First-year High School Students Research Articles

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.

The Effects of Genre Writing on Korean High School Learners’ English Writing Abilities and Learning Motivation according to the Degree of English Writing Anxiety

English writing education is crucial for ESL/EFL learners, and the significance of affective factors, such as anxiety, has been emphasized. However, there are limitations in the school field that prevent a balanced English learning environment. Moreover, longitudinal studies are lacking to track learners’ progress over time. Thus, this study aimed to investigate the effects of genre writing on Korean high school learners’ English writing abilities and learning motivation according to the degree of English writing anxiety. The study engaged twelve first-year (Grade 10) high school students who participated in genre writing for a three-year longitudinal study from mid-March 2020 to December 2022. The results of this study are as follows. First, it confirmed that the English writing anxiety of all learners who participated in genre writing was significantly alleviated. However, the higher the level of English writing anxiety, the more significant the alleviation. Second, it was found that the English writing abilities of all students who participated in genre writing was significantly improved in most period sections, regardless of their level of English writing anxiety. However, the lower the level of English writing anxiety, the greater the improvement in the English writing abilities. Finally, the learning motivation of all students who participated in genre writing significantly improved, regardless of their level of English writing anxiety. The findings have useful pedagogical implications for teachers to develop English writing abilities while considering learners’ affective factors.

Methodological guide for teaching quadratic equations based on collaborative work

The discipline of mathematics plays a vital role in fostering logical thinking among students, establishing substantial connections with their daily experiences. Throughout the work experience at the Private Educational Unit of Quito, located in the province of Pichincha, and during the practice carried out at the IPU "Capitán Roberto Rodríguez Fernández" in Santa Clara, difficulties were identified in the consolidation of mathematical contents by part of first-year high school students, particularly in solving quadratic equations. The objective of the research was to propose mathematical exercises that facilitate the consolidation of these units. To address these difficulties, a collaborative learning approach was implemented that integrated various resources, such as programs, software and mathematical assistants, including Geogebra. These media played a significant role in the consolidation of specific concepts, propositions and procedures corresponding to the level and grade mentioned. The evaluation of the proposal was carried out based on the criteria of specialists, who considered it necessary, relevant, applicable and in accordance with the current demands of higher secondary education. With the implementation of this proposal, it is expected to demonstrate greater development of skills and the successful consolidation of content in the initial units of the first year of high school.

Effectiveness of Rosetta Stone as Media to Increase Vocabulary Skill in EFL Senior High School

Speaking skills in English can be obtained by mastering vocabulary. Therefore, this research aims to identify the improvement of students' mastery of vocabulary after utilizing Rosetta Stone. This study gathered both quantitative and qualitative data. The research was conducted on 20 purposively selected first-year high school students, chosen based on their experience with the Rosetta Stone application for learning English. Data was collected using questionnaires and interviews. The questionnaire items were focused on students’ motivation in using Rosseta Stone, improved English skill and confidence level after using the application. It was found that 50% of participants used the Rosetta Stone aplication to help them with their English at school. It's interesting to note that 10 out of 20 students (or 50%) said that after utilizing this application, their vocabularies abilities had improved the most. Additionally, according to 70% of respondents, utilizing the media improved users' English proficiency, with 8 out of 20 participants rating their degree of confidence in their ability to speak English as being a 5 on a scale of 5. Thus, Rosetta Stone application has been able to increase students' vocabulary mastery.

ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL

The purpose of this large-scale study is to comprehensively investigate the effectiveness of adding YouTube videos as a pedagogical tool to improve the English language skills of first-year high school students. The purpose of the research is to provide a nuanced understanding of the benefits of using YouTube as a learning tool and to determine whether the videos that students watch significantly improve their English vocabulary comprehension, retention and cognitive processing. This study uses strong descriptive qualitative research and carefully focuses on first-year high school students. The primary method of data collection involves conducting in-depth interviews that provide a deep and comprehensible study of students experiences and insights into the transformative impact of YouTube videos on their journey to English language proficiency. The research findings undoubtedly emphasize the effective power of YouTube videos as an important educational tool. Students who regularly use YouTube to improve their English skills show not only remarkable but also transformational differences from those who occasionally watch such videos. Basically, students who actively participate in the consumption of YouTube videos show a significant expansion of their vocabulary, which proves the positive and tangible impact of this multimedia platform on language learning. The study carefully examines the benefits of seamlessly integrating YouTube into the language learning curriculum. Beyond the limitations of traditional pedagogical methods, YouTube and its inherently engaging audiovisual nature appeals to students and attention and at the same time different learning styles are taken into account, which promotes a dynamic and engaging language learning experience. Through carefully crafted open-ended questions, participants share their nuanced observations, preferences, and challenges they encounter using YouTube videos for language learning. Characterized by its richness and complexity, this qualitative data collection strategy provides a comprehensive understanding of the complex dynamics between students and engagement with YouTube. The research findings highlight the central role of YouTube in improving high school students' English language skills. Active integration of YouTube with students and study routines not only improve comprehension but also contribute to better retention of vocabulary. The sensory stimuli characteristic of YouTube videos stimulate cognitive processes, making it easier to enter and remember English words. In addition, the research findings emphasize the critical importance of developing a technologically enriched learning environment. Integrating YouTube into educational software not only acts as a catalyst for language acquisition, but also promotes digital literacy and adaptability, skills that are critical in today's educational environment. In conclusion, this comprehensive study provides invaluable insights into the effectiveness of YouTube videos as a catalyst for improving English language skills among first-year elementary school students. The findings highlight the paradigm-shifting impact of seamlessly integrating multimedia content into the language curriculum, prompting further research and providing important pedagogical considerations. As technology advances, harnessing the pedagogical potential of platforms like YouTube becomes a key strategy to create dynamic, engaging and highly effective language learning experiences for students.

The Relationship Between Psychological Well-being and Creative Self-efficacy in High School Students

Objective: This study aimed to examine the relationship between psychological well-being and creative self-efficacy in high school students. Methods and Materials: The research method was descriptive-correlational and applied in terms of purpose. The data collection method was field-based, using the Psychological Well-being Questionnaire by Ryff (1989) and the Creative Self-Efficacy Questionnaire by Beghetto (2006). The statistical population of this study included all male and female first-year high school students in District 5 of Tehran during the 2021-2022 academic year, totaling 10,000 individuals. According to Morgan's sampling table, 370 students were selected as the statistical sample through random sampling, and the questionnaires were distributed among them. The validity and reliability of the questionnaires were confirmed using expert opinions and Cronbach's alpha test. To test the research hypotheses, Pearson correlation coefficient was used with the help of SPSS software. Findings: Findings indicated a positive and significant relationship between all dimensions of psychological well-being and creative self-efficacy. Conclusion: It is recommended that workshops and educational classes be conducted to provide necessary awareness and training to adolescents, parents, and educational and training instructors on reducing anxiety, tension, and depression, as well as useful coping strategies. This will also help increase students' creative self-efficacy.