Junior High Students Research Articles

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China.

Blended learning in DESEC only started after the introduction of the internet in recent 5 years. However, there is still no research paying attention to this region, because the area is remote and research subjects are not easily accessible. This article has potential application value in helping the government and educational institutions to make decisions on blended learning strategies supporting poverty alleviation through education in poor and remote areas and ethnic region. The study will be the first to examine satisfaction and continuance intention of blended learning in the DESEC. To identify junior high students' perception of satisfaction and continuance intention for blended learning in DESEC. To identify the strongest factors affecting junior high students' satisfaction and continuance intention of blended learning in DESEC. A subsample of 635 junior high students participated online survey with consent of their parents verbally in computer room in schools under teacher's instruction. Data was coded and analyzed to generate descriptive statistics and inferential statistics. Structural equation model was used to evaluate the model of satisfaction and continuance intention of blended learning. The level for evaluating students' agreement on each of item were interpreted "agree" (3.76-3.89). The model explained variances (R2) of Continuance Intention, Satisfaction and Perceived usefulness were 0.665,0.766,0.718 respectively. Information quality, self-efficacy and confirmation directly and indirectly contribute to junior high students' satisfaction with blended learning, which further confirmed their continuance intention of blended learning. Information quality was the strongest factor affecting the junior high students' continuance intention of using blended learning, while confirmation was the strongest factor affecting the junior high students' satisfaction of using blended learning in DESEC. Junior high students do not have a strong and distinct perception on satisfaction and continuance intention for blended learning in DESEC.

Improving Reading Comprehension on Descriptive Text Through STAD for the First Year Students

The purposes of this research tries to know :1) How is the process of teaching Descriptive Text through STAD method for the first year junior high students, 2) How can STAD improve reading comprehension on Descriptive Text for the first year junior high students. The results of the research show that STAD is an effective method to teach reading. This method made the students was more active in following teaching and learning process with could understand the material. After the researchers applied SQ5R technique and gave the post test, it is found that mean score increased from 67.18% to 75 %. It can be concluded that the hypothesis is accepted, or on the other words STAD technique can improve reading comprehension the students’ English achievement on Descriptive text.

MAPEH Classes in Public High Schools during the Pandemic; the Student’s Perspectives

The study's main focus was the viewpoint of students taking MAPEH programs at a state-owned basic education facility. To analyze the data, the study employed Collaizi's method of hermeneutic phenomenology. Additionally, the study was carried out in Cebu Province. The study's participants are ten (10) Junior High students taking MAPEH lessons. To verify the participant's answers during the interview, the researcher used triangulation of data. Four themes emerged from the study: (1) The difficulties of online learning, (2) the unfavorable learning environment, (3) communication issues with the teacher, and (4) the importance of becoming independent learners. Moreover, the study revealed the various difficulties students taking Mapeh faced, such as the lack of technology, the slow internet connection, the unfavorable learning environment, and the difficulty in communicating with their teachers about their lessons. Nevertheless, students used a variety of strategies to get past these difficulties and developed into Independent Learners who learned independently without seeking any assistance from others. They can educate themselves via books, apps, and educational websites.

A Method Detecting Student’s Flow Construct during School Tests through Electroencephalograms (EEGs): Factors of Cognitive Load, Self-Efficacy, Difficulty, and Performance

This study gathers and examines information about the flow state’s emergence during tests and its factors using an electroencephalogram (EEG) to establish a method and reveal an individual student’s flow construct. Through a single-case experimental design and 766 test items, multiple measurements were performed on a 14-year-old junior high school science-gifted student. During the test, self-efficacy, item difficulty, cognitive load, and test performance (long-term test performance [LT-tp] and short-term test performance [ST-tp]) were examined to establish the construct of EEG-detected, real-time flow states (EEG-Fs). Based on the chi-square test of independence results, the EEG-F had a significant correlation with the student’s cognitive load, self-efficacy, LT-tp, and item difficulty. Furthermore, a J48 decision tree analysis and logistic regression revealed four inhibiting and two inducing conditions affecting the emergence of EEG-Fs. The two inducing conditions included (1) high self-efficacy with a low cognitive load (odds ratio (OR) = 3.7) and (2) high cognitive load when combined with high self-efficacy and LT-tp for low-difficulty items (OR = 3.5). The established method and findings may help teaching designers or automated teaching applications detect the individual student’s flow construct to select appropriate test tasks accordingly, resulting in an optimal experience and better achievements.

