Higher Secondary Level Research Articles

Impact of English Teaching on Students’ Academic Performance at Higher Secondary School Level

The current study investigated the diverse dimensions of English teaching that influence students' academic performance at the higher secondary level, with a focus on refining teaching methodologies and tackling challenges in English learning experiences. Using a methodical research approach, the study focuses on the critical role that teachers play in English instruction for both students and teachers from government higher secondary schools in the Dir Lower area of KP. The use of a quantitative research strategy, in conjunction with a pilot study and a specially created questionnaire, guarantees the validity of data gathering and analysis. Through the use of SPSS software, data analysis can yield a wealth of information on students' perceptions and experiences with learning English. The results emphasize the value of good teaching strategies, the advantages of integrating technology, and the necessity of continual professional development for teachers. Regression analysis also shows a significant relationship between better academic achievement and improved English teaching methods. The recommendations of the study supported various efforts to enhance vigorous teacher training with improved and latest technology. The study has provided very useful information for the development and improvement of instructional strategies for English teachers at upper secondary schools.

Digital Interaction and Academic Achievement: Social Media’s Role in Education at the Higher Secondary Level in Skardu

Digital Interaction and Academic Achievement: Social Media’s Role in Education at the Higher Secondary Level in Skardu

Work Motivation of Higher Secondary Teachers

The term work motivation refers reasons that emanating from individual's intrinsic values to choose to teach and sustaining teaching, and the intensity of teacher motivation which is indicated by effort expanded on teaching as influenced by a number of contextual factors. Atkinson (1964) defined work motivation as the contemporary immediate influences on the direction, vigour and persistence of action. Teacher’s work motivation depends on teacher’s assertiveness to his work. Work motivation is a set of active forces that originate within and beyond an individual's, to initiate work-related behaviour and to determine its form, direction, intensity and duration. Work motivation helps a teacher to increase his performance level and willingness towards a task. It is important for any school or college to understand and create a healthy atmosphere to encourage productive and enthusiastic behaviours in teachers. The present study aimed to conduct a differential analysis on the work motivation of higher secondary teachers with respect to certain background variables namely, gender (men & women), marital status (married & unmarried), subject (arts & science) of teacher and locality (rural & urban) and nature (government, govt. aided & self-financed) of school. The teachers working at higher secondary level in higher secondary schools of Karur District of Tamil Nadu State were the population of the present study. The findings of the present study revealed significant difference in the work motivation of higher secondary teachers based on their gender and marital status. Women teachers and married teachers reported to have cultivated better work motivation than unmarried teachers and men teachers. With regard to locality of school, teachers from urban schools were better than the teachers from rural schools in their work motivation. Also, the findings revealed no significant difference in the work motivation of higher secondary teachers based on their subject (arts & science) and the nature (govt, govt. aided & self-financed) of school. It is assured that the findings of the present study would help teachers and administrators of schools to look for the ways of enhancing work motivation in them. Also the findings of the present study would be helpful in imbibing the importance and the needy values of work motivation by the teachers at all levels.

Comparative study of emotional intelligence of reserved category and unreserved category students at higher secondary level

The study of emotional intelligence of reserved and unreserved category students at higher secondary level makes it clear that social, economic, and cultural backgrounds have a significant impact on their emotional development. Emotional intelligence plays a vital role in the academic performance, psychological health, and development of social skills of students. It also strengthens moral and value-based education, leading to the holistic development of students. Recognizing and understanding the differences in emotional intelligence of reserved and unreserved category students is essential to promote equity and inclusiveness in the education system. It helps in providing equal opportunities and resources to all students. Students with high emotional intelligence are not only successful individually but also contribute positively to society. They are self-aware, self-controlled, and empathetic, thereby increasing harmony and peace in society. Based on the insights gained from the study of emotional intelligence, educational policies and programs can be formulated that ensure the emotional and social development of all students. This helps in making their academic and personal lives balanced and enriched. Emotional intelligence plays an important role in lifelong success. It prepares students to face various challenges of life, so that they can live a successful and satisfied life. The study of emotional intelligence is very important for students of higher secondary level. It not only improves their current academic and social life, but also ensures their future success and satisfaction. Therefore, educational institutions, teachers and policy makers should play an active role in this direction so that all students get proper opportunities and resources for the development of their emotional intelligence. Results of the research study - No significant difference was found in the emotional intelligence of students of reserved category and unreserved category, no significant difference was found in the emotional intelligence of girl students of reserved category and unreserved category.

