First-year High School Students Research Articles

Questionnaire survey on the long-term quality of life of patients with congenital esophageal atresia in Japan.

To identify the current challenges faced by children with surgically treated esophageal atresia (EA) at the start of elementary, junior high, and high schools. Questionnaire surveys were administered at the pediatric surgery departments of 19 representative institutions across Japan between December 1, 2018, and January 31, 2019. The surveys included gross classification, status of hospital visits, surgical procedures, postoperative complications, symptoms at the time of the final evaluation, status of school attendance, and related information at 7, 13, and 16years old. A total of 572 children with EA were included. Data from 59 first-grade elementary school students, 42 first-year junior high school students, and 30 first-year high school students were extracted for this study. Most postoperative complications remained unresolved, and many children with EA continued to exhibit symptoms at the final evaluation. Despite many children having clinical and academic problems, 33% (43/131) were lost to follow up. Older children with EA experience various problems. Long-term follow-up and continuous support are important for all EA patients.

농어촌 소도시 고등학생들의 방과후학교 참여 경험에 대한 질적 사례 연구: 횡성군의 사례를 중심으로

Objectives This study aimed to explores the participation experiences of high school students involved in the af ter-school program operated commissioned in collaboration with the community in Hoengseong-gun, Gangwon-do. Methods A qualitative case study was conducted with six first-year high school students participating in the af ter-school program commissioned in Hoengseong-gun. Data were collected through in-depth interviews, each lasting 60 minutes and conducted three times per participant, as well as observations, notes, and documents. The collected date were analyzed using the constant comparison method, including open coding, categorization, and category verification. Results The findings revealed that students improved their subject-specific learning strategies and academic performance. Through the career and college preparation program, they gained specific information and methods for selecting majors and preparing for college entrance. Participants initially faced adaptation challenges but even tually overcame them. Their confidence was influenced by comparisons with peers, and conversations with friends were found to be beneficial for learning. Feedback regarding local government support was positives, par ticularly about opinion gathering through forums and the free operation of the program. The experience with in structors from Seoul also helped bridge educational gaps with students in larger cities. Conclusions Participants benefited from both subject and non-subject support through the after-school program, and their social relationships with peers contributed positively to their learning. However, there is a need for psy chological support programs to help students adapt quickly and manage stress related to competition within the group. The study suggests expanding future research to include all middle and high school students and their pa rents involved in the program.

수학적 태도 유형에 따른 수학 교수학습 경험의 차이

Students' mathematical attitudes are the result of many educational experiences. This study analyzed the differences in teaching and learning experiences for each type of mathematical attitude of students using scenario-based mathematical attitude and practical competency test. ANOVA and Scheffe's post-test were conducted with 438 first-year high school students' mathematical attitude types as independent variables, and each question about mathematics teaching and learning experiences as a dependent variable to find significant results for each type. There were several questions showing differences in the experience taught in math classes according to the type of interest, meta-affect, and persistence and there were differences in math learning experiences between types in all five attitudes: interest, self-efficacy, meta-affect, persistence and challenge. Accordingly it was found that students' mathematical attitude types tended to be influenced by the student's learning experience rather than the teacher's math instruction. In order to change student's mathematical attitude type it is necessary to focus on the learning experience rather than the pedagogical efforts and it is necessary to consider what kind of learning effort is required by their types. Since several teaching and learning experiences have been identified that contribute to shaping student's mathematical attitudes, it is suggested that follow-up studies are needed on what individualized instructional information is needed for each student.

Reflections about modeling processes: a case of translational motion in horizontal direction

Generally, motions are not included in basic education, and only a static view of isometries is studied. The main purpose of this paper is to present some results of research on the analysis of modeling processes of isometric translation motion, carried out by first-year high school students from a public school in Goiás-Brazil. Data were collected from the participant’s resolutions in face to face and on line workshops, but not to do compared. The analyses were conducted qualitatively, according to the claim-making/participatory conception, where participatory action is dialectic and focuses on producing changes in practices. This research is characterized as exploratory, descriptive, and explanatory. The data were categorized and we observed that the modeling processes involved: a graphic geometric approach; arithmetic approach; algebraic approach; written maternal language; and written mathematical language.

