Grade-12 Students Research Articles

The Financial Planning Activities of Grade-12 Students on their Financial Management in PCU: Basis for Creating a Financial Management Plan

The Financial Planning Activities of Grade-12 Students on their Financial Management in PCU: Basis for Creating a Financial Management Plan

The Effectiveness of Flipped Classroom Pedagogy in Promoting learning engagement in Organic Chemistry in Grade-12 Students in the Context of South Africa and Covid-19

ABSTRACT Technology-mediated flipped classroom pedagogy has been increasingly adopted at the university level owing to its potential efficacy in improving student engagement and performance while reducing dropout rates. However, at the high-school level, particularly in under-resourced schools, traditional face-to-face teaching which does not promote active learning persists. There is a paucity of research on the effectiveness of the flipped classroom in promoting engagement at these high schools. Research shows that organic chemistry, rated as difficult and associated with ineffective teaching, results in diminished learning engagement. Consequently, a mixed-methods study focusing on Grade-12 students studying organic chemistry was conducted during the peak of the COVID-19 pandemic in South Africa. The Grade-12 participants were randomly placed into two groups – experimental and control – and were taught using flipped classrooms and traditional face-to-face teaching method, respectively. Data were collected using surveys (quantitative) and semi-structured interviews (qualitative). Quantitative data were analysed using descriptive and inferential (t-tests) analyses. Qualitative data were subjected to thematic, content and comparative analyses. Both analyses drew from the engagement theory and found that flipped classroom was effective in fostering learning engagement. The study contributes to the engagement theory by closing the highlighted gap while highlighting interesting factors at play at the high-school level.

Examining factors influencing students to leave science classes in Cambodia: a two-level hierarchical linear modeling

Cambodian upper secondary education is divided into two tracks: science and social science. Students make their track selection in grade 10 and begin their enrollment in grade 11. The enrollment in the science track has witnessed a steep decline from 96% in 2014 to 34% in 2020, while the enrollment in the social science track has seen a remarkable surge from 4% in 2014 to 66% in 2020. This tendency poses a significant challenge to the government’s endeavors aimed at promoting workforces in science, technology, engineering, and mathematics (STEM) fields. This survey study aimed to examine factors influencing students to leave science-track classes. The survey was administered to 696 grade-12 students from 20 upper secondary schools. The two-level hierarchical linear modeling (HLM) was used for data analysis. The findings revealed that at the individual level, age, ease of national examination, high passing rates, preference for good grades, expense on private tutoring, STEM major choices at the territory level, attitudes toward science, parental advice, and family income significantly influenced students’ decision to opt for social science track over science track. At the school level, school location was a significant predictor of track choices. The findings were discussed with practical implications to improve enrollment in the science track at Cambodian upper secondary schools.

Why female students leave science classes for social science classes in Cambodia: A two-level hierarchical linear model

ABSTRACT The decline of females in Science, Technology, Engineering, and Mathematics (STEM) fields has drawn global discourse among researchers and policymakers, including Cambodia. At Cambodian upper secondary schools, female students’ enrolment rates in science classes dramatically decreased from 97% in 2014–42% in 2019. In contrast, female students’ enrolment rates in social science classes significantly increased from 4% in 2014–58% in 2019. This study aimed to examine factors influencing female students to leave science classes at upper secondary schools. It included 421 female grade-12 students from 20 secondary schools as samples. Due to the nested structure of the data, the two-level hierarchical linear model (HLM) was used for data analysis. The findings revealed that ease of national examination, high passing rates, pursuits for grades, attitudes toward science, and financial burden of private tutoring significantly influenced female students to opt for social science classes over science classes. Female students had no intention to pursue STEM majors and reported that their parents advised them not to involve in science. The findings were discussed with a call for policy implications and improved practices at the school level to promote female students’ enrolment in science classes in Cambodia.

