computer, screen and multimedia projector.

고등학교 1학년 과학영재 학급 학생의 창의적 성격과 창의적 인지력 변화 및 일반 학급 학생과의 비교

이 연구의 목적은 고등학교 1학년 과학영재 학급 학생과 일반 학급 학생의 창의적 성격과 창의 적 인지력을 비교함으로써 과학 창의성이 있는 학생이 과학영재로 선발되었는지와 과학영재 학급 수 업을 통해 창의성이 향상되었는지를 알아보는 것이다. 연구를 위하여 과학영재 학급 학생과 일반 학급 학생에 대해 Khatena-Torrance 창의적 성격검사와 Torrance 창의성 검사 중 언어검사 A형을 영재 수업 전․후에 실시하였다. 연구결과, 과학영재 학급 학생이 일반 학급 학생에 비하여 창의적인 성격을 가지 고 있는 것으로 나타났으나, 창의적 인지력 면에서는 유의미한 차이를 보이지 않았다. 과학영재 학급 학생과 일반 학급 학생의 창의적 성격의 하위 요인과 창의적 인지력의 하위 요인 사이의 상관관계가 매 우 낮아, 창의적 성격과 창의적 인지력이 서로 독립적인 것으로 나타났다. 그리고 과학영재 수업 실시 후에 과학영재 학급 학생들의 창의적 성격과 창의적 인지력은 향상되지 않았다. 따라서 과학 창의성이 있는 학생을 과학영재 학생으로 선발하는 방법과 과학영재 학생의 창의성을 향상시킬 수 있는 교수-학 습 방법에 대한 연구와 개발이 필요하다. The purpose of this study was to find out whether scientifically creative students were selected as science-gifted class students and whether their creativity improved after class for the science-gifted students by comparing the science gifted class students to general class students in the first grade of high school. This was achieved by comparing science-gifted class students with general ones on creative personality and creative thinking ability. For this study, science-gifted class students and general class students were surveyed using Khatena-Torrance creative perception inventory and Torrance test of creative thinking with words of form A, before and after class for the science-gifted group. The results showed that science-gifted class students scored significantly higher than general class students on the creative personality. However, there was no significant difference between the two groups in their creative thinking ability. Also, in this study, the sub-factors of creative personality and those of creative thinking ability showed very low levels of correlation, which implies that the two variables are highly independent. In addition, science-gifted class students did not show significant improvement in their scores on the creative personality and the creative thinking ability after class. Therefore, further research and development on the selection of science-gifted students and teaching-learning methods which can improve the creativity of these students are needed.

A História da Ciência no ensino da Termodinâmica: um outro olhar sobre o ensino de Física

Resumo: Este texto é uma reflexão crítica sobre elementos que emergiram de um projeto realizado em sala de aula, cuja proposta era analisar como a História da Ciência podia ser utilizada no ensino da Física para favorecer a aprendizagem dos conceitos estudados na Termodinâmica. Para que o projeto pudesse ser realizado, as atividades ocorreram num período aproximado de 120 dias e envolveram professores das áreas de Física, História e Redação e 30 alunos da 1a. série do Ensino Médio de uma escola particular de Porto Alegre. Os dados foram obtidos a partir da realização de atividades pelos estudantes, aos quais foi solicitada uma pesquisa escrita sobre o surgimento e desenvolvimento da máquina a vapor, a leitura e interpretação de textos e a resolução de questões objetivas e dissertativas sobre os conceitos abordados em sala de aula. Os resultados obtidos demonstraram que a utilização da História da Ciência contribui significativamente para melhorar a compreensão dos conceitos abordados na Termodinâmica, tornando-se, então, uma ferramenta importante no entendimento dos fenômenos estudados na Física.

Prediktivna vrijednost nekih testova sposobnosti, upitnika ličnosti i školskog uspjeha u osnovnoj školi za uspjeh u prvom razredu gimnazije

U selekcijskom postupku kakav je upis u srednju školu, individualne karakteristike učenika, poput inteligencije i osobina ličnosti, te uspjeh u ranijem školovanju, mogu pomoći u predviđanju budućeg akademskog uspjeha. Stoga se u ovom istraživanju željelo provjeriti prediktivnu vrijednost testova inteligencije i upitnika ličnosti korištenih u selekcijskom postupku za upis u Zadarsku privatnu gimnaziju, kao i školskog uspjeha u osnovnoj školi za uspjeh u prvom razredu gimnazije. Iako postoji određena povezanost između rezultata na različitim testovima inteligencije i upitnicima ličnosti sa školskim uspjehom i drugim oblicima ponašanja u školi (poput izostajanja s nastave), Test smisla riječi iz B-serije, opći uspjeh u 7. razredu, te ukupan broj izostanaka u 8. razredu osnovne škole imaju značajnu ulogu u objašnjenju školskog uspjeha u prvom razredu gimnazije.