High School Grades Research Articles

“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes

ABSTRACT Background: Post-war education in Bosnia and Herzegovina (BiH) has been labelled in contemporary literature as segregated, where children are divided into three ethnic groups (Bosnian Croats, Bosnian Serbs, and Bosnjaks) and taught an ethnicity-based curriculum that reinforces negative stereotypes of ‘.others’. Aims: The present study examines the content of a large number of textbooks covering all three educational programmes (for 8th and 9th grades, and up to the 4th grade of high school), with the aim of deconstructing the discursive strategies that three ethnic groups use to promote their nationalistic agendas. Methods: The study is based on exploratory content analysis and the identification of dominant codes that characterize the data material. Results: As expected, the results show that selected books powerfully project a strong message of ‘us’ in contrast to ‘them’. However, the narration differs, with Croatian textbooks using distancing, Serbian domination, and Bosnjak denying and possessive strategies. All three build a narrative of (1) celebrating ‘us’, (2) devaluing ‘them’, and (3) being victimized by the two other groups. Conclusions: Recommendations for history textbooks that would be suitable for all children in BiH are made. The present paper clearly concludes that comprehensive educational reform is a necessary element to initiate changes in the country.

Research trends of science process skills in Indonesian science education journals

Science process skills (SPS) are considered essential for scientific and technological eras nowadays. This study aims to provide information on how SPS in Indonesia have been researched from 2016 to 2022, including the number of studies conducted, research designs used, frequently addressed science topics, interventions, assessment instruments used, and data analysis techniques applied. We applied content analysis across numerous science education journals authored in Indonesia over 7 years. The analysed articles were filtered from 14 Indonesian science education journals selected from the SINTA database with SINTA 1-6 index ratings. Articles were searched using keywords such as "Science Process Skills and Science Education" and the selection resulted in the review of 86 articles. This up-to-date research has revealed a fluctuation in the number of articles mainly focused on SPS from year to year. Among those articles, quantitative research was the researchers' most popular method for examining SPS. 8th grade Junior High School (JHS) and 10th grade Senior High School (SHS) pupils were frequently chosen as study participants. The most frequently selected topic for the study of SPS were physics (38%), biology (33%), chemistry (9%), and unidentified topics (20%). Inquiry-based learning was the most common research focus, with test sheets and t-tests being the most frequently utilised for analysing data. This SPS review research is important to provide results to identify future areas of research and promote the development of SPS in science education. Several suggestions for future studies on SPS have been made based on the study's outcomes.

Student Healing Choices: A survey of Senior High School Grade 12 Preferences

Student Healing Choices: A survey of Senior High School Grade 12 Preferences

Investigating Determinants of STEM Major Choice Among Malaysian Undergraduates

STEM education plays a significant role in a country’s economy growth. Consequently, innovative and advanced careers in STEM domains are fast emerging because more people are employed in STEM related professions. Literature has identified various determinants of STEM career and STEM major choices including gender, self-efficacy, parental influence, outcome expectancy and aptitude towards science and mathematics. While extensive literature exists on STEM major choices, it is predominantly concentrated on Western countries. This study aims to fill the gap by providing empirical evidence of gender, ethnicity, and high school grades as determinants of STEM major choice among undergraduates in a developing country. The results expand the understanding of how demographic factors influence academic choices in non-Western settings. Practically, the findings can inform policy makers on strategies to encourage STEM enrolment among diverse student populations in Malaysia.

Transmissibility and control of tuberculosis in school outbreaks: a modeling study based on four outbreaks in China

BackgroundThe elevated incidence of tuberculosis (TB) outbreaks in schools poses a significant challenge to prevention and control efforts in China. The commonality among most outbreaks is the failure to isolate patients at an early stage. Early isolation of TB cases is crucial for reducing the spread of TB within schools. This study aims to quantify the impact of different isolation proportions and durations on the attack rate of TB in schools. It explored the intervention effects of isolation measures in preventing and controlling TB in school settings. The goal is to provide insights that can serve as a reference for reducing the occurrence of TB outbreaks in schools.MethodsWe collected data from 4 school TB outbreaks. Susceptible-Exposed-Infected-Recovered (SEIR) model was used to fit the collected data and calculate transmissibility. Susceptible-Exposed-Infected-Quarantined-Recovered (SEIQR) model was employed to evaluate the effect of isolation. Effective reproduction numbers and cumulative incidence were used to quantify the transmissibility of TB.ResultsIn the 4 outbreaks, the majority of student cases were distributed in high grades of high school and universities, with a widespread occurrence of significant intervention delays. The median ascending reproduction value for the 4 outbreaks was 18.44 [interquartile range: 15.40-20.11]. Isolating 100% of the patients at the first month could reduce the number of cases by 99.47%, 87.99%, 96.48%, and 99.16%, respectively.ConclusionsThis study suggests that high schools and universities may represent significant high-risk environments for TB outbreaks. Early detection and isolation of cases are important strategies that can help reduce the risk of TB outbreaks, with observed case reductions of up to 99.47% when implemented promptly.