Mathematical Creativity: Student Geometrical Figure Apprehension in Geometry Problem-Solving Using New Auxiliary Elements

<p style="text-align:justify">The definition of creativity among professional mathematicians and the definition of mathematical creativity in the classroom context are significantly different. The purpose of this study was to investigate the relationship between students’ mathematical creativity (i.e., cognitive flexibility) and figure apprehension when solving geometric problems with novel auxiliary features such as straight lines and curved lines. In other words, this study determined if geometry knowledge influenced mathematical creativity (cognitive flexibility) in problem-solving. Grade-12 students participated in the intervention. The high school that is the research topic attempts to equip students with academic abilities and is, except for vocational schools, the most popular form of high school among all other types. Such a school was chosen for the study so that a significant proportion of students in Makassar could be represented. In this study, we discovered a relationship between cognitive flexibility and the geometric ability of pupils while solving problems involving auxiliary lines. This indicates that the usage of auxiliary lines as a reference for developing pupils’ creative thinking skills must be advocated. In addition, good geometric abilities (e.g., visual thinking, geometrical reasoning) will encourage pupils to generate various problem-solving concepts. This finding contributes significantly to future research by focusing on auxiliary lines.</p>

Interactive Videoconferencing versus Online Text-Based Module: Which Is Better to Use in a Physics Classroom?

This study compares the effectiveness of interactive videoconferencing and online text-based modular learning in improving students’ performance in Kinematics and Dynamics lessons in the Philippine education context. Moreover, it explores the students’ level of perceptions toward the two modalities. This study used a quantitative experimental crossover method with posttest only. The researchers collected relevant data from 82 Grade-12 students by using a posttest and Likert-scale questionnaire. The results revealed that the students exhibit very satisfactory and satisfactory performances in the interactive videoconferencing and online text-based module, respectively. Furthermore, the students are more likely to use interactive videoconferencing than the online-text-based module as revealed by the test of difference results. As indicated, interactive videoconferencing offers more learning benefits to students. However, this study recommends exploring further benefits, challenges, and other vital factors of these two methods in a virtual classroom. Filipino educators must also consider the blended learning approach.

Facing the effects of COVID-19 on Grade-12 students' education: A focus on science and mathematics instructions

This study intends to investigate the effects of the COVID-19 pandemic on Grade 12 students' education, focusing on sciences and mathematics instructions, during the lockdown and after secondary schools reopening on 2nd November 2020 in Rwanda. The study also seeks the potential solutions to the challenges caused by this pandemic. This is a mixed research design that used both qualitative and quantitative approaches to collect data., Thus, 113 participants including 108 Grade 12 students, three directors of studies (DOSs) and two science teachers were purposively selected and used in this study. Semi-structured interviews were used to collect data from DOSs and teachers. Besides, a survey questionnaire was used to collect quantitative data from students. Thematic analysis was used to analyze qualitative data, while quantitative data was analyzed using percentages generated by Microsoft Excel 10. Results from this study revealed that students experienced learning loss during the lockdown period. The remote learning strategy adopted by Rwanda Education Board was not effective due to the lack of parental guidance, monitoring, and financial support. Some students were found preoccupied with household chores, while others embraced different jobs. Girls were involved in sexual exploitation and early marriages, which resulted in school drop-outs. Students' performance in science and mathematics has reduced. Talking to students, using extra hours, and preparing various assessments are some of the strategies being used today to mitigate the experienced learning loss. Hence, there is a call for educationists to take educational measures considering the effects of COVID-19 on students' academic, social, economic, and psychological perspectives for students' performance and lifelong learning.