실습형 안전교육 프로그램이 고등학생의 소방안전의식에 미치는 영향

The purpose of this study is to introduce the development and application of a hands-on safety education program in a unit school and to analyze the effect of the program on fire-safety awareness among high-school students. Sixty first-year high-school students in Gyeonggi-do, Korea are classified into two groups: 30 experimental students who participated in a hands-on safety education program and 30 control students who participated in a theoretical safety education program. The study analyzes the changes in students’ fire-safety awareness through pre-, post-, and follow-up tests and shows that hands-on safety education is more effective than theoretical safety education in improving fire-safety awareness. In particular, the subdomains of fire-safety awareness, such as fire prevention, fire preparedness, and direct response to fire, improved, and the effect is maintained after 39 days. Theoretical safety education improved fire prevention as well, although its effect weakened after 38 days. This study emphasizes the importance of implementing and expanding hands-on safety education in unit schools and suggests the necessity for policy changes to strengthen hands-on safety education.

Big data and ensemble learning for effective student orientation in Morocco

Guiding high school students toward suitable educational paths is a complex challenge, particularly influenced by academic performance. In Morocco, first-year high school students in the scientific branch face a crucial decision when selecting between science mathematics (SM), physics (SF), and Science of Life and Earth (SVT) paths. This decision is critical as it can significantly impact their future academic and professional success. To address the issue of suboptimal student orientation, this study proposes an automated, personalized approach leveraging big data technology. By employing ensemble learning techniques, including random forest and neural network models, we developed a classification system to predict students’ optimal paths based on their academic performance. Our models achieved exceptional performance, with precision, accuracy, recall, and F-measure scores of approximately 98.59%, 98.60%, 98.60%, and 98.58%, respectively. This research demonstrates the potential of our approach to enhance educational support and decision-making, ultimately improving student outcomes and reducing dropout rates caused by wrong orientation.

A BreakoutEDU for understanding gene expression in high school. A case study: Design, implementation, and evaluation of the emotions of its implementation.

Knowledge about genetics is essential to build a society capable of participating in socioscientific and ethical debates. However, this subject remains difficult for students, making it necessary to develop new educational strategies, such as gamification. Thus, two main objectives are established in this work: (a) to design and evaluate BreakoutEDU, a gamified activity to improve understanding of the content of gene expression; and (b) to study the emotions triggered by this activity among students. Using questionnaires and observation templates, the implementation of BreakoutEDU is evaluated in two groups of first-year high school students (15 and 10 students). The results are analyzed qualitatively and quantitatively. Bearing in mind the limitations of this study, it is concluded that the designed BreakoutEDU could support gamification as a good strategy to contextualize and approach the abstract content of gene expression. Moreover, the activity could maintain a balance between time, difficulty and students' skills, encourage teamwork and trigger mainly positive emotions.

미래 이슈에 대한 문제 해결력 함양을 위한 디자인픽션 활용 미술교육에 관한 연구

This study explores an art education program that uses design fiction to help adolescents develop problem-solving skills for future societal issues. Through a literature review, the concept of design fiction was clarified, and a design process was developed for educational settings. The process includes understanding and categorizing future issues, selecting key issues with the card sorting technique, encouraging creative thinking through “what-if” questions, and creating and presenting scenarios and prototypes. The program was tested with 42 first-year high school students, and 10 expert evaluations confirmed that the students demonstrated problem-solving skills related to future issues. This study suggests that using design fiction in education can creatively enhance students' understanding of the future and their problem-solving abilities, contributing to art education that prepares them for future challenges ultimately.

빅 히스토리를 활용한 AI 기반 융합질문 생성 교육용 서비스 ‘OASIS’ 개발

This study aims to design an AI-based educational service using Big History to enhance convergence competency in secondary school students and to evaluate the effectiveness and satisfaction of the designed service, OASIS(Online AI-based Service for Inquiry Studies). Through three stages of model improvement, the core model OASIS was developed. Convergence competency tests were conducted on 128 first-year high school students before and after using OASIS. Additionally, the effectiveness and user satisfaction were evaluated by a user satisfaction survey conducted with the same students and 15 educational experts. OASIS utilizes ChatGPT to provide multidisciplinary information on input keywords, thereby enhancing interdisciplinary understanding. The service is structured to foster convergence competency through the creation of convergence inquiries and interactive activities. The results of the convergence competency tendency test and user satisfaction survey indicated that the use of OASIS helped enhance students' convergence competency and showed high satisfaction regarding the usefulness of information. However, limitations such as the inaccuracy of information and slow loading speeds were noted. Addressing these limitations could improve the service’s applicability in secondary education for fostering convergence.