LITERARY LITERACY: WORKS FROM MARANHÃO IN THE FORMATION OF STUDENT-READERS

This article addresses literary literacy in basic education in Brazil, specifically in the 3rd grade of high school, and the formation of literary readers through teaching reading based on works from Maranhão. The concepts of literary literacy are analyzed based on Cosson (2014) and Candido (1998, 2004), as well as their procedures and their relevance for teaching reading and the literary formation of students. The concept of literary reader is addressed, in addition to clarifying how the formation of the student reader takes place, highlighting what distinguishes a reader in formation from a literary reader. The use of works from Maranhão in the school environment in the state of Maranhão is discussed in light of the National Common Curricular Base (BNCC) and the Maranhão Territorial Curricular Document - DCTM (2018), in addition to highlighting how these works play a fundamental role in the formation of the reader based on the construction of a sense of belonging. It is concluded that the study of the use of works from Maranhão for the formation of student readers serves as an instrument of literary preservation, playing a fundamental role in the conception of national consciousness and in the maintenance of written culture.

초⋅중등 생산기술 문제해결 학습경험의 계열화

Objectives The purpose of this study is to sequence Production Technology problem-solving learning experiences for elementary and secondary students. Methods To this end, first, through literature review, a plan to secure the sequence of learning experiences and a framework for a curriculum for solving problems in elementary and secondary production technologies were derived. Based on the framework of the systematic elementary and secondary production technology problem-solving curriculum, educational goals for solving production technology problems for elementary, middle, and high school students were set by school level, and after that, learning experiences for solving production technology problems suitable for achieving the set goals were selected by school level and organized by applying a sequencing method. The developed draft was revised and supplemented after expert review. Results The production technology problem-solving curriculum sequenced according to the learner's level consists of the upper grades of elementary school (cognitive process), middle school (exploration process), and high school (in-depth development process). The learning experience of solving problems in production technology is organized into a large unit, a middle unit, and a small unit. According to the principle of sequencing, the learning experience of solving problems in production technology in elementary and secondary production technology becomes wider, deeper, and more complex as the learning experience of solving problems in production technology increases. Specific production technology problem-solving experiences are presented as examples. Conclusions The production technology problem-solving learning experience was developed by sequencing it into a cognitive process, an exploration process, and an in-depth development process, and based on this, an example of an experiential task was presented as a learning experience for solving production technology problems at the level of a sequenced sub-unit. Additional research is also required on the sequencing of the transportation technology and communication technology curriculum.

Relationship between maltreatment and mental health in adolescents: A school-based study in Indonesia.

Maltreatment affects emotional development in adolescents and inhibits social adjustment. This study aimed to analyze the relationship between maltreatment and mental health among adolescents. A cross-sectional study was conducted on adolescents in the first and second grades of middle school (12-14 years old) and high school (15-17 years old) in eight cities and municipalities in the province, selected through several stages of simple random sampling (N = 1837). The International Society for the Prevention of Child Abuse and Neglect (ISPCAN) Child Abuse Screening Tool for Children (ICAST-C) questionnaire for detecting maltreatment was translated, simplified, and validated by an expert based on a theoretical framework that involved pediatricians, public health, and medicolegal perspectives. The Strengths and Difficulties Questionnaire (SDQ) was used to assess emotional states. ICAST-C and SDQ scores were transformed to logit values using Rasch model analysis. Distribution frequency and linear regression were used for data analysis. The results indicated that 85.6% of adolescents aged 12-14 and 83% of those aged 15-17 experienced physical maltreatment, while 89.4% of the 12-14 age group and 82.9% of the 15-17 age group experienced psychological maltreatment. The emotional states of the two groups were 52.8% and 59.2%, respectively. There was a significant correlation between the experience of physical maltreatment and emotions among 12-14 (r1 = 0.148 (0.190-0.257)) and 15-17 years old (r1 = 0.047 (0.084-0.156)). There was a significant correlation between the experience of psychological maltreatment and emotions among 12-14 years old '(r2 = 0.191 (0.270-0.350)) and 15 to 17 years old (r2 = 0.097 (0.167-0.252)). In conclusion, physical and psychological maltreatment were correlated with mental health states among adolescent students in West Java, Indonesia.