Attitudes toward Psychological Help and Coping Behavior of Senior High School Students

Senior High School students are further uncovered to numerous shapes of psychological trouble (i.e. enthusiastic, social and scholastic issues) that can lead to passionate precariousness and sadness (Peterson, 2002). With this situation, guidance services are regarded vital. This study seeks to investigate among senior high school students on their attitude towards psychological help and their coping behavior. The study used the descriptive survey method among the Grade-11 and 12 students in one of the Universities in Cagayan de Oro City. Finding of the study revealed that Grade 11 and Grade 12 respondents were mostly 18 years of age and dominated by males. STEM strand was the biggest in group and most respondents came from the Public schools. Of the ATSPPHS four factor measurements, Factor-3 Interpersonal Openness got the highest mean value. Factor-4 Confidence in Mental Health Professional got the lowest mean value. Thus, the Grade -11 and 12 respondents have slight tendency and somehow positive attitude to seek professional and psychological help when they are confronted with problems and issues in life. Grade-11 coping response was through listening to music while the Grade-12 students’ coping response would to apologize to people whom they have in conflict with. Moreover, the result showed no significant difference on the respondents’ attitudes toward psychological help based on the four factors of ATSPPHC. However, there was a significant difference on students’ attitude sunder HUMMS and GAS strands toward psychological help particularly on factors two and three namely: Tolerance of Stigma Associated with Psychological Help and Interpersonal Openness respectively. The study revealed that there was no significant difference on the respondents’ coping behavior and attitude towards psychological help. It is imperative to conclude that there is a strong need to promote more awareness on the guidance related programs to encourage more Grade 11 and 12 students to trust and submit themselves for counseling whenever they face personal problems and issues in life. It therefore recommended the following: Develop a program that will address the student’s attitude and coping behavior toward seeking psychological help; Enrich the general guidance services program of the school; School personnel, teachers and counselors must undergo enrichment trainings, seminars to better understand why some students display high anxiety, fear, and depression in the campus.

Prevalence of Adolescent Cannabis Vaping

Vaping products were initially designed to deliver nicotine as a tobacco cigarette substitute (eg, electronic cigarettes) but are now frequently used to deliver psychoactive substances, such as cannabis and its derivatives. Large, nationally representative surveys, such as Monitoring the Future, found that approximately 1 in 3 grade-12 students vaped cannabis in 2018 alone. To summarize the findings of epidemiological studies that reported the global prevalence of cannabis vaping in adolescents by survey year and school grades. PubMed, PsycINFO, Scopus, and Web of Science were searched systematically on August 19, 2020, for studies published globally between January 1, 2003, and August 19, 2020. Publications that reported the prevalence of cannabis vaping in adolescents in the general population were included. Study characteristics and prevalence estimates were extracted from each article. Random-effects meta-analysis based on the DerSimonian and Laird method and meta-regression were performed on lifetime, 12-month, and 30-day prevalence estimates. Meta-regression was also conducted using survey year and school grades as moderators. Prevalence of cannabis vaping. Seventeen studies met the eligibility criteria (n = 198 845 adolescents). Although no restrictions were imposed on study location, all 17 studies were from the US and Canada. Across all school grades, the pooled prevalence increased for lifetime use (6.1% in 2013-2016 to 13.6% in 2019-2020), use in the past 12 months (7.2% in 2017-2018 to 13.2% in 2019-2020), and use in the past 30 days (1.6% in 2013-2016 to 8.4% in 2019-2020). Heterogeneity across studies was large. The limited evidence from studies using similar survey and study designs suggested that adolescents' preference for cannabis products other than dried herbs, which usually contain higher Δ9-tetrahydrocannabinol levels, may have shifted over time. The findings of this study suggest that the prevalence of cannabis vaping has increased among adolescents in the US and Canada and that more effective preventive and response measures are required. PROSPERO Identifier: CRD42020219644.

Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs.
 Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation.
 Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000).
 Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

Investigating grade-12 students’ cognitive structures about the atomic structure: a content analysis of student concept maps

ABSTRACT There is a close relationship between chemistry and physics in the context of atomic structure, which is usually covered in both courses at the secondary-school level. However, little emphasis has been put on determining whether the students developed correct understanding of the quantum structure when they studied it in both the courses. The purpose of this study was to reveal – by using the concept mapping tool – the cognitive structures used by twelfth-grade students to understand atomic structure. One hundred forty-five students from three secondary schools in Ankara, Turkey participated in the study. The qualitative content analysis technique was employed to analyse concepts, levels of connection, and linking phrases in students’ concept maps drawn for the atom. The analysis results revealed that the students had a limited understanding of the quantum structure of the atom, even after studying the topic in chemistry and physics courses. They relied on classical ideas to understand atomic structure. The results suggest that concepts related to atomic structure should be appropriately used not only within a particular subject (e.g. physics) but also across the two subjects to help students understand the scientifically correct atomic structure. Further, several other implications for secondary-school science teaching are discussed.