Validation of Soccer Shooting Skills Test in Junior High School Students

The purpose of the study was to develop a test instrument of shooting skill that is valid and reliable on junior high school soccer students (13-15 years) as many as 33 subjects. The approach of this type of research is the development, the sampling using purposive sampling method that has the criteria of Junior High School students aged 13-15 years (male) who are hobbyists and proficient in soccer. The results of the test validity test showed that the level of validity of the instrument shooting skills test on right and left foot 0.89 with perfect category, and has a reliability value of R = 0.78 (medium), left r = 0.83 (high). The conclusion of this study is that the instrument tests of shooting skill with the closest distance to the goal of 15m using the right and left limbs have a level of validity that meets the standards. Thus the instrument tests of shooting skill can be used to measure and assess the technical skills of playing kicking the ball into the football goal at the junior high school level (13-15 years).

Is There Any Effect of Reading Habits on Writing Skills for Junior High Students

This study aims to show the influence between reading habits and writing skills among students. This research uses quantitative methods. The population used in this study were seventh grade students of SMP At Tibyan Gempol. The sample used in this study amounted to 70 students. The technique used in data collection is a questionnaire used to measure reading habits and a writing test is used to determine how much students are in writing skills. The results of calculations with SPSS for Windows show that the coefficient of the influence of the variables on reading habits and writing skills is 0.627 and the rtable value at significance = 0.05 with df = 68 is 0.235. So, it can be concluded that the value (0.625) > rtable (0.235). This means that Ha is accepted and Ho is rejected. This means that there is a positive influence between the variable X (Reading Habits) and the variable Y (Writing Skills) in seventh grade students.

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis.

Under the COVID-19 prevention and control policy, online learning has been widely used. The current study aimed to identify latent profiles of self-regulated learning in the context of online mathematics learning during the recurrent outbreak of COVID-19, and examine the mechanisms underlying the relationship between self-regulated learning and online mathematics learning engagement among Chinese junior high school students using variable-and person-centered approaches. A sample of 428 Chinese junior high school students (47.66% female) completed questionnaires on self-regulated learning, perceived academic control, and learning engagement. Mplus7.0 was used to analyze the latent classes of self-regulated learning. A mediation model was conducted using the software SPSS PROCESS macro. Three profiles of self-regulated learning were identified and named as low self-regulated learning (16.12%), medium self-regulated learning (43.23%), and high self-regulated learning (40.65%). In the mediating analysis, results of the variable-centered approach showed that perceived academic control mediated the effects of self-regulated learning on learning engagement. For the person-centered approach, we selected the low self-regulated learning type as the reference profile, and the analysis revealed that compared with the reference profile, perceived academic control partially mediated the link between the medium self-regulated learning profile and learning engagement; perceived academic control partially mediated the relationship between the high self-regulated learning profile and learning engagement. This study showed the heterogeneity in the online mathematics self-regulated learning patterns of Chinese junior high school students during the COVID-19 pandemic, revealing the internal mechanisms of Chinese junior high school students' online mathematics learning engagement using variable-and person-centered approaches. Furthermore, the findings of the study have important implications for promoting online mathematics learning engagement among junior high students during the pandemic.

Social environment exposure to electronic cigarettes and its association with e-cigarette use among adolescents in Shanghai, China.