Factors Motivating the Decision to Major in Mathematics at the Higher Secondary Level

This study focuses on the “Motivational Factors for Choosing Mathematics as a Major Subject at Higher Secondary Level.” The objectives of this study were to explore the motivational factors of students choosing mathematics as a major subject and to explore the strategies of students majoring mathematics at higher secondary level. It is case study and qualitative in nature. One mathematics teacher and twelve students (six boys and six girls’) were respondents of the study which were selected through purposive sampling. Interview and Classroom observation was used as data collection tools during teaching learning activities. The collected information was analyzed with the help of theoretical and conceptual framework. The finding of the study shows that, the majority of students believe that mathematics is an easy subject from their childhood and that they are all proficient at it, obtaining a decent profession in the future is conceivable. Despite this, it is also seen that, there are not enough math students; this is because society does not place a high importance on math education. The number of mathematics students will raise if we introduce the new trend of thinking among students that mathematics is not a tough subject, it is an interesting one.

Developing EFL Academic Writing at Higher Secondary Level with Frequency Word-list: Pakistani English Corpus Perspective

Developing EFL Academic Writing at Higher Secondary Level with Frequency Word-list: Pakistani English Corpus Perspective

Microcredit versus Child Schooling Nexus: Exploring Child Schooling Decisions in Rural Bangladesh

The study investigates if the microfinance loan burden influences the children’s education of the borrowers. By surveying the microfinance borrowers of Agarpur and Thakurmollik— distant rural areas under the Barisal district (Southern part of Bangladesh)— and by applying the OLS regression technique and logistic regression technique, the study identifies that the amount of microfinance loan installment does not have any significant direct effect on the dropout or enhancement of child education. Instead, the dropout tendency increases as kids move from primary to secondary or higher secondary level or as the number of kids increases in the family. However, as more kids are going to primary school, the school dropout tendency decreases. Thus, in remote rural areas, children’s school dropout appears as a matter of social behaviour rather than being an issue of microfinance loan burden.

Exploring English Teaching Materials and Methods at the HSC Level: An Empirical Study

This study focused on the teaching-learning materials and methods used by the teachers at the Higher Secondary Level in Bangladesh. This study tried to find out the types of methods and materials used by the teachers, how they used these, and how these catered to the diverse needs of the learners. This research followed a quali-quantitative method using questionnaire surveys and semi-structured interviews. A total of 530 students, 28 teachers, 10 teacher-interviewees, and 5 key informants participated in this study. The findings revealed that the materials and methods employed in teaching English at the Higher Secondary Certificate (HSC) level do not align with the curriculum objectives. Moreover, the teachers follow a medley of methods and materials that neither significantly match the latest teaching-learning approaches nor serve the purpose of making the students proficient in English. It was also found that most teachers have no training in language teaching methods, materials, and pedagogy. So, this study felt the necessity for arranging teacher training, redesigning materials, and creating interactive teaching-learning environments to ensure learners’ more comprehensive grasp of English language proficiency in real contexts.

Perspectives of teachers about environmental education at the Higher Secondary Level. Chapingo Autonomous University Case

Faced with environmental problems, Universities become more important to contribute to the mitigation of their effects, as well as promote actions to raise awareness of the repercussions generated in the natural environment. The objective of this study was to know the perceptions of the teachers of the Agricultural High School department about the importance of environmental education in academic activities. Through a qualitative, interpretive approach, a semi-structured questionnaire was applied to 32 teachers. The results reflect that the majority of participants show interest, as well as openness to incorporating them into educational processes, regardless of the discipline of knowledge they exercise, recognizing the importance of updating themselves on sustainability issues. In conclusion, the articulation of 7 thematic elements is proposed for the significant study of these perspectives to promote the importance of environmental education in the curriculum and teaching practices.