Enhancing Grade 12 Students’ Critical Thinking and Problem-Solving Ability in Learning of the STS Genetics and DNA Technology Unit

This study reported grade 12 students’ critical thinking and problem-solving ability in learning and innovation skills in genetics and DNA technology unit through science technology society (STS) approach. The participants were 43 grade 12 students in Maung, Khon Kaen, Thailand. The STS unit has been taught by the researcher for 3 weeks. The Genetics and DNA Technology unit were provided learning activities through STS approach in framework of Yuenyong (2006) based on 5 stages. These included (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge (4) decision-making, and (5) socialization stage. Students’ critical thinking and problem-solving ability was collected during their learning by participant observation, students’ discussion and questions, worksheets, students’ behaviour, and students’ performance. The findings revealed that the Genetics and DNA technology unit on the STS approach are promoted students’ critical thinking and problem-solving ability. Not only indicated that the solution raised from the problem that lead to solving through critical thinking and problem-solving but also could be mentioned that students developed their ability of critical thinking and problem-solving while they learned STS of GMO issue. These finding would be a good practices for teaching biology through STS approach to who may take further applications for science teaching and learning.

Efficacy of Innovated Four-Stroke Gasoline Engine Trainer: It's Technical Enhancement to Grade 12 Senior HS Students

Constantly, engine before all ages until today has a piston in it. Reciprocating up and down movement of a piston that converted to rotary motion by crankshaft can never be changed. This study facilitated students in developing their understanding of the operation of four-stroke cycle fundamentals using simulated cut-away parts of an engine. The study used a descriptive research design. Descriptive statistics were used to describe the students' survey responses. Inferential statistics (one-tailed t-test) was used to establish the difference between post-test and pre-test results of the written examination, simulation and practical examination. The study was conducted to the 24 senior high automotive Grade-12 students of Lapasan National High School-Gusa Annex during the second semester of School Year 2017-2018. As a result, the study found a significant difference in the respondents' pre-test and post-test scores. It helps 100% of the respondents' to pass the national certification level-1. Generally, the students can easily perform simple to complicated tasks; they become self-reliant, confident in handling the actual operation of engine servicing given such advantages. A corollary to this, the said innovation considered and re-assessed toward sustained improvement the researcher should use the results of the study for deeper analysis of issues and concerns on four-stroke cylinder gasoline engine trainer and as a benchmark measure to increase students' academic performance.

The Development of Mathematical Achievement in Analytic Geometry of Grade-12 Students through GeoGebra Activities

This research provides the instructional exploration of analytic geometry pattern based on van Hiele thinking pattern, and the potential of GeoGebra effect on experimental group along with its nested group (high and low achievers) in comparison with control group in analytic geometry. To investigate the significant effect of GeoGebra, the two match groups were constructed on their previous grade-11 mathematics records with almost equal statistical background and with the same compatibility in the biological age. Further, six-week experiments of 22 lessons were prepared and two teaching methods (tradition vs DGS aided instructions) were tested. Three hypotheses were carried out i.e. Treatment does not significantly affect, the two groups in mathematical achievement mean scores and, the higher and low achievers of the two groups in mathematical achievement mean scores. To measure the treatment effect, t-test was used by SPSS. Analyses of the research revealed that experimental group performed well, while; GeoGebra was influential in favor of low achievers in comparison to control low achievers.

