High School Students Research Articles

PET-Recebe: health education in the teaching of parasitology

Health education is important for building knowledge and modifying behaviors in the school population, as well as contributing to a humanized and ethical academic formation. The PET-Parasitology Group conducts health education activities for high school and elementary students, aiming to fill gaps in the understanding of parasitology teaching. Through theoretical-practical workshops, students were instructed on the biology of parasites, their infections, transmission, prophylaxis, diagnosis, and treatment. The students reported popular knowledge that was addressed scientifically, revealing understanding of the topic and its preventions. The use of effective tools and teaching laboratory infrastructure are crucial for the success of health education actions, highlighting their importance in parasitology teaching and academic formation.

Disaster preparedness: The role of spatial disaster learning using geospatial technology

Preparedness for natural disasters is crucial for people living in high-risk areas along the Ring of Fire, such as people in Indonesia. Although Spatial Disaster Learning using Geospatial Technology (SDL-GeoTech) has been developed, its effectiveness in enhancing students’ preparedness remains unproven. This study examines the impact of SDL-GeoTech on junior high school students’ readiness using a quasi-experimental, time-series, single-group pre-post-test design. The research involved students from three schools: SMA 1 Grati Pasuruan (flood-prone), SMA 1 Puncu Kediri (volcanic eruption-prone), and SMA 3 Mataram Lombok (earthquake-prone). Data were collected through tests on knowledge, skills, and attitudes, followed by t-test analysis at a 0.05 significance level. The results of this study show SDL-GeoTech was significantly able to improve students’ preparedness, including their knowledge, skills, and attitudes. These findings highlight SDL-GeoTech as an innovative tool for disaster education, with the potential to enhance curricula and teaching strategies, especially in vulnerable areas.Contribution: This research teaches students to use techno-geospatial learning through SDL-GeoTech, equipping those in the Ring of Fire region to be better prepared for potential natural disasters such as earthquakes and floods. The proven analysis of SDL-GeoTech has shown that it enhances students’ knowledge, skills and attitude in preparedness in dealing with disasters.

Emotional Stability as a Predictor of Compliance to Authority in Students of Public Junior High School 2 Pare Kediri District

Emotional stability is one of the factors that influence compliance with authority in junior high school students. However, at this time there are many phenomena where students do not obey authority figures at school. Many of the students dare to break the rules, commit acts of violence, oppose, and rebel against the authority enforcers to do things that disturb and disturb the community. This study uses quantitative methods with descriptive correlational research type of cause and effect, using descriptive analysis and simple linear regression. Using simple random sampling techniques in each class VIII SMP Negeri 2 Pare and obtained 201 students as respondents. Data collection was carried out with the help of scales, namely the Emotional Stability Test for Children Scale and the Obedient-Disobedient Tendency Scale. The results of the analysis showed that 96.52% of the subjects had a low level of compliance with authority and 113 subjects had high emotional stability. From the results of hypothesis testing, a significance value of 0.037 <0.05 is obtained, which means that the hypothesis is accepted, it is also known that the R-Square value is 0.022, which means that emotional stability contributes to the emergence of compliance with authority by 2.2%. Keywords: emotional stability, compliance with authority, students

Influence of campus exclusion on bullying behavior of junior high school students: role of callous-unemotional traits and family caring

School bullying significantly impacts adolescent physical and mental development. The current study aimed to explore the effect of campus exclusion on school bullying behavior among junior high school students and the role of callous-unemotional traits and family caring. The Campus Exclusion Questionnaire, Olweus Child Bullying Questionnaire, Callous-Unemotional Trait Scale, and Family Caring Scale were completed by 705 students. A moderated mediation model was analyzed using SPSS 24.0. Results indicated that both campus exclusion and callous-unemotional traits positively predicted bullying behavior. Callous-unemotional traits partially mediated the relationship between campus exclusion and bullying behavior. Additionally, family caring moderated the link between callous-unemotional traits and bullying behavior, mitigating adverse effects. The study highlighted family caring’s protective role against bullying linked to adverse school experiences. Therefore, collaboration between schools and families is crucial to reduce bullying.

