High School Learners Research Articles

Social Constructivism in Learning Islamic Religious Education in State Senior High Schools in Palu City, Indonesia

This study explores the perspectives and implementation of social constructivism in the context of Islamic Education learning in State Senior High Schools in Palu City. The research method applied is a qualitative multi-case study. Data was gathered through direct observation, in-depth interviews, and written document analysis. Interviews involve two school principals and fifteen Islamic education teachers from two State Senior High Schools. The data was then analyzed using thematic analysis. This study found that the paradigm of the school principals demonstrates an understanding and support that needs improvement to delve into and precisely support the theory of social constructivism in the teaching of Islamic religious education. Nonetheless, the school principals also exhibit awareness of the significance of applying the principles of social constructivism in the context of Islamic education. In both schools, the teachers still need to understand social constructivism thoroughly. The teaching practices still rely on lecture methods as the primary approach, leading to the teacher's role primarily focused on imparting information, with collaborative learning implemented as question-and-answer sessions and group discussions. Limitations in assigning collaborative tasks and projects result in the potential for developing the Zone of Proximal Development (ZPD) among students, which needs to be fully optimized. The concept of scaffolding is only provided to students who inquire; thus, the principles of social constructivism in learning still need to be fully optimized. This study concluded that academics have the opportunity to enrich their knowledge, education practitioners can improve teaching skills, and policymakers can design more effective educational strategies and programs. Joint efforts are needed to enhance the understanding and implementation of social constructivism in Islamic Education learning in State Senior High Schools in Palu City.

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

In recent years, there has been increasing interest in the role of emotional and motivational intelligence in educational settings. Studies have shown that these factors can significantly impact students' academic performance. However, little attention has been given to the influence of emotional and motivational intelligence on writing performance, especially in relation to gender differences. This study aims to examine the relationship between emotional and motivational intelligence and writing performance among Ethiopian high school learners, while considering potential variations based on gender. To achieve this, a sample of 176 Ethiopian high school learners (69 male and 107 female, aged between 17 and 24) was selected using a stratified random sampling technique. The participants completed self-reported questionnaires to assess their emotional and motivational intelligence, and their writing performance was evaluated based on a set of predetermined writing rubrics. The collected data was analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Pearson's correlation coefficient, and path coefficients to determine any significant relationships or gender differences. The results showed a statistically significant relationship between emotional intelligence dimensions and writing performance. However, there was no statistically significant difference in writing performance and writing motivation based on gender. These findings provide valuable insights into the influence of emotional and motivational intelligence on writing performance among Ethiopian high school learners. Emotional intelligence, including the ability to understand and manage one's own and others' emotions, positively affected writing performance. This study contributes to the existing literature on the role of emotional and motivational intelligence in educational settings, specifically focusing on writing performance among Ethiopian high school learners. Overall, this research sheds light on the importance of considering emotional and motivational factors in educational practices to foster improved academic outcomes.

Through the Lens of Struggle: An Inquiry into the Reading Difficulties of Secondary High School Learners

This research, adopting a Phenomenological approach, focuses on understanding the challenges students encounter in comprehending, decoding, and processing written information. Grounded in G. Reid Lyon's Phonological Processing Deficit Theory, introduced in the 1990s, the study aims to uncover the struggles of secondary high school learners facing reading difficulties. Data were gathered through In-Depth Interview and Focused-group Discussion among secondary teachers. Content thematic analysis was used to craft the main themes. Lived experiences on the struggles of secondary high school learners with reading difficulties were: reading difficulties in secondary learners, weak vocabulary and language skills, comprehension issues, learning disabilities, lacking reading motivations, difficulty with reading instruction, and technology distractions. Coping mechanisms were coined to the following themes: time management, active reading strategies, and multimodal learning resources. And finally, educational Insights that can be drawn to Mitigate reading difficulties of secondary learners: teaching approach and recognition of diverse learners, and effective encouragement through access to books and empowering tools. In the future, DepEd plans a comprehensive policy for reading difficulties, prioritizing tailored teacher training, diverse resources, and continuous support for an inclusive environment, while research informs policy and innovative education approaches.