ANALYSIS OF ACADEMIC STRESS LEVELS OF HIGH SCHOOL STUDENTS

Academic stress is an inequality that occurs between the demands of learning with the ability of learners. The condition of learners in a state of stress can affect learning achievement. This research aims to understand the level of academic stress experienced by high school students. This study adopts a quantitative descriptive approach in research. The population that was the subject of this research consisted of 432 eleventh grade high school. Samples were taken using the methodsimple random sampling and using the significance of Slovin provisions of 5% so that the number of samples needed was found to be 208. Standard questionnaire that has been modified fromEducational Stress Scale for Adolescent (ESSA) consists of 16 statements. From the results of research, it can be drawn a meaning that high school students face academic stress with a high level that is influenced by various indicators of data collection instruments.

LEVEL OF LEARNING DISCIPLINE OF CLASS XI HIGH SCHOOL STUDENTS

The undisciplined behavior carried out by some students includes coming to school late, not going to school or skipping class, not doing school assignments. This study aims to understand the level of learning discipline of eleventh grade high school students. The research methodology applied is quantitative descriptive analysis. The research population was all eleventh grade high school students, the research sample was 186 students. Data analysis was carried out calculating the score of the learning discipline scale through filling out questionnaires that had been distributed to the research population. The results showed that 128 students (68.8%) were in the moderate category related to the level of learning discipline. Students need to be given an understanding of the awareness of the importance of studying hard. And it is necessary to arrange learning methods that are in accordance with the characteristics of students.

The Class Ceiling in Politics

Prior studies have documented that working-class individuals rarely become parliamentarians. We know less about when in the career pipeline to parliament workers disappear, and why. We study these questions using detailed data on the universe of Swedish politicians’ careers over a 50-year period. We find roughly equal-sized declines in the proportion of workers on various rungs of the political career ladder ranging from local to national office. We reject the potential explanations that workers lack political ambition, public service motivation, honesty, or voter support. And while workers’ average high school grades and cognitive test scores are lower, this cannot explain their large promotion disadvantage, a situation that we label a class ceiling. Organizational ties to blue-collar unions help workers advance, but only to lower-level positions in left-leaning parties. We conclude that efforts to improve workers’ numerical representation should apply throughout the career ladder and focus on intra-party processes.

Parental separation penalties among university students in Italy

This paper addresses the long-standing question of whether parental separation shapes offspring school performance drawing on retrospective data from a group of university students in Italy, a country that has historically had very low separation rates yet has experienced an important rise in family dissolution over the last two decades. Using survey data from 1st-year enrollees in undergraduate courses in Economics and Statistics at two points in time (2000 and 2017), we explore whether the association between parental separation and children’s school performance (i) is observed both at the level of middle school (MS) and high school (HS); (ii) varies according to the age at which students experienced separation, and (iii) varies by parental socio-economic status (SES). Our results suggest that students whose parents separated before MS completion score on average 2 points less on the end-of-middle-school exam relative to students whose parents did not separate or separated after MS completion. Similarly, students whose parents separated before HS completion score 1 point less on the end-of-high-school exam relative to their counterpart. As such, we document a parental separation penalty both at the level of MS and HS, yet lower by half when separation occurs later in students’ life course. Moreover, for HS grade parental separation is associated with more negative consequences when students experience it at very young ages (0–5), while for MS grade heterogeneity by age is less clear-cut. Such penalties are concentrated among children of low-educated mothers, particularly for HS, providing support to the “compensatory advantage” hypothesis predicting smaller penalties for children of high-SES parents. Overall, findings from this study corroborate existing evidence suggesting that the consequences of parental separation vary depending on a combination of social background and the “selectivity” of the educational outcome considered.

Balancing excellence and equity in predictive college admissions: insights from the University of the Philippines

ABSTRACT The University of the Philippines (UP) uses high school grades and standardized test scores for predictive admissions, balancing academic performance with affirmative action for underprivileged applicants. Using a novel UP panel dataset, I find that high school grades better predict academic performance, while entrance exam scores reflect background characteristics. Simulations suggest that reducing the weight of standardized exams boosts the qualification rates for public and private school students, but lowers it for science high schools and Metro Manila students. The findings indicate that relying more on grades could enhance both excellence and equity in college admissions.