Knowledge Of Mobile Apps For Teaching Mathematics Among Mathematics Teachers At Higher Secondary Level

Knowledge Of Mobile Apps For Teaching Mathematics Among Mathematics Teachers At Higher Secondary Level

Higher Secondary School Teachers’ Attitude Towards the Implementation of Sex Education at Higher Secondary Level in Murshidabad District of West Bengal, India

In this study an attempt has been made to study the attitude of the higher secondary school teachers towards the implementation of sex education at higher secondary level in Murshidabad district of West Bengal, India. For this purpose, 380 higher secondary school teachers were randomly selected and attitude towards the implementation of sex education scale administered to them. To study the significance of difference between the various groups, ‘t’ test was applied by the researcher. The overall results indicate that the higher secondary school teachers (both urban and rural) possess highly favourable attitude towards the implementation of sex education. And there is no significance difference in the attitude of higher secondary school teacher towards the implementation of sex education in relation to their gender (i.e. male and female), locality (i.e. rural and urban) and stream (i.e., arts, science and commerce).

Challenges Regarding Implementation of Communicative Language Teaching At Higher Secondary Level In Pakistan: ELT Teachers’ Perspectives

This qualitative phenomenological study aims to explore English language teachers’ perceptions about uses of Communicative Language Teaching (CLT) and its implementation challenges at higher secondary level. The data was collected through semi-structured interviews from 5 ELT teachers from Sindh, Pakistan. Thematic analysis was used for data analysis. According to the findings, teachers perceived CLT as a student-centered interactive approach to develop speaking fluency and communicative competence. Teachers’ perceived CLT implementation challenges were lack of teachers’ professional training and difficulty in time management; students’ low English language proficiency and lack of motivation; exam-oriented education, over-crowded classes, inappropriate seating arrangement in classes, improper timetable, lack of materials and resources, classroom confined language practices; and lack of adequate tools to assess and evaluate students’ communicative competence. These findings can provide useful insights regarding CLT’s prospects to ELT teachers, academic administrators, and educational leaders, and also a way forward to effective CLT implementation at higher secondary level.

Analysis of English Students’ Listening Anxiety during Classroom Learning at Higher Secondary Level in Karachi

Anxiety plays a pivotal role in poor communication while language learning in general and listening Anxiety in specific is a major cause of poor listening comprehension. The study was designed with the purpose to assess the relation between listening anxiety and the performance of students in a listening comprehension classroom. The study used two investigation tools namely the listening comprehension test and the questionnaire based on various factors that could create or raise anxiety levels experienced by Science students at College Level. 100 Science College English students as subjects were selected for this study. The results show that there exist certain negative correlations both between English language Listening Anxiety and listening test scores. The factors that create anxiety the most are recognized as poor listening habits of students and lack of background knowledge. Based on findings, recommendations are also made.

A Longitudinal Study of Attitude Towards Learning Chemistry Lessons at the Higher Secondary Level

The purpose of this study is to track the changes in the student’s attitude towards learning chemistry lessons at the higher secondary level during their higher secondary learning years. ATCLS (Attitude towards learning chemistry lessons scale) was administered on 50 random samples of Sacred Heart higher secondary school, Iruppukurichy, cuddalore Dt, Tamilnadu. It was hypothesized that there is no significant difference in the attitude towards learning chemistry lessons among students during their higher secondary learning years. The data was collected before the start of the course, as they entered class 11, and again the same tool was administered on the same sample when they completed the course, as they completed learning chemistry in class 12. On computing the data, it is alarming to note that the student’s attitude towards learning chemistry is in decline as they move from one level to the other. This study also suggests Chemistry teachers focus on the affective dimension of chemistry education.

The Role of Artificial Intelligence in Shaping the Future of Education at Higher Secondary Level

This study examines the implications of Artificial Intelligence (AI) in enhancing educational methodologies at the higher secondary level, focusing on its impact on student engagement and learning outcomes, the experiences and challenges faced by educators in integrating AI tools, and the broader ethical and privacy considerations. Utilizing a qualitative methodology based on interviews with educators and students, the research aims to explore the nuanced perspectives on the role of AI in education, identifying both the potential benefits and drawbacks. Initial findings highlight the positive effects of AI on personalized learning experiences alongside significant challenges related to resource limitations and the need for comprehensive support for educators. Moreover, concerns about ethical implications and data privacy emerge as critical issues requiring careful management. The study concludes that while AI offers transformative potential for educational practices, ensuring effective integration, addressing ethical concerns, and preparing students for future technological challenges is essential for leveraging AI's full benefits in the educational sector.