Factors affecting HIV prevention communication between professional nurses and high school learners in eThekwini.

Communication within healthcare settings is crucial for a therapeutic relationship between nurse and patient especially in preventing human immunodeficiency virus (HIV) among adolescent girls. The school health programme in South Africa provides an opportunity to provide HIV prevention services among adolescent girls, however, uptake is low and effective communication can address this. The study's purpose was to describe factors affecting HIV prevention communication between professional nurses and high school learners in eThekwini Metropolitan Municipality. The study was conducted in two high schools in eThekwini Metropolitan Municipality. The study used a qualitative approach and a descriptive research design. A semi-structured interview guide was used to conduct face-to-face interviews with 30 participants after ethical approval from the researchers' affiliated institution and informed consent from participants or their guardians were obtained. Thematic analysis was used to analyse the data. Participants were aged between 14 years and 17 years. Most (25) participants were female. Three main themes emerged from the study: communication between the school health nurses and high school learners is facilitated by trust, communication is hindered by fear, and infrequent visits by nurses affect communication positively or negatively. Health education on HIV is essential to prevent HIV among adolescent girls. Effective communication between healthcare providers and adolescent girls facilitates such health education. The uptake of HIV prevention services by adolescent girls can be improved by communication that facilitates the therapeutic relationship which is founded on trust, with frequent visits by nurses.

Implementation of Expectation Value and Variance in Decision-Making with Risk in Economic Learning in High School

Learning outcomes in economics learning at SMA Phase E that are related to material on production activities are that students understand the economic system as a way of organizing various economic activities to meet the various needs of society. Decision-making is commonly found in production activities, and every decision-making process has risks. To overcome this, the concept of probability is needed. Decision-making needs to be taught to students so that they can understand economic activities, which are always dynamic in nature, and the impact of these economic dynamics. Therefore, in learning economics, especially in material on production activities related to decision-making with risk, teachers can start with the theory of expected value and variance so that production activities do not experience losses and can even increase profits. This research aims to explore the relationship between statistical material and economics learning in high school. The research method used is a literature study method and is descriptive-qualitative in nature. The results show that economics teachers in high schools can teach and implement opportunity theory in economics learning in Phase E high schools to equip students to manage various economic activities, especially production activities.

The Effects of Derivational Suffix Instruction on English Vocabulary Knowledge in Thai High School Learners

This study investigated the effect of derivational suffix instruction on vocabulary knowledge. Fifty-eight high school learners were recruited to participate in the study. The learners were divided into control (n = 29) and experimental (n = 29) groups. The experimental group received a Fundamental English II course with an emphasis on derivational suffix instruction, whereas the control group only received a Fundamental English II course. Two receptive and productive derivational suffix tests were designed and validated to measure high school learners’ suffix knowledge. A questionnaire was also administered to explore the experimental participants’ perceptions of derivational suffix instruction in facilitating vocabulary knowledge. Descriptive and inferential statistics were conducted to analyse the quantitative data, including pair-sample t-tests and independent-sample t-tests. The results showed that high school learners in both groups performed significantly better on the posttest than on the pretest. The results also revealed that experimental learners significantly outperformed their control counterparts. These findings suggest the efficacy of derivational suffix instruction on English vocabulary knowledge in Thai high school learners. In addition, the questionnaire analysis indicated that high school learners had positive perceptions towards derivational suffix instruction as a method to improve their vocabulary knowledge. Together, the current findings highlight the importance of derivational suffixes in vocabulary acquisition and development. Other relevant implications and suggestions for future studies are also discussed.

English Language Learning Beliefs of Iranian High School Students

Language learning beliefs are considered to be an important factor influencing student learning outcomes. This mixed-methods research investigated English language learning beliefs of Iranian English language learners. Data were collected from 226 junior and senior male and female high school students using the Beliefs about Language Learning Inventory (BALLI) and semi-structured interviews. Participants reported strong beliefs in terms of ‘motivation and expectation’ and ‘foreign language aptitude’. First and third graders’ mean belief scores were statistically different across their ‘overall beliefs’, ‘foreign language aptitude’, and ‘motivation and expectations’. Moreover, although the overall gender differences were not statistically meaningful, significant differences were noticed with regards to beliefs about ‘difficulty of language learning’ and ‘foreign language aptitude’. The results underscore the hypothesis that changes in language learning beliefs happen due to learners’ stage of development, i.e. their grade. Further, certain misconceptions among high school learners were noticed about the role of aptitude and intelligence, error correction, and supremacy of learning certain forms of language. The implications are discussed with reference to language education and policy development.