Validation of Nutrition Literacy Questionnaire for High School Students

Background: Nutrition literacy is the individuals' motivation and ability to obtain, process, and understand nutrition information and the skills needed in order to make appropriate nutrition decisions. The present study was conducted to determine the validity and reliability of the Chongqing Middle School Nutrition Literacy Scale (CM-NLS). Methods: The CM-NLS questionnaire was translated into Farsi and then back-translated, and its face validity and quantitative and qualitative content validity were investigated in a descriptive-cross-sectional study. This review was conducted using the opinions of expert faculty members. Besides, the Persian version was tested in a sample of 400 students of the first grade of high school in Bandar Anzali city. For this purpose, two schools were randomly selected and sampled using census method. Cronbach's alpha test method was used to examine reliability, and confirmatory factor analysis was used to evaluate construct validity (RMSEA=0.062). Results: In checking face validity, changes were made in the questionnaire, and some items were removed in content validity evaluation by calculating content validity ratio (CVR) and content validity index (CVI). In reliability analysis, Cronbach's alpha coefficient was calculated as 0.74 for functional literacy, 0.82 for interactive literacy, and 0.84 for critical literacy. The results of confirmatory factor analysis showed a good fit to measure the construct validity. Conclusions: Based on the results obtained, the CM-NLS questionnaire with 33 items, is a valid and reliable tool and can be used to measure the nutrition literacy of high school students.

Undergraduate dental curricula in Middle Eastern and Arabic-speaking African Nations − A cross-sectional study

PurposeTo evaluate the design of undergraduate curricula, teaching and learning practices, assessments, admission criteria and quality assurance in dental schools across Middle Eastern and Arab-speaking African nations. MethodologyA cross-sectional survey was sent to 40 dental colleges in the Middle East and African Arabic-speaking countries. A purposefully designed proforma consisting of 21 items divided into five sections based on admission criteria, curriculum delivery, teaching and learning practices, assessment methods, and quality assurance was used for data collection on Google forms. Participation in the survey was voluntary and all participants were consented before data collection. The data was analysed for descriptive statistics. ResultsA total of 28 dental institutions participated in the study yielding a response rate of 70 %. The data showed variations in the admission criteria, curricula, and assessment methods. The reliability statistics were satisfactory (Cronbach’s alpha = 0.89). ANOVA showed significant differences were noted in the clinical experience of students by country and curriculum design (p ≤ 0.001). Gaps were also identified in the quality assurance processes at some of the participating institutions. ConclusionThis study provides a snapshot of undergraduate dental education in the Middle East and Arabic speaking African countries. Although a majority of the institutions follow a student-centered approach, some in institutions still follow the traditional teacher-centered approach which is not consistent with the contemporary strategies in healthcare education. The admission criteria are based on high school grades albeit with some variations. The duration of dental programs is five years at most institutions with or without an additional foundation year. Variations were also noted in the assessment weightings, clinical targets and quality assurance procedures. Further collaboration is required to facilitate harmonization of dental curricula in the region, solicit international recognition and to better support their graduates in pursuing postgraduate studies and employment options.

Socio-Demographical Variables as Predictors of Academic Self-Directedness

This study explores whether a range of socio-demographical factors predict adult learner self-directedness in the context of South African open and distance e-learning higher education (ODeLHE). We observe significant differences between socio-demographical groups in the sub-dimensions of the Adult Learner Self-Directedness Scale. The study advances a theory on adult learner self-directedness in ODeLHE contexts. Educators should consider learners’ support practices, particularly in the cases of women, Black Africans, and younger cohorts. ODeLHE practices should also consider learners’ high school grades and proficiency in English, their library access, number of modules they are enrolled in, and who they support financially as factors influencing their level of self-directedness. Such considerations can be used to address the need for the translation of knowledge into policies and activities that improve educational opportunities for students.