The Influence of Emotional Maturity on Aggressive Behavior in Junior High School Students with School Climate as a Moderator Variable

Aggressive behavior is a common problem among both the general public and students. It is disliked in society because it creates a sense of insecurity and has harmful consequences, ranging from physical injury to psychological damage. This study examines the influence of emotional maturity on aggressive behavior with school climate as a moderating variable. A total of 87 students from Bhakti Loa Janan Junior High School, consisting of grades 7, 8, and 9, participated in this study. The study used three valid and reliable measuring instruments, consisting of an aggression scale, school climate, and emotional maturity. The results of the study showed that school climate was not proven to be a moderating variable between emotional maturity and student aggression with a significant value (p) of 0.168. Keywords: emotional maturity, aggressive behavior, school climate

Moderated Mediating Effects of Earthquake Experiences of Adolescents in the Relationship between Hope, Meaning in Life and Gratitude

The research examines the mediating role of the presence of the meaning of life in the relationship between gratitude and hope and whether this relationship differs because of moving to another city after the earthquake and loss. In the study in which the correlational research model was used, the study group consisted of 443 high school students from different school types who experienced the Kahramanmaraş-centered earthquake. The findings indicate that the presence of meaning plays a partial mediating role in the relationship between gratitude and hope. Also, loss due to the earthquake causes significant differences in the relationship between gratitude and hope mediated by the presence of the meaning of life. Additionally, the presence of meaning scores of the participants who lost their nuclear family members or loved ones are lower than those who didn’t. The results show that grateful individuals will feel more hopeful with meaning in their lives.

The Buddy Program: High school students inform the design of a school-based peer support program for concussion

ABSTRACT Prior research provides little guidance on how to support return to school post-concussion. Peer support may be one strategy to enable adolescents to return to school post-concussion. The purpose of this study was to explore what high school students preferred in a school-based peer support program post-concussion. We conducted a qualitative instrumental case study in one high school in Calgary, Canada. Seven semi-structured focus groups were conducted with 53 high school students (16 boys, 36 girls, 1 preferring not to disclose gender; median age = 16 years, range = 15-18 years). All adolescents were enrolled in a sport medicine course and had either a history of concussion (n = 20) or were interested in supporting peers who had sustained a concussion (n = 33). Focus group questions aimed to solicit which factors the adolescents believed should be considered in the development of a post-concussion peer support program. We analyzed the focus group transcriptions using content analysis. Adolescents preferred a one-on-one Buddy Program. A one-on-one environment would provide a trusting and confidential relationship between the student with a concussion and their buddy. Peer support could include social support, advocacy support for academic accommodations, tutoring support, and concussion education. In future, the Buddy Program should be piloted in high schools.

Learning on a Limb: An outreach module to engage high school students in orthopaedics.

Orthopaedic researchers need new strategies for engaging underrepresented minority (URM) students. Our field has demonstrated noticeable gaps in racial, ethnic, and gender diversity, which inhibit our ability to innovate and combat the severe socioeconomic burden of musculoskeletal disorders. Towards this goal, we designed, implemented, and evaluated Learning on a Limb (LoaL), an orthopaedic research outreach module to teach URM high school students about orthopaedic research. During the 4-h module, students completed hands-on activities to learn how biomechanical testing, microcomputed tomography, cell culture, and histology are used in orthopaedic research. Over 3 years, we recruited 32 high school students from the Greater Philadelphia Area to participate in LoaL. Most participants identified as racial/ethnic or gender minorities in orthopaedic research. Using pre/post-tests, we found that students experienced significant learning gains of 51 percentage points from completing LoaL. In addition to teaching students about orthopaedic research, post-survey data demonstrated that participating in LoaL strongly influenced students' interest in orthopaedic research and scientific confidence. Several students acted on this interest by completing summer research experiences in the McKay Orthopaedic Research Laboratory at the University of Pennsylvania. LoaL instructors also benefited by having the opportunity to "pay it forward" to the next generation of students and build community within their department. Empowering institutions to host modules like LoaL would synergistically inspire URM high school students and strengthen community within orthopaedic departments to ultimately enhance orthopaedic research innovations.

Research on school-based AI curriculum design and practice for cultivating computational thinking in high school students

Research on school-based AI curriculum design and practice for cultivating computational thinking in high school students

KIT EDUCACIONAL COM ARDUINO PARA A CONSTRUÇÃO DE UMA ESTUFA AUTOMATIZADA:

The objective of the study was the development and analysis of an educational kit with Arduino for the construction of an automated greenhouse, based on an intervention with high school students. The choice to build a greenhouse was made to work with Brazilian biomes. The research adopted a qualitative approach with the field of study being a State Technical School, with a sample universe made up of 15 students. The procedures were based on the steps of the Kelly Experience Cycle (CEK). For each stage, we prepare Record Sheets (FR) and at the beginning a Questionnaire for Pre-Action Assessment (QVA). To systematize and analyze the results, a focus group was created. Considering the volume of data obtained, we limited the study to an analysis of the Meeting stage, a phase that played a leading role in the process of building the automated greenhouse. The QVA analysis allowed us to identify students who have already experienced educational robotics. The analysis of FR03 made it possible to investigate the appropriation of programming knowledge developed by students, as well as to evaluate a possible correlation between previous and newly acquired conceptions. Concluding that Educational Robotics kits using Arduino constituted a pedagogically and economically viable proposal, being a simple to use and low-cost educational kit.

