Grade Of Secondary School Research Articles

Связь раннего образовательного и семейного опыта с академическими результатами детей в младшем школьном возрасте

<p>This article focuses on the issues of low academic results. Research on the role of children’s early educational experiences highlights the important role of kindergartens, socioeconomic status (SES[1]), cultural capital (CC[2]), and other family characteristics for future educational outcomes. The goal of this paper is to investigate the relationship of SES and CC with academic achievement of children in elementary school, using a sample of 5235 students of the first (<em>n</em>=2574) and fourth (<em>n</em>=2661) grades of secondary schools from the Nizhny Novgorod region of Russia. The academic results were measured using the “Start” and “Progress” tests; the information about family and educational experiences was collected using family surveys. The results suggest that children with low academic achievement typically reside in in rural areas and mostly come from families with low SES. The results indicated that in the fourth grade, the academic results of the children who didn´t attend a kindergarten are higher than the results of the children who did. Nevertheless, this result refers only to a sample of fourth graders with medium and high academic achievement, coming from families with high SES and CC. These results contradict the findings from Russian and foreign studies on the role of early educational experiences. Therefore, the results from this study should be interpreted with caution and require additional rigorous examination. [1] Socio-economic status includes such indicators as level of education of parents, place of residence, family wealth, etc. [17; 19]. [2] Cultural capital includes social attitudes, values, knowledge and educational qualifications [10].</p>

Female role models in school religious education and their perception by female students in the final years of secondary school

ABSTRACT The present article discusses female students’ perception of the female role models introduced to them during religious education classes in Poland. Besides imparting knowledge, the teaching of religious classes in schools, a part of religious education, aims at shaping attitudes. Therefore, presenting young people with role models who can inspire them and be a reference point concerning their behaviour should be a vital component of religious education. The current research shows, however, that this is a neglected area. This article is based on a research study comprising focus group interviews. The participants were adult students in the final grades of secondary school who had completed the entire cycle of religious education at school. The article is structured as follows. The first section discusses the relationship between the role models presented to students during religious education classes and the shaping of their identity vis-a-vis the morphogenetic approach of M. Archer. The second section focuses on the female personal role models mentioned in the core curriculum and religious education textbooks. This is followed by a delineation of the methodological assumptions of the present research and a discussion of the results.

Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus

Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus

ФОРМИРОВАНИЕ ТОЛЕРАНТНОСТИ УЧАЩИХСЯ В ПРЕПОДАВАНИИ ЭПОСА «МАНАС»

In teaching the epic "Manas" to students of upper grades of secondary schools, the work of analyzing the epic is considered in the article in order to solve the problems that should form students to tolerance. Its relationship with ethnopedagogy will be revealed during the analysis of the work. What situations are taken into account when connecting the problem with the epic is related to the content of the work to be done in the lesson. If the epic is properly analyzed, the level of ethnopedagogical education of students will be raised. The obtained results contribute to the improvement of the process of teaching the epic "Manas" in high schools, strengthening the applied and practical direction of teaching, and the successful implementation of the principles of pedagogical education, such as the purposeful formation of vital skills. The article will theoretically and practically help teachers of Kyrgyz language and literature of general educational Kyrgyz secondary schools, teachers of higher educational institutions.

Psychosocial school factors and mental health of first grade secondary school students-Results of the Health Behaviour in School-aged Children Survey in Serbia.

This cross-sectional study aimed to investigate the association between psychosocial school factors and life satisfaction, symptoms of depression and psychosomatic health complaints among first grade secondary school students in Serbia. We analysed data from the 2018 Health Behaviour in School-aged Children (HBSC) study in the Republic of Serbia. Analyzed psychosocial school factors included satisfaction with school, schoolwork pressure, teacher support, classmate support and being bullied at school. Life satisfaction was assessed by the 11-step Cantril's ladder (cutoff >5). Symptoms of depression were measured by the Center for Epidemiologic Studies Depression Scale (CESD-10) and psychosomatic health complaints by using the HBSC symptom checklist. Univariable and multivariable binary logistic regression was used to determine independent predictors of students' life satisfaction, symptoms of depression and psychosomatic health complaints in the school environment, while also considering their socio-demographic characteristics and perceived family and friend support. The study included 1605 students (average age 15.26 ±0.44 years), of whom 50.3% were females. Results from the binary logistic regression analyses showed that life satisfaction was positively related to school satisfaction and classmate support, and negatively to being bullied at school. Symptoms of depression were positively associated with schoolwork pressure and being bullied at school, and negatively with teacher and classmate support. All analyzed factors of the school environment were significantly related to psychosomatic health complaints, whereby schoolwork pressure and being bullied at school were positively associated, while teacher and classmate support and satisfaction with school were negatively associated. Given the established association of psychosocial school factors with mental health, there is a need for targeted measures both at school and community level with the aim of improving social support in the school environment, reducing schoolwork burden and preventing bullying at school, potentially resulting in the overall improvement of mental health of the first grade secondary school students.