The impact of moderate-intensity basketball intervention on the physical self-esteem and school adjustment of first-year high school students.

This study conducted an 8-week experiment with the basketball sports intervention program to explore the relationship between the basketball sports intervention program and the physical self-esteem and school adjustment of first-year high school students, providing references for first-year high school students' school adjustment and related research. Using convenient sampling,88 students in two classes of grade one in a senior high school in Changzhou were selected as the experimental research objects and were randomly divided into experimental groups (basketball) 44 people (20 male and 24 female; control group routine physical education) 44 people (23 male and 21 female). The exercise intervention lasted 8-week, 3-times-a-week with about 30 minutes of moderate-intensity exercise each time. The control group had normal sports activities, and the exercise intensity was not monitored. The Physical Self-esteem Scale and the School Adaptation Scale were used to measure the data in a group manner before and after the experiment. All data were statistically analyzed with SPSS26.0. (1) After 8 weeks of basketball intervention, the post-test level of school adaptation of first-year high school students was significantly higher than the pre-test (p<0.01), and the post-test level of physical self-esteem was significantly higher than the pre-test (p<0.01). (2) Basketball intervention can directly affect the school adaptation of first-year high school students and indirectly affect the school adaptation through physical self-esteem. The direct effect was 86.79%, and the indirect effect was 13.21%. (1) Intervention of moderate intensity basketball can improve first-year high school students' school adaptation and physical self-esteem. (2) Intervention of moderate intensity basketball can directly improve first-year high school students' and school adaptation by improving individual physical self-esteem. Physical self-esteem plays a partial intermediary role between basketball and school adaptation.

Study on the Relationship Between Parental Autonomy Support, Academic Self-Efficacy, and Career Adaptability of High School Students

This study investigates the relationship between parental autonomy support, academic self-efficacy, and career adaptability of high school students in the context of the new college entrance examination system. Using the Career Adaptability Scale, the Parental Autonomy Support Questionnaire, and the Academic Self-Efficacy Scale, this research tested 440 first-year high school students from four schools in Sichuan Province. The results reveal that (1) parental autonomy support significantly positively predicts career adaptability, indicating that more autonomy support from parents correlates with higher levels of career adaptability in students; (2) parental autonomy support not only directly predicts career adaptability but also affects it through the mediation of academic self-efficacy in students, which plays a partial mediating role.

IMPROVING STUDENTS’ VOCABULARY THROUGH WORDWALL APPLICATION

This article used the library research method to gather information by understanding and researching theories from various sources such as books, journals, and existing studies. The method used qualitative research that focuses on gathering information about the natural environment and using researchers as the main instrument. This study aims to analyze the responses and experiences of first-year high school students and how the Wordwall application helps them improve their English vocabulary during their studies. Literary research method is used. The data collection method used is the documentation method. Content analysis was used as a data analysis technique. In order to maintain the accuracy of the evaluation and avoid false information, the material was analyzed by cross-checking and re-reading the literature, and the evaluator's comments were taken into account. The result of this study is that Wordwall proves to be an effective teaching method that helps improve students' vocabulary in preparation for future assignments. Word wall apps can also be used while studying, which is very useful for developing students' vocabulary

Current status and influencing factors of test anxiety of senior one students in Yanji, China: a cross-sectional study.