This study investigated adolescents' social-environmental exposure to e-cigarettes in association with e-cigarette use in Shanghai, China. We also explored these differences by gender and school type. Sixteen thousand one hundred twenty-three students were included by a stratified random cluster sampling, and the number was weighted according to selection probability. Association between social environment exposure and e-cigarette use was examined by multivariate logistic regressions. There were 35.07, 63.49, 75.19, 9.44, and 18.99% students exposed to secondhand e-cigarette aerosol (SHA), e-cigarette sales, e-cigarette information, parents' and friends' e-cigarette use. Students exposed to SHA (aOR = 1.73, 95% CI 1.40-2.14), e-cigarette sales from ≥2 sources (aOR = 1.55, 95% CI 1.18-2.03), e-cigarette information exposure from ≥2 sources (aOR = 1.39, 95% CI 1.05-1.83), and having a social e-smoking environment (friends' e-cigarette use: aOR = 2.56, 95% CI 2.07-3.16; parents' e-cigarette use: aOR = 1.54, 95% CI 1.17-2.02) were significantly associated with their intention to use e-cigarettes. More girls were exposed to e-cigarette sales in the malls, e-cigarette information at points of sale and on social media (P < 0.01), and exposure to sales from ≥2 sources were associated with girls' intention to use e-cigarettes (aOR = 1.84, 95% CI 1.22-2.78). However, boys were more likely to be exposed to friends' e-cigarette use (P < 0.001), and having friends using e-cigarettes was associated with greater intention to use them in boys (aOR = 2.64, 95% CI 1.97-3.55). Less vocational high school students were exposed to parents' e-cigarette use (P < 0.001), but they were more likely to use e-cigarettes in the future after being exposed (aOR = 2.27, 95% CI 1.50-3.43). A similar phenomenon was observed between junior high students and their exposure to SHA. This study reported adolescents' high exposure rates to the social environment of e-cigarettes. Exposure to SHA, e-cigarette sales from ≥2 sources, e-cigarette information from ≥2 sources and having a social e-smoking environment were related to adolescents' intention to use e-cigarettes. Differences in gender and school type were observed. More attention should be paid to girls, and different interventions should be designed for different types of school students. Additionally, comprehensive tobacco control policies are needed.

Digital online Learning by Using Digital Storytelling for Pre-Service Teacher Students

The purpose of this research discusses 1) to design a Digital storytelling in online learning, 2) to study the implementation of teaching English by using digital storytelling, and 3) to find out the practicality of digital storytelling for pre-service teacher students. This research is using design based research development model developed by Alessi and Trollip (2001) which consists of three stages, first stage is Planning, second stage is Design, and third is Development which focuses on designing digital storytelling to find more about the impact of digital storytelling as an online learning media process for English teaching material. The sample was 180 junior high students to get the need analysis data, 8 pre-service teacher students implemented the digital storytelling in the online classroom and two evaluators to access the appropriateness of digital storytelling to be used by pre-service teachers. As it is found in this research that designing digital storytelling showed practically on how a digital storytelling was designed, developed and applied in English class. The implementation of digital storytelling was successfully done by the pre-service students and the appropriateness was high which can be used in online teaching process.

The Effect of Think-pair-share Learning on Junior High School Students’ Achievement in Algebraic Expressions: Pre-test-Post-test Non-equivalent Control Group Design

This study explores the effect of think-pair-share learning on junior high school students’ achievement in algebraic expressions. The study used the pre-test-post-test non-equivalent control group design. The participants were selected from two intact classes (already-formed groups) and received either an intervention (the treatment group) or not an intervention (the control group). The control group received the conventional learning method often used in the classroom. The participants consisted of hundred (100) third year junior high school students of equal mathematics ability (control group = 54 students; experimental group = 46 students) from a junior high school in the central region of Ghana. For the pre-test and post-test scores, the Shapiro-Wilk had a p-value greater than .05 (p &gt; .05) for each statistic, indicating that both the pre-test and post-test scores were normally distributed, before and after the intervention. The results of the independent samples t-test before the intervention, indicated a non-statistically significant difference between the experimental and control pre-test scores (t = -.48, p &gt; .05, C. I = [-1.78, 1.08]). A one-way ANOVA after the intervention, indicated that the effect of the method of instruction was significant for student scores, F (1, 98) = 353.98, p &lt;.05. Also, the paired-sample t-test for the pre-test and post-test scores indicated the students’ post-test scores were statistically higher than their pre-test scores (t (98) = -8.44, p &lt; .05), Further, the results of the independent samples t-test for the post-test also indicated statistically significant differences between the experimental and control post-test scores (t = -22.68, p &lt;.05, C. I = [-24.29, -20.40]). The implications of this study are that, through think-pair-share learning, students gain leadership and decision-making skills, enhance their communication skills, develop confidence in their problem-solving abilities, nurture positive attitudes toward their colleagues and take personal responsibility. The study concludes that the think-pair-share learning has a positive effect on junior high students’ achievement in algebraic expressions.