Cultural Sensitivity on the Socialization and Assimilation of Senior High School Learners

Cultural Sensitivity on the Socialization and Assimilation of Senior High School Learners

Enhancing Educational Practices during a Pandemic: Examining Teachers' Journey with Blended Learning in Rural High Schools

In response to the COVID-19 pandemic, schools and institutions all over the world utilised blended learning during the mandatory lockdowns that were imposed by their respective governments. This acted as a spur for educational reform. This study investigated teachers’ experiences with the implementation of blended learning in rural high schools during the COVID-19 era in one educational district in South Africa. The social constructivism theory served as the theoretical lens for this study. This study employed the qualitative case study design. Purposeful and convenience sampling were used to select participants for the study. The data were collected using semi-structured interviews. The interviews were recorded, transcribed, and analysed using a thematic analysis approach. This study found that teachers perceived blended learning as easy to use, simple, user-friendly, straightforward to navigate, and offering creative modes of instruction. This study further found that teachers developed a positive perception of blended learning and its potential use in teaching and learning in the post-COVID-19 era, as blended learning promoted students’ independence and engagement in the teaching-learning process. However, the participants also experienced challenges, such as a lack of pedagogical knowledge on the use of blended learning, in their respective subjects, connectivity issues, electricity cuts, and network and internet issues. This study suggests that schools implement blended learning in the post-COVID-19 era to evaluate its impact on the teaching and learning process.

Research and Practice Exploration of Ideological and Political Elements in the Course Teaching of University Developmental and Educational Psychology under the Background of New Agricultural Science

Developmental and educational psychology is a general compulsory course in teacher education. It is a highly applicable course that focuses on students' psychological development and learning rules. It is also a component of the national teacher qualification examination. Teacher certification focuses on "student-centered, output-oriented, continuous improvement", and emphasizes the achievement of graduation goals of "practicing teacher ethics, learning to teach, learning to educate, and learning to develop". At present, the importance of thinking, politics, teaching and learning in high schools in our country is becoming more and more obvious, and science teachers should integrate thinking and politics into the whole process of teaching and learning management, and truly realize the development goal of educating people in all aspects. Based on the cumulative teaching and education of the curriculum of the development and psychology of education in high school in recent years, the basic characteristics of the growth of high school students in the new period are clearly confirmed. This paper explains how to improve the teaching quality and teaching effect and promote the education quality of college teachers based on the curriculum, thinking, politics and teaching guidance.

Internalisasi Nilai Religius dalam Novel Cinta di Ujung Sajadah Karya Asma Nadia dan Pembelajarannya di Sekolah Menengah Atas

Internalisasi Nilai Religius dalam Novel Cinta di Ujung Sajadah Karya Asma Nadia dan Pembelajarannya di Sekolah Menengah Atas

Personal valuation of Chinese language for social functions among senior high school learners

In recent decades, the Chinese language experienced an increase in educational demand, which calls the academic institutions to integrate basic Chinese language subjects into their curriculum. The spike in Chinese language use resulted in the expansion of language studies focusing on Chinese as a second and foreign language. Given the broad scope of research in Chinese language learning, there was a need to expand the understanding of the personal valuation of the learners in learning the Chinese language. Hence, this study aimed to assess the extent of the subjective valuation of Filipino students in the Chinese language, particularly for social functions. An exploratory approach was carried out to extract narrative data from the study participants. Eight secondary students were interviewed on the personal valuation of the Chinese language within social functions. The findings demonstrated that the Chinese language was commonly used within social instances for specific sociocultural and psycholinguistic patterns. The participants valued the use of the Chinese language because of its instrumentality in their future careers; it enabled them to be culturally sensitive and engaged in sociocultural communication. Theoretical analysis also highlighted that language socialization became a major driving force in language learning. Language socialization encompassed learning beyond academic purposes while underscoring the need for social interaction and interpersonal orientation. Nevertheless, personal valuations reflected learners' beliefs towards the instrumentality of the Chinese language, especially in social functions.