Examining the current situation of test anxiety among first year senior high school students in Yanji City and investigating the factors that contribute to exam anxiety. Using cluster sampling, a survey was conducted on 1,550 first-year high school students from three high schools in Yanji City in April-May 2023. The survey utilized general information questionnaires, the Minnesota Multiphasic Personality Inventory (MMPI), and the Self-Rating Anxiety Scale (SAS). Logistic regression analysis was used to determine the influencing factors of test anxiety. A total of 1,550 first-year high school students were included in the analysis, with a test anxiety occurrence rate of 79.8%. Test anxiety exhibited statistical differences among different genders, ethnicities, family economic levels, frequency of communication with parents, and relationships with parents (with results of 53.44, 10.42, 17.31, 20.42, 31.95, all p < 0.05). Scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), psychopathic deviate (Pd), schizophrenia (Sc), and hypomania (Ma) in the 10 clinical personality scales were significantly positively correlated. Logistic regression analysis revealed that gender, ethnicity, frequency of communication with parents, and scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), and hypomania (Ma) in the 10 clinical personality scales were the main influencing factors for test anxiety in first-year high school students (all p < 0.05). The test anxiety level of high school students in Yanji City is relatively high, with variations in test anxiety levels among students of different genders, ethnicities, parental communication styles, and deviant personality traits. It is recommended that schools and teachers should give more consideration to test anxiety among high school students, particularly targeting those with potential risk factors. Parents should also be more attentive to their children's development and advancement, and improve their family education principles.

Parental Practices and Their Impact on the Mental Health of High School Students: A Field Study on a Sample of First-Year High School Students

The current study aims at investigating the impact of parental practices on the psychological health of 1st year high school students. To test the study hypotheses, the researcher applied a Nouha Mohammed El Khatib’ Scale (2014) and psychological health scale of Zaima Abdullah Hadj Mohammed ‘2010) on a sample consisted of 100 students.

Educación Socioemocional como Herramienta del Proceso de Enseñanza-Aprendizaje en los Estudiantes de 1ro de Bachillerato

This study focuses on the implementation of social-emotional education as a pedagogical approach aimed at strengthening adolescents' mental health. The main objective is to develop a manual of socio-emotional tools designed to improve the teaching-learning process for first-year high school students. The methodology used is quantitative, including surveys and questionnaires, to gain a comprehensive understanding of how teachers use socio-emotional tools and how this influences students in the educational context. The sample, composed of 74 young people from the Guillermo Mensi Educational Unit in Cuenca, Ecuador, was intentionally chosen. During data collection, A survey was administered to educators to investigate their use of social-emotional tools, and two questionnaires, the TMMS-24 and the SDQ-Cas, were applied to students to evaluate their emotions, skills, and emotional difficulties. The results reveal that teachers recognize the importance of training in social-emotional skills. However, significant deficiencies were identified in the emotional awareness of adolescents, who also experienced emotional difficulties, behavioral problems, hyperactivity, and challenges in their interpersonal relationships. Despite these findings, positive attitudes toward socialization, empathy, and support stood out among students. The need to train teachers and implement effective socio-emotional education programs is emphasized to improve students’ quality of life and prepare them to face emotional and social challenges in their personal and academic endeavors.

청소년의 스마트폰 의존과 학업태도 관계에서정서문제의 매개효과

This study investigated the relationship between adolescents’ dependence on smartphones, emotional problems, and academic attitudes. In addition, we aimed to explorethe mediating effect of emotional problems in the relationship between adolescents'dependence on smartphones and their academic attitudes (academic enthusiasm and academiclethargy). To achieve this purpose, the 4th year of the Korean Children and Youth PanelSurvey were used. The subjects of the study were 1,390 male and 1,200 female first-year highschool students. The collected data were analyzed using SPSS 18.0 program. The researchresults are as follows. First, there was a significant positive correlation between adolescents'dependence on smartphones and emotional problems, a significant negative correlationbetween dependence on smartphones and academic enthusiasm, and a significant positivecorrelation between dependence on smartphones and academic lethargy. There was asignificant negative correlation between emotional problems and academic enthusiasm, and asignificant positive correlation between emotional problems and academic lethargy. Second,dependence on smartphones was found to be effective when the mediating variable, emotionalproblems, was controlled, and academic attitude (academic enthusiasm, academic lethargy) wasfound to have a partial mediating effect when emotional problems were controlled. Adolescents' dependence on smartphones had a direct effect on their academic attitudes,adolescents' emotional problems had an indirect effect on their academic attitudes throughpartial mediation, and adolescents' emotional problems had a direct effect on their dependenceon smartphones. Therefore, this suggests the importance of research and development ofprograms that can control emotional problems in order to reduce adolescents' dependence onsmartphones and improve their academic attitudes.

Profiles of Family and School Experiences and Adjustment of Adolescents During the Transition to High School.