Sociological Explanation of Influencing Factors on Students' Attitudes towards Drugs (Case study: second grade secondary school students in Mehriz city)

Sociological Explanation of Influencing Factors on Students' Attitudes towards Drugs (Case study: second grade secondary school students in Mehriz city)

Longer schooling with grade retention: The effects of increasing the school leaving age on dropping out and labour market success

This paper examines the effects of increasing the compulsory school leaving age from 16 to 18 in Hungary using a difference-in-regression-discontinuities design empirical strategy. While the reform increased the length of schooling, it did not decrease the probability of dropping out of secondary school, either on average or among the most at-risk group of Roma ethnic minority students. Due to grade retentions, marginal students were older than their peers and couldn't have reached the final grade of secondary school by age 18 to earn a degree. The reform also did not affect the probability of employment, hours worked, wages and the probability of working in low-skilled occupations at ages 20 and 25. In education systems that allow grade retention, compulsory education should have the explicit goal of keeping students in school until they earn a secondary degree, rather than just until a certain age.

THE INFLUENCE OF TEACHING MODELS IN THE COVID-19 PANDEMIC CONDITIONS ON THE DEVELOPMENT OF PRACTICAL SKILLS OF SECONDARY MEDICAL SCHOOL STUDENTS

Background: The school's statute determines the annual work plan of the school. This plan includes institutions as teaching bases, with the lesson fund from the course plan for practical teaching. A teaching base may be a social or health institution that is appointed by the minister of education. Since March 6, 2020, when the first case of the COVID-19 pandemic was diagnosed in Serbia, it has not been possible to perform practical lessons in teaching bases. Instead, practical teaching has been done on the school premises; thus, we encountered the problem that students could not fully adopt theoretical knowledge and practical skills. One of the main motives that led us to this research was what are today's students ‘opinions about their education and whether the pandemic brought them relief or difficulties in education. Aim: To examine the students’ attitudes about the practical skills they developed during remote health care practice. Methods and Respondents: The respondents were 120 students in the fourth grade of secondary medical schools who were surveyed and tested with a specially created questionnaire and knowledge test for the purpose of this research. Results and Discussion: Most students realize the shortcomings of a distance healthcare teaching model. Certain percentages of students believe that distance learning decreases the motivation of medical school students for further education and work in the field of healthcare. Conclusion: Students have different opinions about the impact of the distance learning model in health care on developing their practical skills. Research indicates a reduced quality of students’ practical skills.

Mental health in Swedish adolescents prior to and three years after the Covid-19 outbreak

Abstract Viewing mental health from a two continua perspective, this presentation focuses on results of pooled data from a recurrent cross-sectional survey, carried out in ninth and eleventh grade in lower and upper secondary school of Västmanland county, Sweden, 2020 - weeks prior to the Covid-19 outbreak - and 2023. In total, 7908 students participated of which 50% were girls (2020 N = 3880; 2023 N = 4028; response rate≈72%). A compilation of the results according to the two continua model and the six mental health status groups described in the previous presentation shows that 39.0% are categorized as having Complete Mental Health (CMH), 1.6% as Symptomatic But Content (SBC), 36.7% as Vulnerable (V), and 2.9% as being the Most Vulnerable (MV). Further, 12.8% are categorized as being Troubled (T) and 6.9% as Most Troubled (MT). Statistically significant differences are seen between boys and girls in the categories CMH (boys=47.4%, girls=30.8%), SBC (boys 1.0%, girls 2.1%), T (boys 7.2%, girls 18.3%) and MT (boys 3.7%, girls 10.1%). Significant changes over time, between 2020 and 2023, are seen in SBC (0.9% statistically significant increase) and MV (1.9% statistically significant increase). When divided by sex, significant changes over time are only seen among girls: in CMH (5.3% statistically significant decrease), MV (1.9% statistically significant increase) and SBC (1.3% statistically significant increase). No statistically significant changes are seen over time for boys. The result indicates that only four out of ten adolescents have a CMH. The differences between boys and girls are substantial; almost five out of ten boys and three out of ten girls has CMH. This emphasizes the importance of promoting mental well-being, especially among girls. The result also implies the importance of strengthening well-being in the large group without flourishing mental health since the latter can also provide a buffer against mental illness.