ACADEMIC EMOTIONS OF MIDDLE SCHOOL STUDENTS LEARNING ENGLISH AFTER THE COVID-19 PANDEMIC: HIGH ACHIEVERS' EXPERIENCES

Changes in English language learning experienced by students after the pandemic can elicit a range of academic emotions. These emotional changes can be due to the environment and different learning atmospheres. The existence of these emotional changes will also have an impact on students’ academic achievement. Therefore, this study aims to examine the academic emotions of high-achieving students of junior high school learning English after the Covid-19 pandemic and how they affect students’ effectiveness in learning English. Using a descriptive case study research design to explore students' academic emotions, the research revealed the existence of four types of academic emotions: achievement, epistemic, topic, and social emotions. Each type was accompanied by positive and negative experiences. The positive emotions such as happiness, enjoyment and confidence can be caused by their enthusiasm and interest in learning, which closely related to the achievement obtained. Inversely related to the negative emotions, they tend to feel bad when they do not like something done during offline learning.

Can Picture Dictionaries Unlock Vocabulary Mastery? Unveiling Insights Through Quasi-Experimental Research

The current study assessed the effectiveness of employing a Picture Dictionary to enhance the vocabulary acquisition of junior high school learners. A significant improvement in vocabulary comprehension was found to have been correlated with learners taking advantage of a visual dictionary compared to those who did not use such a resource. This idea points out that visual dictionaries could be a good option for students to enhance their vocabulary acquisition efforts. This research used a quasi-experimental design and the test as the research instrument to determine the students' vocabulary mastery. In this research, the test is the research instrument to determine the student's vocabulary mastery. This research has been conducted on seventh-grade students in the academic year 2022-2023 with a total sample of sixty respondents. A random sampling technique was employed to determine the group of respondents. The experimental and control groups' average scores differ, as determined by the data analysis. By comparison, the control group attained an average score of 61.7, but the group participating in the experiment attained a mean score 80. The average scores indicate that the group participating in the experiment achieved a mean score greater than the control class.

Application of Literacy and Numeracy in Junior High School Learning

The Numeration Literacy Program organized by the Ministry of Education and Culture and Technology in the Teaching Campus Program is a program that aims to improve the quality of education. The focus of this research examines the implementation of efforts to improve numeracy literacy skills through the 6th generation teaching campus program. This research method is a quantitative approach. The location of the study was carried out at State Junior High School 3 Tenggarong Seberang, the study population included students and teachers. Data collection using observation techniques, interviews, documentation, as well as AKM pre-test and post-test. The results showed that the implementation of the campus teaching program batch 6 through collaborative activities in the numeracy literacy application program carried out, including school making, reading movement 15 minutes before learning, language month activities, literacy teaching in class, numeracy ice breaking, numeracy snakes and ladders, Literacy Numeracy quizzes and the application of technology adaptation. The results of the implementation of the program can increase students' AKM scores on literacy by 8% and numeracy by 3%. This study concluded that the implementation of the numeracy literacy program through the 6th generation teaching campus can improve numeracy literacy skills.

Effects of Social Media to the Political Attitude that Counters Misinformation

This study aimed to determine the effects of social media on the political attitude of senior high school learners, particularly in countering political misinformation. Using a descriptive correlational study method, it involved 160 senior high school students from Felix Amante Senior High School, during the academic year 2022-2023. Adapted survey questionnaires were employed to measure the data and underwent internal and external validation through the help of a panel of examiners and a group of teachers. Furthermore, the results revealed that social media plays a significant role in shaping students’ political attitudes, with both affordances and misinformation contributing to their perception of politics. Overall, the findings suggest that social media has a significant impact on the political attitudes of senior high school students, which underscores the importance of educating students on how to critically evaluate the information they encounter on social media.