Factors That Influence the Work Readiness of Agricultural Vocational High School Students to Work in the Agricultural Sector

Objective: This study aims to identify factors that influence the work readiness of Agricultural Vocational High School students to work in the agricultural sector. Theoretical Framework: This study explores the influence of variables of learning motivation, job information, career expectations, industrial world practices, family support, self-competence, and spiritual intelligence on the work readiness of students of Agricultural Vocational High Schools. Method: This study is a quantitative study using a questionnaire to collect data from 132 student tourists. The data were analyzed using multiple linear regression. Results and Discussion: The results of the study showed that the variables of learning motivation, job information, career expectations, industrial world practices, family support, self-competence, and spiritual intelligence had a significant influence on the readiness of Agricultural Vocational School students to work in the agricultural sector both simultaneously and partially. Research Implications: The results of the study revealed the influence of 7 variables that together affect work readiness. By knowing the influence of these 7 variables, Agricultural Vocational High Schools can apply the seven variables to improve their students' work readiness. Originality/Value: This study includes the spiritual intelligence variable as one of the variables that influences the work readiness of students at Agricultural Vocational High Schools, where this spiritual intelligence variable has not been studied.

Semantic differences in understanding of English words of senior high school students: frequent questions and teaching suggestions

This research demonstrates the English words’ understanding due to semantic differences, together with further teaching advice and frequent questions. Because of the cultural differences, the expression of English and Chinese meanings is different. Consequently, it can be easy for learners to confuse and understand the intended meaning incorrectly. There are several negative results of students having weak knowledge of polysemous words: lower academic performance, and passage understanding, together with a weaker lexical foundation. In order to explore thus address the situation of mastered weak polysemy knowledge, this essay will investigate students and teachers who come from high schools in various cities in China their knowledge of polysemy as well as the following learning difficulties; the research found that (1) the universality of polysemy learning, academic performance; (2) the teaching pertinence, importance of foundation and teaching method. From those findings, this research supposes that the approach of increasing reading amount, fostering English literacy, and using a preferred vocabulary memorization method can be used so as to improve and solve the issue.

Writing Strategies of Chinese Undergraduate English Major Students

English writing is very important for Chinese students since it is a crucial part of many tests, such as the College Entrance Examination for high school students in China, College English Tests (CET), and the Unified National Graduate Entrance Examination. Some students frequently employ writing strategies such as memorizing sample phrases, sentences, or essay templates to cope with exams. Some studies confirmed that there is a certain relationship between students’ use of writing strategies and their writing performance. There are some high-performing students who usually can not only express certain content in a coherent structure but can also organize the sentences well with little to no grammatical mistakes when writing in English. The participants of this case study are undergraduate students who are high-performing writers and English majors. They completed two writing tasks, followed the think-aloud protocol, and joined the semi-structured interview. Results determined the strategies of the participants, such as meta-cognitive, cognitive, rhetorical, and affective/social strategies. Findings have important implications for teaching and learning writing.

Religious Moderation: The Effect of Understanding Religious Moderation On Tolerance Perceptions and Behaviors In Vocational High School Students

Religious Moderation: The Effect of Understanding Religious Moderation On Tolerance Perceptions and Behaviors In Vocational High School Students

Analysis of students’ conceptual change in learning Newton’s third law with an integrated framework of model analysis and knowledge integration

The purpose of this study is to examine how students may hold coexisting and competing conceptual ideas and how students’ uses of such ideas may evolve during the process of conceptual change by combining two complementary methods including model analysis and the conceptual framework model of knowledge integration. Conceptual change is fundamental to science learning, highlighting the processes of students’ transitions from predominantly relying on alternative views to using scientific ones. Recent studies suggest a growing consensus that alternative views and scientific conceptions coexist and compete in students’ learning. However, explicit research on how the states of coexistence and competition evolve during the process of conceptual change is underdeveloped. Building on existing research, the model analysis provides a quantitative framework to represent the different consistent and coexisting/competing states through probabilities of consistent and/or mixed (coexisting) use of incorrect and scientific ideas. Meanwhile, the conceptual framework model of knowledge integration provides content-specific, cognitive explanations for the developmental levels and processes of conceptual change from novice to expert. By combining these two methods, researchers can gain insights into how the coexistence and competition among different conceptual ideas may evolve as conceptual change progresses. To target the research goal, a model-based knowledge integration assessment of Newton’s third law is developed to measure students’ levels of knowledge integration and model states in a single test. Quantitative data were collected from Chinese high school students, supplemented by interviews with a subgroup from the same population. The model analysis results show the heterogeneity of conceptual development and the evolving competition across novice, intermediate, and expert students, as well as across different concept dimensions. The interviews provide cognitive explanations for the observed model states, framed from the lens of knowledge integration. These insights can inform the development of effective assessments and instructional strategies to facilitate favorable conceptual change in student learning. Published by the American Physical Society 2024

Family Influence and Social Conditioning: Exploring Chinese High School Students' Perspectives on Gender Differences

This study examines how family structure and social conditions shape Chinese high school students' perceptions of gender roles and expectations for future gender equality. Conducted through qualitative interviews at a Beijing international school, the research finds that students from egalitarian families tend to have less traditional gender role perceptions, while those from traditional families often reinforce stereotypes. External influences, including peers, societal norms, and media, also significantly impact these views. Despite a general desire for gender equality, many students remain concerned about persistent societal biases. The findings underscore the need for policies that promote gender equality from both family and societal perspectives.