THE SATISFACTION OF THAI STUDENTS TOWARDS THE TEST ADMINISTRATION OF THE NATIONAL INSTITUTE OF EDUCATIONAL TESTING SERVICE

One of the main missions of the National Institute of Educational Testing Service (NIETS) is the measurement and evaluation of Thailand’s education, such as the administration of Thailand's national test. NIETS has assigned some universities to work as the test centers administering the standardized tests in accordance with the standardized procedures in order that the scores of the standardized tests for grade-12 students could be used as a part of university admission. The objectives of this research were: 1) to study students’ satisfaction,2) to compare the levels of students’ satisfaction towards the NIETS’s testing administration, and 3) to study some problems and suggestions for the effective work improvement. The research samples consisted of 1,024 grade-12 students under the administration of Srinakharinwirot University Test Center, obtained by simple random sampling. The research instruments were the five-rating-scale questionnaires and the interview questions. The content validity of the research instruments were verified by the item-objective congruency (IOC=0.67-1.00). Its reliability was verified by the coefficient of Cronbach alpha = 0.89. The data were analyzed by frequency, percentage; mean, standard deviation, two - way anova and content analysis. The research finding were as follows:1)The research findings indicated that the overall satisfaction was at the high level. 2)The satisfaction levels of the students in the test sites in Bangkok and those in the provincial test sites towards the NIETS’ testing administration were not significantly different; (p = 0.119). However, the satisfaction levels of the male and female students were different at the significant level of 0.05; (p = 0.004)and 3) some suggestions for work improvement.

Yours Virtually: Advanced Mathematics and Physics in the Israeli Virtual High School

Aim/Purpose: The increasingly growing number of virtual high schools around the world has engendered new modes for teaching and learning and a promising area of re-search. While research in this emerging field has mostly taken a comparative lens that highlights differences between traditional modes of teaching and online teaching, research on high school students’ and teachers’ perspectives has remained dearth. Background: This study identifies students’ and teachers’ perceptions of their learning and teaching advanced level mathematics and/or physics in the first Israeli virtual high school (VHS), which was launched five years ago. Methodology: A survey of 41 questions was disseminated to the first graduating cohort of 86 Grade-12 students as well as to 22 VHS teachers. Additional data sources include students’ essays on what it means to be a student in a VHS and field notes from a pedagogical development day. Contribution: The purpose of this study is to highlight the workings of the Israeli VHS and in particular its important building blocks that include a teacher-tutor model, an ongoing gauging of students’ work through a Learning Management System (LMS), and a continual teacher-developer interaction for the purpose of developing cutting-edge, technology-based course content. Findings: Given the unique features of the Israeli VHS, both teachers and students report on feelings of unit pride, motivation, and investment in teaching and learning in the VHS. Recommendations for Practitioners: The Israeli VHS uses a combination of a teacher-tutor format, together with tools for gauging students’ work and ongoing interaction between the teachers and the course content designers. Such a context creates new, fertile ground for technology-based, fully online teaching and learning of school mathematics and physics that may contribute to alleviating the problem of decreasing numbers of learners who are interested in taking advanced-level courses. Recommendation for Researchers: Further exploration of aspects for improvement in the teaching model of the VHS, its design, and its support system and for finding out factors that impact attrition lay down important research trajectories that have not yet been trodden. Impact on Society: Issues of equity and the democratization of learning of advanced STEM subjects are now possible to be seriously considered in a principled manner within the context of the VHS. Future Research: Future research may focus on the affordances, possibilities, and limitations of learning within a VHS to ensure a more robust process that will allow more students to learn advanced mathematics and physics.

The Role of Motivation in Online Collaboration from an Active Learning Perspective