Ortaokul öğrencilerinin mekânsal akıl yürütme becerisi düzeyleri

The present study aims to investigate the spatial reasoning levels of junior high school students and the impact of various variables on spatial reasoning. The study was designed with survey methodology. The study participants included 486 junior high students in Aydın province, Turkey, during the 2021-2022 academic year. The study data were collected with the "Spatial Reasoning Test. While analyzing the data, percentage, frequency, independent groups-test, one-way analysis of variance, effect size and correlation tests were used. Data analysis revealed that the spatial reasoning levels of the junior high school students were moderate. Furthermore, it was observed that there was no difference between the spatial reasoning scores of the students based on the gender variable, while there were differences based on age, grade, maternal education level, paternal education level, mother's occupation, and father's occupation variables. It was also observed that there was a moderate, positive and significant correlation between the spatial reasoning test components.

Implementation of a Transdiagnostic Universal Prevention Program on Anxiety in Junior High School Students After School Closure During the COVID-19 Pandemic.

School closures due to the coronavirus disease 2019 (COVID-19) pandemic have worsened mental health problems for children and adolescents worldwide. We aimed to examine the follow-up effectiveness of a transdiagnostic universal prevention program for anxiety of junior high school students after a nationwide school closure during the COVID-19 outbreak in Japan. A total of 117 junior high school students were included in the analysis. We used the Unified Universal Prevention Program for Diverse Disorders (Up2-D2) program; the Up2-D2 comprises cognitive-behavioral and positive psychological interventions provided over twelve 45-minute sessions. The program was originally implemented between June and July 2020, immediately after pandemic-related school closures had ended in Japan. The program assessments were based on students’ responses to a questionnaire incorporating five scales to measure indicators such as internalizing and externalizing problems. Assessments were carried out before, immediately after, two-month, and six-month after implementing the program. Mixed models for the whole sample showed small anxiety improvement effects immediately post-intervention and two-month, and six-month assessments (g = -0.25, g = -0.44, and g = -0.30, respectively). The anxiety reducing effects were even greater for the higher-anxiety group at the post-, 2-month, and 6-month assessments (g = -1.48; g = -1.59; g = -1.06, respectively). Although there was no control group, these results indicate that the transdiagnostic universal prevention intervention reduce only anxiety, but not other outcomes (depression, anger, and self-efficacy) in junior high students returning to school following school closures related to the COVID-19 pandemic in Japan.

Mapping network connection among symptoms of anxiety, depression, and sleep disturbance in Chinese high school students.

Due to tremendous academic pressure, Chinese high school students suffer from severe depression, anxiety, and sleep disturbances. Moreover, senior high school students commonly face more serious mental health problems than junior high school students. However, the co-occurrence and internal relationships of depression, anxiety, and sleep disturbances clusters are scarcely examined among high students. Therefore, the current study inspected relationships between depression, anxiety, and sleep disturbance symptoms through network analysis and identified key symptoms bolstering the correlation and intensifying the syndromes. A total of 13,999 junior high school students (M age = 13.42 years, SD age = 1.35, 50% females) and 12,550 senior high school students (M age = 16.93 years, SD age = 1.67, 47% females) were recruited in Harbin. We constructed networks for all students, junior high group, and senior high group, including data from the Youth Self-rating Insomnia Scale-3 (YSIS-3), the Generalized Anxiety Disorder-2 (GAD-2), and the Patient Health Questionnaire-2 (PHQ-2). The indices of "strength" was used to identify symptoms' centrality, and "bridge strength" was used to find specific nodes that could bridge anxiety, depression, and sleep disturbance. The networks of all students, junior high and senior high students, were stable and accurate. Among all networks, "Nervousness" (GAD1) had the highest strength, and "Nervousness"-"Excessive worry" (GAD1-GAD2) had the strongest correlation. "Nervousness" (GAD1) also functioned as the bridge symptom among junior high students, while "Sad mood" (PHQ2) among senior high students. Senior high students scored higher than junior high students on all items and had a tighter network structure. In networks consisting of anxiety, depression, and sleep disturbance, anxiety plays a conspicuous role in comorbidity among junior high school students, which transforms into depression among senior high school students. Treatments or interventions should be focused on these critical symptoms.