Invisible learning in the investigative competence of Lima schoolchildren

The present study, developed under a quantitative approach, explanatory scope and causal correlational design, aims to determine the influence of invisible learning on the research competence of high school students in two private schools in the city of Lima, Peru, whose educational models seek to develop autonomous learning and research through discovery learning and experimentation. Two questionnaires were applied to 120 students of the VII cycle of basic education, one to measure the perception regarding invisible learning with 20 items and the other to measure investigative competencies with 21 items; both instruments underwent the corresponding validity and reliability tests before their application. Among the main findings, descriptive results were obtained at a medium level for both variables, the correlations found were significant and moderate, and as for influence, the coefficient of determination R2 yielded a value of 0.13, suggesting that 13% of investigative competence is predicted by invisible learning. These results show that autonomy, the use of digital technologies, metacognition and other aspects that are part of invisible learning prepare students to solve problems of varying complexity, allowing them to face the challenges of contemporary knowledge in an innovative and effective manner.

The Impact of Digital Learning Platforms on Student Motivation in High School

This study explores the relationship between the use of digital learning platforms and student motivation in high school settings. With the increasing integration of technology in education, understanding its influence on student engagement and motivation is critical. This research employs a cross-sectional survey design with a sample of 200 high school students from New York City. Using a questionnaire based on the Academic Motivation Scale (AMS), the study examines whether students who regularly use digital platforms demonstrate higher motivation levels than their peers who do not. Data analysis, conducted using SPSS, reveals a significant positive relationship between digital platform usage and student motivation. The findings suggest that digital learning tools may enhance motivation, offering important implications for educators and policymakers. However, the study's cross-sectional nature and limited sample size present constraints, indicating the need for further research.

Leveraging Gamification in Science Learning for Secondary Students

This project aims to study the usefulness of incorporating gamification for science learning, for secondary school students. Ever since, the Science subject has been a hassle to the students, as well as the teachers. Therefore, a web-based system with gamification has been proposed. The waterfall model was chosen as the project's methodology, which consists of planning, analysis, design, implementation, testing, and documentation phases. Firebase was used as the cloud database to ease data storage and analysis. The selection was made to ensure the data from interactive activities such as watching films and doing exercises was securely gathered and used. Students earned points, badges, and were ranked as they performed assignments, adding a competitive element to the learning experience. A usability test was carried out to assess the success of the gamified learning platform using PSSUQ (Post-Study System Usability Questionnaire). The survey participants were chosen randomly from a group of high school students and teachers. After using the gamified website, they were asked to submit feedback by answering 16 constructed questions. Positive feedback was gathered from the survey, as most of the questions recorded mean values between 4.0 and 4.5. Hopefully, this study will provide further information regarding the effectiveness of gamification in learning, particularly in science learning for secondary students.

Dental fear and caries prevalence in schoolchildren with hearing impairment in Greece.

There have been limited reports on hearing impaired (HI) children's oral health, but no data on their dental fear. The aim of this study was to assess dental fear and caries prevalence in HI children and adolescents. Upon ethical approval, all elementary and junior/senior high schools for the HI in Greece were invited to participate in the study. Students were asked to fill in the Children's Fear Survey Schedule-Dental Subscale (CFSS-DS). High school students additionally answered the Modified Dental Anxiety Scale (MDAS). Both questionnaires were translated into sign language by the same licensed interpreter. Caries prevalence was evaluated by dmfs/DMFS indices. Statistics by SPSS Statistics 28 (IBM) included parametric and non-parametric tests (significance at p ≤ 0.05). 33 elementary and 53 junior/senior high school students (mean age = 10.89 ± 2.63 and 16.23 ± 1.33years, respectively) participated in the study. Means of CFSS-DS were 24.1 ± 9.9 and 26.9 ± 10.5, respectively. Mean MDAS (high school students) was 11.3 ± 4.7. Mean dmfs was 2.5 ± 5.2 for elementary and mean DMFS was 3.5 ± 5.4 for elementary and 7.3 ± 9.0 for high school students, higher than similar-age general population. Dental fear was not significantly associated to age, gender, severity of hearing impairment (HI) or caries prevalence. HI children present similar dental fear values, but higher caries prevalence compared to similar-age Greek hearing population.