Guidance Materials Enhanced with Digital Content to Understand the Characteristics of Birds and Student Opinions

The purpose of this research is to develop guide materials on "Features of Birds", to apply the materials and to get students' opinions about the materials. The participants of the study consisted of 28 students studying in the 5th grade of a public secondary school in the 2022-2023 academic year. In the study, the development and application processes of the guide materials used are explain in detail. After the application, an interview form consisting of five questions was applied to 28 students in order to get the opinions of the students about the guide materials. Descriptive analysis was used to analyze the interviews. As a result of the research; It was determined that the guide materials enriched with digital contents increased the students' interest in the subjects, aroused curiosity, they learned by having fun, and they wanted similar applications in other subjects.

Development of Turkish Reading Anxiety Scale

This study aims to develop a Turkish reading anxiety scale (TRAS) for secondary school students whose mother tongue is not Turkish. In addition, since the subject of our study is people who do not receive education in their mother tongue, but receive education in a second language, it aims to develop a measurement tool to determine the effect of this difference on second language learning anxiety. The data of the study were applied to 432 8th grade secondary school students whose mother tongue was Kurdish and who learned Turkish afterwards. As a result of the exploratory factor analysis (EFA), it was seen that the items in the scale were collected in three factors and consisted of 19 items. These three factors are: “Fear”, “Anxiety” and “Preference”. It is seen that the three-factor structure obtained as a result of EFA was confirmed as a result of CFA. It is seen that the three-factor structure obtained as a result of EFA contributed 46.280% to the total variance. It is seen that the factor load values of the items ranged from 0.487 to 0.789. As a result of the item analysis, it is seen that the items in the scale are distinctive. As a result of the ANOVA analysis, it was concluded that students’ Turkish reading anxiety differed significantly according to gender, mother's knowledge of Turkish, and the language that parents wanted to be spoken at home. However, it was concluded that there was no significant difference between the father's knowledge of Turkish and the language spoken at home preference. The Cronbach's alpha reliability coefficients of the three-factor structure obtained from the TRAS were calculated as .81, .75 and .70, respectively, and the alpha coefficient for all items of the scale was calculated as 0.87. As a result, considering the validity and reliability analyzes, it was concluded that the TRAS is a reliable and valid measurement tool.

The Validity of Question Items on The Material of Animal and Plant Reproduction in 9th Grade Secondary School

In making questions, teachers are required to first carry out testing before using them. Therefore, the purpose of this study was to test the validity of 9th grade question items on animal and plant breeding material based on the validity of the question items. The research conducted used quantitative descriptive research and documentation. The subjects of this study were 9th grade. The documentation used includes a document grid of animal and plant breeding material and student answer documents. The analysis used was analyzing the results of student answers using the TAP 14.7.4 application program. The results obtained from this study are based on the results of trials on the aspects of difficulty level, differentiating aspect, exemption, reliability and validity of questions on animal and plant breeding material at 9th grade SMP Muhammadiyah 5 Tulangan showing that the items used are invalid. It is known that the question of animal and plant breeding material 9th grade at SMP Muhammadiyah 5 Tulangan Sidoarjo in the 2021/2022 school year is a question that is not of good quality. In the development of further research, it is hoped that it will be further refined and can be carried out in a wider number with a larger population in order to get better data results.

The Effect of Using Active Learning Strategy (POSSEAR/Tanal Al-Qamar) on Linguistic Intelligence among Tenth Grade Students

This study aimed to investigate the effect of the use of active learning strategy (POSSEAR/Tanal Al-Qamar) on linguistic intelligence among the basic tenth grade students. To achieve this, the researchers prepared one objective test. Its validity and reliability were verified, to measure the students’ performance in linguistic intelligence. The sample consisted of (60) male and female students from the tenth grade of Mushairefa and Salem secondary schools. They were divided into 2 groups in the first semester of the 2019/2020 academic year. One group was randomly selected as experimental group, this group had (30) students who studied using POSSEAR strategy, and (30) students in the control group who studied the course using traditional method. The results of the study showed a statistically significant difference in linguistic intelligence between the performances of the members of the study group, in favor of the performance of the members of the experimental group. The study recommended the adoption of this strategy in teaching Arabic language in general, and linguistic intelligence in particular.