The Effect of Service Quality and Education Cost on Parent Loyalty Through Parent Satisfaction at Pelita Kasih Christian School Lawang

A private educational institution needs to strive for its parental loyalty so it will be the main choice of people who need educational services for their children. Service quality and education costs are thought to be the important factors that shape parental satisfaction and loyalty, so this study aims to examine and analyze whether service quality and education costs affect parental satisfaction and loyalty. A total of 68 parents of elementary students in grades III to VI and junior high students in grades VII to IX from a population of 209 parents of Pelita Kasih Lawang Christian School became respondents using the purposive sampling technique. The research data were then analyzed using Partial Least Square (PLS) technique with SmartPLS 3.3.9 software. The results of the analysis show that service quality has a positive and significant effect on parental satisfaction, but has no effect on parental loyalty, while the cost of education has a positive and significant effect on parental satisfaction, but has no effect on parental loyalty. And, parental satisfaction fully mediates both the quality of service and the cost of education on parental loyalty.

Initial perception of junior high students on ethnomathematics-based online learning during the COVID-19 pandemic

&lt;span lang="EN-US"&gt;This research aimed to determine the students' initial perception in Islamic-based junior high school and Madrasah Tsanawiyah (MTs) in Yogyakarta toward ethnomathematics-based online learning during the COVID-19 pandemic in 2020. The descriptive quantitative method was employed through a questionnaire for data collection followed by descriptive statistical analysis. The research population were 600 junior high students and MTs in Yogyakarta. The instrument was validated by expert judgment and proved reliable as research means with Cronbach’s Alpha coefficient of 0.873. Results indicated students' perception in several categories: strongly positive by 7% or 42 students, positive by 23% or 138 students, moderate by 40.67% or 244 students, negative by 24% or 144 students, and strongly negative by 5.33% or 32 students. The general conclusion was that junior high and MTs students in Yogyakarta had moderate initial perception toward ethnomathematics-based online learning during the COVID-19 pandemic.&lt;/span&gt;

PERAN DIGITALISASI PENDIDIKAN TERHADAP PROSES PEMBELAJARAN SISWA DI MASA PANDEMI COVID-19

Education is the third pillar after health and economics, so traditional education must be able to answer the latest challenges by changing learning models, both elementary, junior high, high school, and university students. So far, education is still using traditional face-to-face methods, and distance learning (PJJ) is being implemented. Distance learning (PJJ) is applied based on the current situation and conditions, in accordance with the recommendation of the Government of the Republic of Indonesia that carrying out activities of working from home, learning from home, and worship from home. These things underlie the change in the learning process from traditional methods to modern methods or what is called the Digitalization of Education. The purpose of digitizing education is to make it easier for students to learning from home and teachers to teach from home and the knowledge gained remains effective, so that it is also in accordance with the recommendation of the Government of the Republic of Indonesia.

The Concept of Linear Inequalities in One Variable (A Study in Afadzato South District, Ghana)

The study examined junior high students' awareness of linear disparities in Ghana's Afadzato South District. The study examined male and female students' linear inequalities in learning outcomes in the 'Have' Circuit of Afadzato South District. The study challenge sparked three questions. Using a questionnaire, interview guide, and the Algebra Diagnostic Test, researchers collected quantitative and qualitative data. Data analysis employed descriptive statistics and t-tests. According to the report, 125 (40.3%) students passed the algebra diagnostic test after studying linear inequalities. 146 (47.1%) said linear inequalities helped them understand word problems. p 0.05, mean deviation = 1.516; standard error difference = 1.606. The test enhanced boys' and girls' performance. According to the report, stakeholders should support and motivate students to improve their math study habits. Every arithmetic topic is tied to a higher notion, so kids tend to view math as easy. Headmasters, headmistresses, District and Municipal Chief Executives of Education, and the Ministry of Education should provide teaching and learning materials to stimulate students' interest in math. Math clinics, workshops, and in-service training should be offered often for elementary math teachers to improve their skills. Effective monitoring and encouragement of elementary mathematics teachers can assist pupils to develop an interest in linear inequalities, allowing them to pursue higher studies. Keywords : Concept Linear Inequalities, One Variable, mathematics, students DOI: 10.7176/MTM/12-2-02 Publication date: September 30 th 2022