Developing an Interactive Multimedia Innovation Based on Android Using the Smart Apps Creator 3.0 as Teaching Material for Buffered Solution Course

The use of interactive multimedia using Android in chemistry learning materials will make the process of learning more effective, efficient, and interesting. This study focused on developing interactive multimedia using the help of the Smart Apps Creator 3.0 software to improve student learning. This research follows the 4D model development research (Define, Design, Develop, Disseminate). The research sample consisted of 25 students of class XI in a senior high school Grade. The results showed that the interactive multimedia based on Android developed was related to BSNP, with an average acquisition of an eligibility test from a material expert of 3.80 and the average eligibility of a media expert of 3.81 on a scale of 4.00. The learning outcomes of students who were taught using Android-based interactive multimedia were in the high category with an N-Gain value of 0.71, and the learning outcomes obtained by students were higher than the KKM value set at school of 75. These results indicated that this Android-based interactive learning multimedia was appropriate to use as buffered solution material for the high school teaching and learning processes. Keywords: interactive multimedia, android, chemistry, learning materials

IINVENT pathways and practices: prizing the process over the product

Rural communities need skilled innovators who engage as community members, support economic opportunities, and develop novel ways to solve local problems. Through innovation, Invention Education (IvE) is one way to promote the creativity and problem-solving needed to restore economic vitality to regions of the rural US. IvE pathways support a skilled workforce that communities can draw upon to solve complex problems. Introductory IvE experiences can begin to bolster rural recovery and open prime grounds for innovative solutions. The Office of Precollege Programs at Oregon State University established the iINVENT Program for upper elementary, middle, and high school learners to engage in IvE and act as inventors. In this study, we describe the iINVENT pathways resulting from 8 years of curriculum design and iteration guided by engaged scholarship practices and robust evaluation. Program data from 2019–2023 was collected via learner, educator, community partner, and parent surveys, as well as through observations conducted by program staff and partner instructors. Results from qualitative content and thematic analysis demonstrate the value of introducing learners to IvE and how iINVENT practices support invention educators in impacting youth learners. The findings demonstrate essential practices, successes, and challenges that have shaped the iINVENT pathways and IvE curriculum delivered. Based on these findings and current discourse unfolding throughout the IvE professional community, the authors suggest that a process-oriented invention framework focused on inventiveness and the ways learners can act as inventors is pivotal to broaden access and participation in IvE, providing learners with a more applicable and relatable learning experience to cultivate inventiveness mindsets and skills transferable to all parts of life.

Development of A Drama Learning Guide For Class XI High School Students

This research aims to develop a drama learning guide that suits the needs of class XI high school students. The research method used is the research and development (R&D) method following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The analysis stage was carried out to identify student needs and characteristics of drama learning in high school. Next, a drama learning guide was designed according to the analysis findings, and drama learning materials were developed taking into account the principles of effective teaching. Implementation of the guide was carried out in class XI Senior High School, and an evaluation was carried out to evaluate the effectiveness of the drama learning guide. It is hoped that the results of this research can contribute to improving the quality of drama learning in high school and provide useful guidelines for teachers in designing interesting and effective drama lessons.

Elective course on machine learning in high school: problems of sports programming

The article discusses the prospect of teaching elements of machine learning in high school. An overview of foreign experience in studying the fundamentals of machine learning at school is presented. A system of tasks is proposed for an elective course on machine learning for high school students in Russian secondary schools. An analysis of five typical tasks of competitive programming, which are the author's development, was carried out, and each task has its own rating, similar to those offered on the well-known resources of the informatics Olympiad movement: CodeForces, LeetCode, AtCoder. The elective is intended for schoolchildren who already have basic knowledge of programming in Python 3, and consists of three modules that are aimed at different levels of proficiency in this programming language. The student has the opportunity to increase or decrease the level of completion of the course. The elective course can be implemented in the Stepik system. Training can be carried out either in distance learning or in the form of blended learning. The program code of tasks is checked automatically. Consideration of theory and analysis of tasks are carried out on the interactive computing platform Jupyter Notebook.