SOSYAL BİLGİLER DERSİNDE ALTERNATİF BİR MODEL KULLANMAK: HAREZMİ EĞİTİM MODELİ

The Harezmi education model is a teaching model that was designed to equip students with various types of skills about various subjects or problem situations in an interdisciplinary manner. The research examined the students’ views and the effects of using the Harezmi Education Model for teaching the social studies course on the students in terms of academic achievement, permanent learning, meta-cognitive awareness. The research was carried out using the diversification of (parallel-convergent design) mixed methods. The quantitative dimension of the research was conducted using a quasi-experimental pre-test/post-test control group design. Qualitative research was carried out with case study using a holistic single case design. The study group consists of a total of 54 students studying in the seventh grade of secondary school. Quantitative research data were collected with an Academic Achievement Test and the Junior Meta cognitive Awareness Inventory (Jr.MAI). Qualitative data were collected with student interview forms, self-evaluation forms and Harezmi student activity diaries. Mann Whitney U test, Wilcoxon signed-rank test and Friedman test statistics were used for the analysis of quantitative data. Qualitative data were analyzed using descriptive and content analysis techniques. As a result of the analysis, tables were prepared, and statistical information and some student opinions were presented. It was concluded that using the Harezmi Education Model for the purpose of teaching the social studies course had a significant positive effect on the academic achievement and meta cognitive awareness of the students. However no statistically significant effect of the Harezmi Education Model could be determined on permanent learning. The students described the social studies lessons taught using the Harezmi Education Model as catchy, entertaining, surprising, and useful. In line with the results, suggestions were presented about the dissemination of the Harezmi Education Model and the implementation of the model on different courses.

Development of grammatical speaking skills in a foreign language lesson in secondary school using gamification technique

Introduction. Knowledge of foreign languages is now an indispensable condition revealing competence of a specialist in any field. As a result, a foreign language is one of the tools for personal and professional development. However, it should be noted that the motivation to learn a foreign language at the secondary education level is sometimes reduced. The research is aimed at determining the efficiency of introducing gamification technique into the educational process for the successful mastery of grammatical material in the fifth grade of secondary school. The research is based on the material of the German language; however, the proposed teaching technique might be used in the study of other foreign languages. Materials and methods. An experiment to identify the efficiency of using gamification technique for the development of grammatical speaking skills during the education process was performed on the basis of three secondary schools in the Lipetsk, Voronezh and Moscow regions. The initial and final level of development of grammatical speaking skills was determined. In order to assess the role of gamification for development of grammatical speaking skills among students in the fifth grade, a survey of teachers was conducted. Pearson’s chisquared test was used to evaluate the experiment efficiency. Results. During the experiment, the developed set of tasks and exercises aimed at the development of grammatical speaking skills and having formulations characteristic of the game, was tested. The use of the above set of tasks significantly influenced the development of grammatical speaking skills in a foreign language of the fifth grade students (χ2 = 6.290; p<0.05). Scientific novelty. It has been revealed that the use of gamification technique for the development of grammatical speaking skills in the fifth grade students is efficient when combining games with traditional didactic tasks, including those developed using digital tools. Practical relevance. The use of gamification technique in the educational process allows for successful solving of problems of teaching foreign languages being identified during the research. The proposed methodology for the development of grammatical speaking skills in the fifth grade students can be used in the practical activities of foreign language teachers as well as teachers of additional education.

Educational Comics in Conveying Earthquake Topics

It can be said that natural disasters, which are expressed as the greatest threat to the history of civilization and cause the most damage to human beings among other natural disasters, are earthquakes. It is a fact that as a result of earthquakes, large masses of people were adversely affected materially and morally by this situation. Therefore, effective earthquake education should be given to individuals of all age groups from the first step of education. In this research, it was investigated what kind of perspective the secondary school 7th grade secondary school students have on earthquake education, which will be given through educational comics. The research was carried out on 21 7th grade secondary school students studying in a public secondary school in the city center of Samsun in the fall semester of the 2022-2023 academic year. The research was carried out by considering the case study technique, which is one of the qualitative methods. The 7th grade middle school students who participated in the research were asked to answer the questions posed through the interview forum, and the answers to the questions were analyzed by subjecting them to content analysis. Using the data obtained in the research, the following conclusions were reached: The most positive aspect of educational comics is their visuality, and the negative aspect is that the font size is small. In addition, it has been concluded that educational comics increase the motivation in the transfer of the subjects, the humor element makes learning fun and allows the concepts to be learned more clearly.