Comparison of Performance and Movement Kinematics of Virtual Reality Practice with Real-World Practice in the Dart-Throwing Skill

Background: Researchers are pursuing the enhancement of sensorimotor skills through the application of virtual reality (VR) in the sports environment. Objectives: This study aimed to compare the performance and kinematics of VR with real-world dart-throwing. Methods: Twenty-four healthy junior high school boy students participated (aged = 13.66, SD = 0.48) in this semi-experimental study in the year of 2017. We examined mean radial and bivariate variable errors as the performance variables. The maximum flexion angle, release time angle, and angular velocity was examined as the kinematic variables. Standard dartboard, the Xbox360, the Kinect, and a high-speed camera (sampling at 240 Hz) were used to measure the performance and kinematics characteristics of upper limb motion. We used Kinovea 0.8.26 and MATLAB R2015b to analyze videos and data smoothing. One-way MANOVA was used to analyze variables. Results: The results revealed (P = 0.392) no significant differences in MRE between VR and real-world (RW) training in pre-test, acquisition, and retention outcomes, F (3, 20) = 1.05. The results indicated (P = 0.024) significant differences in BVE between VR and RW training in the pre-test, F (5.83). In addition, kinematic dependent variables (P = 0.692) had no significant difference between groups, F (9, 14) = 0.711. Conclusions: These findings achieved the same results in performance and kinematics of dart-throwing by VR intervention in the RW context. Basic similarities between VR and RW movement patterns in the same task bring motor skills improvement and transfer of learning.

Go/no-go task performance of Japanese children: Differences by sex, grade, and lifestyle habits.

BackgroundJapanese children face critical psychological challenges that urgently need to be addressed.ObjectiveThis study aimed to clarify performance differences in go/no-go tasks among Japanese elementary and junior high students by sex and grade and comprehensively investigate the relationship between children's lifestyle habits and performance.MethodsIn total, 4,482 (2,289 males, 2,193 females) 1st grade elementary to 3rd grade junior high students (6–15 years old) participated. We conducted a survey and the go/no-go experiments in the participating schools on weekday mornings from November 2017 to February 2020. We collected data on the number of errors in the go/no-go tasks in response to visual stimuli (commission errors in the no-go tasks; omission errors in the go tasks); and on lifestyle habits (i.e., sleep, screen time, and physical activity) using questionnaires.ResultsFor the commission errors, the results demonstrated differences by sex and grade; for the omission errors, differences were only observed by grade. Additionally, we analysed the relationship between both types of errors and sex, grade, sleep conditions, screen time, and physical activity using binomial logistic regression analysis. Commission errors were significantly related to sex and grade whereas omission errors were related to grade, bedtime, screen time, and physical activity.ConclusionsOur results highlighted that children's cognitive functions are related to their lifestyle habits (i.e., sleep conditions, screen time, and physical activity) in addition to sex and grade.

Evaluation of the effectiveness of habit reversal techniques on reducing nail biting disorder and state/trait anxiety of male high school Students in khorramabad

Introduction: Nail biting is an inappropriate habit and its exact cause is debatable. Researchers believe that nail biting disorder is often associated with psychiatric disorders, including anxiety. State/trait anxiety can be considered an unstable emotional state reflecting the individual's interpretation of a stressful situation in a particular time frame and varies depending on the degree to which the situation is perceived threatening. This study aims to determine the evaluation of the effectiveness of habit reversal techniques on reducing nail biting disorder and state/trait anxiety in students.&#x0D; Methods: The present semi-experimental study with pretest, post-test, and follow-up was conducted on six junior high school male students in the age range of 13-15 years, who asked for help by referring to the school counseling and were selected by convenience sampling method. They received a program of habit reversal techniques individually in 6 sessions for 1 month. Clinical interviewing, frequency recording of nail biting per day, and state/trait anxiety test were used to measure the variables.&#x0D; Results: Data analysis showed that habit reversal techniques reduce nail biting and students' state/trait anxiety. Follow-up one month after the end of treatment indicated the persistence of these results.&#x0D; Conclusion: The habit reversal training is effective on treating nail biting, reducing anxiety, and promoting the person life quality and symptoms from nail biting. Due the low sample size, it is suggested that while repeating the study in a larger sample, its effectiveness on the treatment of other habitual disorders be studied.