Insights into mobile learning continuance intention among school students and teachers via a hermeneutic phenomenological study during COVID-19

PurposeThis study aims to describe the m-learning experience of school students and teachers during the COVID-19 pandemic and explores the factors influencing the continuance intention of m-learning.Design/methodology/approachSemistructured interviews of 24 students and 09 teachers of schools in national capital territory (NCT) Delhi, India were conducted over 03 months and transcribed verbatim. A hermeneutic phenomenological design was used to interpret the text and bring out the “lived experiences” of m-learning.FindingsThe following 15 themes or factors influencing continuance intention emerged through the hermeneutic circle: (1) actual usage, (2) attitude, (3) context, (4) extrinsic motivation, (5) facilitating conditions, (6) intrinsic motivation, (7) perceived compatibility, (8) perceived content quality, (9) perceived mobile app quality, (10) perceived teaching quality, (11) perceived usefulness, (12) satisfaction, (13) self-efficacy, (14) self-management of learning and (15) social influence.Research limitations/implicationsThe study offers insightful recommendations for school administrators, mobile device developers and app designers. In addition, suggestions for effectively using m-learning during disasters such as COVID-19 have been provided. Several future research directions, including a nuanced understanding of m-assessment and online discussions, are suggested to enhance the literature on m-learning continuance.Originality/valueThe study enriches the literature on m-learning continuance. A qualitative approach has been used to identify relevant factors influencing m-learning continuance intention among secondary and higher secondary level (Grades 9 to 12) school students and teachers in India. In addition, a conceptual framework of the relationships among the factors has been proposed. Further, an analysis of the lived experiences of m-learning during the COVID-19 pandemic indicated several issues and challenges in using m-learning during disasters.

Effect of Inquiry Based Learning on Academic Achievement of Students at Higher Secondary Level

Introduction: This study aims to investigate the impact of Inquiry-Based Learning (IBL) on the academic achievement of students in accounting at the higher secondary school level. The research objective was to assess the effectiveness of IBL compared to traditional teaching methods. Methodology: The study involved forming control and experimental groups based on pre-test scores. Over eight weeks, lesson plans were implemented using IBL for the experimental group, while the control group received instruction through traditional methods. Pre-tests served as post-tests and for retention. Ethical considerations were adhered to throughout the research process. Results/Findings: Analysis using t-test revealed that students taught with IBL demonstrated significantly higher academic achievement compared to those taught with traditional methods. This suggests that IBL is more effective in enhancing learning outcomes in accounting at the higher secondary school level. Future Direction: It is recommended that teachers incorporate IBL more frequently in accounting classrooms at the higher secondary level. Additionally, fostering high levels of interaction through questioning is encouraged to promote student involvement, learning enhancement, and motivation.

Code-Switching and Code-Mixing During Speaking among Tertiary Level Learners in Bangladesh

The paper aims to investigate the challenges teachers and learners have in developing learners’ English-speaking skills at the tertiary level in Bangladesh. The analysis of the study has been supervised by pursuing a mixed-method approach. The survey was conducted on thirty tertiary-level learners to obtain quantitative data and four in-person interviews were carried out with the four tertiary-level educators to accumulate qualitative data. The findings of the study revealed that learners with a lack of confidence, practice, anxiety, fear of criticism, motivation, supportive environment, insufficiency of language lab, and negative judgment are some of the significant challenges learners and teachers are forced to contend with in developing their speaking competency. Additionally, the exercise of only reading and writing skills-oriented exams at the secondary and higher secondary levels provides less attention to speaking skills and is also an indispensable challenge in developing learners’ speaking skills. To evolve learners’ speaking skills, instructors should impart appropriate suggestions and a supportive environment for learners to exercise speaking skills to the fullest extent.

Impact of Teachers' Motivation on Quality Education at Secondary and Higher Secondary Level

Impact of Teachers' Motivation on Quality Education at Secondary and Higher Secondary Level

The Best Method of Teaching at the Higher Secondary Level in Kargil (LADAKH)

The Best Method of Teaching at the Higher Secondary Level in Kargil (LADAKH)