Although family and school experiences play an important role in adolescents' adjustment during the transition to high school, most prior studies investigated the effects of these experiences in isolation; their joint implications for both adolescents' concurrent and long-term adjustment outcomes are less clear, and the potential role of individual characteristics within such associations remains understudied. Based on 525 10th graders (Mage = 15.48, SDage = 0.71, 43.6% boys) who participated in a longitudinal study, the present research aimed to identify distinct family and school experience profiles among first-year high school students and examine their associations with adolescents' internalizing problems and externalizing problems, both concurrently and 18 months later. Latent profile analysis revealed four distinctive profiles: thriving, low resources-moderate family risk, developmental stress-high parental conflicts, and developmental stress-high peer victimization profiles. The other three profiles (vs. the thriving profile) reported significantly higher levels of concurrent internalizing problems; while these differences diminished after 18 months. However, the enduring impacts of these profiles on internalizing problems persisted among adolescents with higher levels of environmental sensitivity. Additionally, adolescents characterized by two developmental stress profiles (vs. the thriving profile) exhibited significantly higher levels of externalizing problems both currently and longitudinally. Findings underscore the importance of identifying at-risk populations among adolescents during the transition to high school by including both family and school experiences when examining environmental influence on their adjustment, as well as the necessity to take individual environmental sensitivity into account when examining these associations.

An analytical tool for assessing the formation of the scientific mind of students participating in inquiry activities

ABSTRACT This work reports the development and application of an analytical tool for the analysis of the formation of the scientific mind of students who took part in inquiry activities, based on the philosophy of Gaston Bachelard, in a Chemistry Club. For the construction of the analytical instrument, an extracurricular course was offered to first-year high school students in which theoretical-practical inquiry activities were carried out at level 4, where the students were required to propose a hypothesis to begin the inquiry activities. Based on the students’ responses, as well as on the theoretical framework and other theoretical perspectives on science teaching – which also take inquiry teaching into account, the analytical instrument, titled Analytical Map of the Scientific Mind, was constructed. The validation of the instrument was carried out through the application of double-blind analysis of the responses provided by the students in the inquiry-based activities developed in the Chemistry Club. The findings of this study showed that the analytical tool was able to categorise the ideas expressed by the students and helped monitor the development of the scientific mind.

THE DEVELOPMENT OF LEARNING ACHIEVEMENT IN CHEMISTRY ON CHEMICAL REACTIONS USING AN EXPERIMENTAL METHOD FOR YEAR ONE HIGH SCHOOLSTUDENTS

This study investigated the efficacy of an experimental method for improving learning achievement and satisfaction in first-year high school chemistry. Thirty students from a high school in Yinchuan, China, were randomly assigned to participate in the research, which utilized a pre-test/post-test group design. The research used four lesson plans focusing on chemical reactions, specifically between the metal sodium and its compounds. These lessons were validated for effectiveness using the 80/80 criterion. Additionally, a chemistry achievement test and a student satisfaction questionnaire were employed, both demonstrating appropriate difficulty and discrimination indices and high reliability.&#x0D; The results demonstrate that the students learning achievement in chemistry significantly improved after using the experimental method. The mean score before studying was 14.90 (SD = 2.04), while the mean score after studying was 18.43 (SD = 2.06). This difference was statistically significant at the.05 level. Furthermore, the students expressed high satisfaction with the experimental learning approach. The overall satisfaction score was 4.64 (SD = 0.49), and specific aspects like interest and motivation and the perceived usefulness of the method received even higher ratings. This study suggests that utilizing experimental methods as part of the chemistry curriculum can effectively enhance learning achievement and positive student attitudes towards the subject, particularly in first-year high school students.

Designing a Dual-Credit Hybrid Health Course

This design case describes the development of a dual-credit hybrid health course for incoming first-year high school students seeking to earn college credit. I developed the hybrid health course from the Personal Health Management course I taught at the university level. During the process, I was communicating with the high school health co-instructor. This one-semester hybrid course allows high school students to learn about the many dimensions of wellness and comprehend concepts related to health promotion and disease prevention. In addition, students can view content online and in class, participate in discussion peer activities, complete weekly quizzes, and develop a personal health management plan. Upon completing the course, students earn 3-credit hours towards their college degree.