The purpose of this research study paper was to explore the role of motivation in online collaboration from an active learning perspective. This study utilized qualitative and quantitative mixed methods design. To collect data, the researcher implemented initial group interviews with the grade 12 students who were involved in online projects using the PBworks wiki. The interviews aimed at exploring the reasons for the students’ reluctance to collaborate online, while they used to do so physically in the classroom. Themes that were generated by these interviews were used to develop a questionnaire that aimed at analyzing the students’ perceptions about online collaboration. The participants were 32 female students at AlShumoukh High school where the researcher works as a teacher of English for grade 12 students. Those students were involved in English continuous assessment projects online using the class PBworks wiki as part of their ongoing assessment in English in this academic year. Students were given the opportunity to work in groups or individually to complete their projects. However, all of them decided to work individually and were reluctant to collaborate online. Moreover, they wanted their pages to be hidden because they did not want their classmates to see their work online. The researcher knows very well the importance of collaboration for language learning and the role of motivation in that. Therefore, by using Keller motivational design model, this study tried to promote motivation for online collaboration. The findings of this study indicated a positive role for motivation in online collaboration: all grade12 students were involved in English collaborative ongoing assessment projects. However, the findings indicated also an essential role for the teacher in promoting and sustaining the students’ motivation to collaborate online.

Relationship among Family Support, Love Attitude, and Well-being of Junior High School Students

This research aims to analyze the correlation between family support, love attitude, and well-being of junior high school students. After analyzing related literature, it is found that demographic variables like gender, grade, family structure, socioeconomic position have difference in perception of well-being. In addition, family support and love attitude has correlation with well-being as well. In order to accomplish the research purpose, this study extracted 686 junior high school students as the research subjects to conduct the home-edited youngster's family support scale, love attitude scale, and well-being scale. The three scales have all been pretested, and have good reliability and validity. We analyzed the then current condition of the collected effective questionnaire data with hierarchical regression to understand the explanatory power of the four demographic variables--gender, family support, love attitude--for well-being. The results show: 1. Junior high school students' family support, love attitude, and wellbeing reaches middle to high level. 2. The explanatory power of the four demographic variables-- gender, grade, family structure, and socio-economic status--is 2.40% in respect with well-being. 3. The explanatory power of love attitude for wellbeing is 4.00%, and the total explanatory is 34.70%. According to the research findings, this research suggests that 1. Parents should provide more affection support. 2. Grade-12 students should deal with pressures from the heavy schoolwork. 3. The studies in the future cam further explore and analyze the factors that influence wellbeing.

Efectos de las características del problema, captación de su estructura y uso de analogías sobre el éxito de los estudiantes de secundaria en la resolución de problemas

En este trabajo se analiza la influencia del nivel académico, de los estudios cursados, de la estructura y contexto del problema, de la captación de la estructura y del uso de analogías, en la resolución de problemas. Se ha utilizado un diseño factorial con un factor intra-sujetos y varios factores entre-sujetos, que se han seleccionado en función de la hipótesis a contrastar. Se ha administrado a 181 estudiantes de secundaria dos tipos de cuadernillos que contienen dos problemas y preguntas sobre la captación de la estructura y uso de analogías. Los resultados de pruebas estadísticas no paramétricas muestran que: a) El nivel académico y el tipo de estudios cursados son variables cruciales en la resolución de problemas; b) La captación de la estructura influye decisivamente para resolver los problemas, pero no el uso de analogías; y c) Los estudiantes resuelven significativamente mejor los problemas de estructura sencilla y contexto familiar.

Baby Walker Injury Awareness Among Grade-12 Girls in a High-Prevalence Arab Country in the Middle East

Baby walkers (BWs) are a consumer product frequently associated with infant injuries. With little research in the Middle East and few population studies anywhere, female students in grade 12 in the United Arab Emirates were surveyed, assessing the prevalence of use, perceived safety, and interventions. The study population included grade-12 students in a large UAE city. Multistage random sampling selected 4/8 female Arab government schools and 3 classes each from science and arts tracks for interview by self-administered questionnaire. Response was 100%, with a total of 696 students, 55% (n = 385) of whom were Emirati citizens; 90% (n = 619) of the families used/had used BWs. Among the reasons for use, 92% reported "keeping baby safe," with 11% perceiving BWs as very safe and 74% as moderately safe. Only 16% perceived that BWs could cause injuries. Despite causing many injuries, including fatalities, BWs were perceived to be safe and used by nearly all families. Effective education of professionals, patients, the public, and decision makers is needed. Governments should consider countermeasures such as prohibiting importation, sales, and advertising, together with public education and provision of stationary activity centers.