The Effects of Writing to Learn Activities on the 10th Grade on Teaching of Ecosystem Ecology

Purpose: The aim of this study is to determine the effect of Writing to Learning (WTL) activities on learning in teaching the subject of Ecosystem Ecology, which is taught in the biology courses in the 10th grade of high school and to examine the course process carried out with WTL activities in terms of student views. Design/Methodology/Approach: In the research, explanatory mixed research design, one of the mixed method research designs, was used. The study group of the research consists of 87 students studying in the 10th grade of a high school in the center of Bayburt in the spring term of the 2021-2022 academic year. As a data collection tool in the research; Preliminary Knowledge Test (PKT), Ecosystem Ecology Achievement Test (EEAT) and Interview Form (IF) were used. Shapiro-Wilk Test, one of the normality tests, was used in the analysis of quantitative data. Since the data obtained from both tests used in the study did not meet the normal distribution conditions, Mann-Whitney U and Kruskal-Wallis H tests were applied as non-parametric tests. On the other hand, content analysis method was used to analyze qualitative data. Findings: As a result of the analysis of the data obtained from the EEAT, it was determined that the letter and the diary from the activities of WTL increased the success of the 10th grade students in Ecosystem Ecology. Considering the letter and diary from these activities, it was determined that the letter writing activity contributed more to academic success than the diary writing activity. According to the analysis of the data obtained from the IF, it was determined that the students' views on the WTL activities were positive. Highlights: As a result of the results obtained from the findings, it is thought that it is important to support the use of WTL activities in secondary level biology courses to increase student outcomes.

Tobacco Product Use Among Middle and High School Students - National Youth Tobacco Survey, United States, 2024.

Use of tobacco products in any form is unsafe, and nearly all tobacco product use begins during adolescence. CDC and the Food and Drug Administration (FDA) analyzed data from the 2024 National Youth Tobacco Survey to determine tobacco product use among U.S. middle school (grades 6-8) and high school (grades 9-12) students. In 2024, current (previous 30-day) use of any tobacco product was reported by 10.1% of high school students (representing 1.58 million students) and 5.4% of middle school students (representing 640,000 students). Among all students, e-cigarettes were the most commonly reported tobacco product currently used (5.9%), followed by nicotine pouches (1.8%), cigarettes (1.4%), cigars (1.2%), smokeless tobacco (1.2%), other oral nicotine products (1.2%), heated tobacco products (0.8%), hookahs (0.7%), and pipe tobacco (0.5%). During 2023-2024, among all students, the estimated number who reported current use of any tobacco product decreased from 2.80 to 2.25 million students; e-cigarette use decreased (from 2.13 to 1.63 million students); and hookah use decreased (from 290,000 to 190,000 students). Among high school students, current use of any tobacco product decreased from 12.6% to 10.1% of students, and e-cigarette use decreased from 10.0% to 7.8%. Among middle school students, no statistically significant changes occurred. Evidence-based strategies can help prevent initiation and promote cessation of tobacco product use among U.S. youths.

Validation of the Short Parallel and Extra-Short Form of the Heidelberg Figural Matrices Test (HeiQ).

Figural matrices tests are frequently used to measure fluid intelligence. The HeiQ-an operation-oriented figural matrices test-was developed to tackle limitations of previous matrices tests, mainly the possibility of excluding distractors based on superficial features instead of actively solving the items. However, allowing for a total administration time of 60 min for the assessment of one construct is not feasible in many study designs. Thus, the goal of this study was to develop three short forms of the existing HeiQ. Two parallel 20-item short forms (the HeiQ-S A and HeiQ-S B) that are comparable in content as well as on a psychometric basis and a 6-item short form (the HeiQ-XS) were generated. All tests showed good internal consistency (Cronbach's Alpha ranging from α = 0.82 to α = 0.86) and good criterion-related validity (correlations with high school grade (Abitur) ranging from r = -0.34 to r = -0.38); construct validity (correlations with the global intelligence scores of the Intelligence Structure Test 2000R were between r = 0.58 and r = 0.71). Further, all test versions showed to be Rasch-scalable, implying a uniform underlying ability. Thus, we conclude that all three newly developed short versions are valid tools for assessing fluid intelligence.

Depression, Anxiety and Associated Factors Among Korean Adolescent Students During COVID-19.

Depression and anxiety are emotional difficulties that are common among adolescents. Adolescents suffering from depression and anxiety can exhibit problems such as antisocial behavior, aggression, and academic slump. This study aimed to explore the factors influencing adolescents' depression and anxiety during the coronavirus disease 2019 (COVID-19) pandemic. This study examined the data from an online student health survey conducted by the Ministry of Education in 2022. The survey participants were 131194 students ranging from the first grade of middle school to the third grade of high school. The influence of each variable on depression and anxiety was examined. Factors that predicted depression and anxiety were sex (female), grade level (higher), financial difficulties (existing or unknown), physical activity (higher), sleep time (shorter), media usage time (higher), family/friends relationship (worse), and change in the health status of family, friends, and oneself due to COVID-19 (worse). These results may help identify patterns of depression and anxiety among adolescents caused by COVID-19 and maximize the intervention effect.