Study on Effectiveness of Cooperative Language Learning on Improving Students’ English Speaking Skills; the Case of Guto Adulan Secondary School Grade Ten in Focus

Study on Effectiveness of Cooperative Language Learning on Improving Students’ English Speaking Skills; the Case of Guto Adulan Secondary School Grade Ten in Focus

School-Based Cardiovascular Health Promotion in Adolescents

School-based interventions offer an opportunity for health promotion in adolescence. To assess the effect of 2 multicomponent educational health promotion strategies of differing duration and intensity on adolescents' cardiovascular health (CVH). The SI! Program for Secondary Schools is a 4-year cluster randomized clinical intervention trial conducted in 24 secondary schools from Barcelona and Madrid, Spain, from September 7, 2017, to July 31, 2021. Eligible participants were adolescents enrolled in the first grade of secondary school. Schools and their participants were randomized to receive a health promotion intervention (SI! Program) over 4 school years (long-term intervention [LTI], 8 schools, 412 adolescents) or 2 school years (short-term intervention [STI], 8 schools, 504 adolescents) or to receive the standard curriculum (control, 8 schools, 441 adolescents). The primary end point was the between-group difference at 2 and 4 years in the change from baseline of the overall CVH score, as defined by the American Heart Association (range, 0-14 points, with a higher score indicating a healthier CVH profile). Intervention effects were tested with multilevel mixed-effects models. A complete-case intention-to-treat analysis was performed as the primary analysis. Of the randomized students, the study enrolled 1326 adolescents (684 [51.6%] boys, mean [SD] age, 12.5 [0.4] years at recruitment) with a study completion rate of 86.0%. Baseline overall CVH scores were 10.3 points in the LTI group, 10.6 points in the STI group, and 10.5 points in the control group. After 2 years, at halfway through the LTI and at the end of the STI, the difference in the CVH score change was 0.44 points (95% CI, 0.01-0.87; P = .04) between the LTI group and the control group and 0.18 points (95% CI, -0.25 to 0.61; P = .39) between the STI group and the control group. At 4 years, differences for the LTI and STI groups vs control were 0.12 points (LTI: 95% CI, -0.19 to 0.43; P = .42) and 0.13 points (STI: 95% CI, -0.17 to 0.44; P = .38). No adverse events were reported. Overall, the tested school-based health promotion strategies in this randomized clinical trial had a neutral effect on the CVH of the adolescents. Although there was evidence of a marginal beneficial effect at a point halfway through implementation in the LTI group, such a benefit was not noted at 4 years. Further research is warranted into the efficacy of school-based health promotion programs. ClinicalTrials.gov Identifier: NCT03504059.

The Effect of Using Web 2.0 Tools in Algebra Teaching on Student Success and Attitude

This study it is aimed to examine the effect of using web 2.0 tools in algebra teaching on student achievement and attitude. The research was carried out with 42 students studying in the 6th grade of a public secondary school in Rize in the second term of the 2022-2023 academic year. In the study, in which an unequal quasi-experimental design with the pretest-posttest experiment-control group was used, there were 22 students in the experimental group and 20 students in the control group. In the study, quantitative and qualitative research designs were used together. “Algebraic Expressions Achievement Test (CIBT)” developed by Okuducu (2020) and “Attitude Scale Towards Mathematics Lesson (MDKTÖ)” developed by Baykul (1990) were used as data collection tools. In addition, the “Semi-Structured Interview Form” developed by the researchers was used. While the lesson plan containing learning activities supported by web 2.0 tools was applied to the experimental group, no intervention was made in the control group. CIBT and MDKTÖ were applied to these groups as a pre-test before the application and as a post-test after the application. In addition, at the end of each web 2.0 tools activity, the experimental group students were given opinion forms and their thoughts were taken. As a result of the statistical studies, it was concluded that the use of web 2.0 tools in algebra teaching contributed positively to the academic success of the students and positively affected the students' attitudes in mathematics teaching. In addition, when we look at the results of the semi-structured interview forms, it is concluded that algebra teaching, which is processed with web 2.0 tools, is more fun, increases interest and motivation and is permanent.

Astronomy with Web 2.0 Tools: Sun, Earth and Moon Unit

The aim of this research is to examine the effects of web 2.0 tools used in online astronomy education on the conceptual achievement of 5th grade secondary school students. For this purpose, the Sun, Earth and Moon unit was processed online using web 2.0 tools. The study was implemented in a public secondary school over a period of 6 weeks. Mixed research method, which combines qualitative and quantitative research methods, was used in the study. An easily accessible sample model was used to determine the study group. The sample of the study consists of 12 students (7 girls, 5 boys) in the 10-11 age group. The “Sun, Earth and Moon Achievement Test” developed by Sontay & Karamustafaoğlu (2020) was used as a quantitative data collection tool in the study. Qualitative data collection tool “Semi-Structured Telephone Interview on the Concepts of the Sun, Earth and Moon” was used. SPSS program was used in the analysis of quantitative data. Content analysis method was used in the analysis of qualitative data. As a result of the study, it was seen that online education supported by web 2.0 tools within the scope of the Sun, Earth and Moon unit had a positive effect on students’ conceptual success.