Junior School Research Articles

Gender-specific factors of suicidal ideation among high school students in Yunnan province, China: A machine learning approach.

Suicidal ideation (SI) assumes a pivotal role in predicting suicidal behaviors. The incidence of SI among high (junior and senior) school students is significantly higher than that of other age groups. The aim of this study is to explore the gender differences in SI among high school students in Yunnan Province. A total of 6180 students in grades 7-12 in Yunnan province, China from May 2021 to May 2022 participated in this survey. Univariate analysis was employed to describe the influencing factors of male and female students' SI. Subsequently, data were stratified by gender. Adopting machine learning technique, including Least Absolute Shrinkage and Selection Operator (Lasso) and Boruta algorithm, and logistic regression model to estimate the direction and effect magnitude of the influencing factors. The prevalence of SI was significantly higher for females (31.34%) than males (16.73%). The logistic regression model was established using the variables screened by Boruta algorithm, indicated that anxiety, depression, suffering emotion abuse or emotion neglect in childhood, non-suicidal self-injury, evening chronotype are common risk factors for SI in male and female students. Notably, female students who exhibited aggressive behavior, have experienced bullying, and were in the junior high school learning stage were more likely to report SI than their male counterparts. Females showed more vulnerability to SI than males especially among females in junior high school, reporting aggressive behavior and bullying experiences. Tailored prevention strategies, informed by these gender-related distinctions, should be developed and implemented.

An investigation of coach autonomy support, life skills acquisition, and the five Cs among junior and senior secondary school athletes in Botswana

ABSTRACT Guided by models of positive youth development (PYD), this study examined the associations among perceived coach autonomy support, life skills acquisition, and the Five Cs of PYD. Cross-sectional data were collected from a purposive sample of 300 youth athletes (M age = 17.16, SD = 1.28, male = 53.5%) recruited from public junior and secondary schools in Botswana. Participants completed measures of coach autonomy support, life skills acquisition, and the Five Cs. Results from regression analyses indicated that perceived coach autonomy support was significantly associated with the perceived acquisition of eight life skills through sport (e.g., teamwork, goal setting), as well as character (B = .10, p = .001), connection (B = .15, p < .001), and caring/compassion (B = .10, p = .006) dimensions of PYD. Of the eight sport-specific life skills examined, perceived acquisition of teamwork was significantly related to athletes’ perceptions of competence (B = 0.21, p = .023), confidence (B = 0.14, p = .009), and connection (B = 0.16, p = .012), while perceived acquisition of social skills was significantly related to athletes’ perception of character (B = 0.11, p = .022). These findings highlight perceived coach autonomy support as important to life skills acquisition and positive developmental outcomes among Botswana youth athletes. Importantly, in this African context, sport appears to be a compelling pathway through which youth can attain valuable competencies, such as teamwork and social skills, that promote positive personal (i.e., competence, confidence, character) and social outcomes (i.e., connection) external to sport.

PROCESS APPROACH MODEL OF TEACHING GRADE 8 JUNIOR SCHOOL LEARNERS ENGLISH LANGUAGE WRITING SKILLS

The purpose of this study was to find out the effect of the process approach model of teaching English language writing skills on Grade 8 junior school student performance. The objectives were to determine the students’ performance in the writing test before and after instruction using the process approach model and to analyze the effect of the process approach model on grade 8 students’ performance in the English language writing test in Eldoret town of Kenya. The study sample comprised 232 students and 4 teachers of English language from 2 public junior schools. The 2 schools were randomly assigned treatment and control conditions as intact groups. A written task and lesson observation of 4 teachers of English were used to collect data, which was analyzed using descriptive and inferential statistics that included a t-test and one-way analysis of variance (ANOVA). Data analysis revealed that the process approach to writing skills had a significant effect on students’ performance in the writing test (t = .000, p&amp;lt; 0.05). The experimental groups had a substantial increase in post-test measures as shown by the (F (3.228) = 43.262, p &amp;lt; 0.05) compared to the control groups that had none. The findings revealed that students significantly performed better using the process approach model of teaching English language writing skills. Based on the findings, it was recommended that teachers of English language should adopt the process approach to writing instruction in their classrooms to drive students towards peak writing performance.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0990/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Transactional distance and connectivism learning theories during crisis times

ABSTRACT The abrupt transition from face-to-face classes to online learning in March 2020 occurred due to the COVID-19 pandemic. The physical distance between students and teachers led to changes in interactions. This case study explored the implications of online learning during times of crisis by examining teachers’ and students’ experiences of the online platform. The study utilised a qualitative approach, with three junior and high schools participating. Thirteen teachers were interviewed, and 27 students participated in three focus groups, one from each school. Three main themes were identified: Curriculum structure and student autonomy, Dialogue between teachers and students, and Social distance. Findings indicate a gap between pedagogy and technology, expressed through a non-flexible structure, low dialogue, and a high Transactional Distance. Autonomy is a core variable of Transactional Distance Theory and Connectivism Theory, relying on the learner rather than the teacher to determine goals and learning experiences. However, teachers reported using autonomy to vary their teaching approaches. At the same time, students felt uncertain about how to cope with the autonomy given to them and even perceived neglect from their teachers. The findings emphasize the importance of teacher-student interaction, flexible structure, and autonomy that aligns with learners’ abilities.

Increasing scientific literacy abilities through SSI integrated PjBL-STEAM learning model on energy and simple machine topics

Abstract Scientific literacy competencies are imperative in contemporary education. Nonetheless, students’ proficiency in scientific literacy remains subpar. The adoption of SSI integrated PjBL-STEAM is still infrequent in endeavors to enhance scientific literacy abilities. Therefore, this study seeks to assess the efficacy of employing SSI integrated PjBL-STEAM in bolstering students’ scientific literacy skills, specifically focusing on the topics of energy and simple machines. The research methodology employed is quasi-experimental, utilizing a match-only pretest-posttest control group design, conducted among eighth-grade students at Laboratory UM Junior School, Indonesia. The assessment tool utilized is a scientific literacy proficiency test, demonstrating a Cronbach’s Alpha coefficient of 0.807. Data analysis involved t-tests, Mann Whitney tests, and N-gain calculations. The findings indicate that the implementation of SSI integrated PjBL-STEAM positively influences students’ scientific literacy skills. And the recommendation is the future research may implement the integrated PjBL-STEAM SSI model in different subjects that have complex characteristics, require strong conceptual understanding, and are related to daily life.

Effect Of Audio-Visual Intervention and Cooperative Learning on Keyboard Mastery in Computer Studies Among Junior School Students in Ede, Osun State

This study examined the effect of audio-visual intervention and cooperative learning on keyboard mastery in computer studies among junior school students in Ede, Osun State. Three, hypotheses guided the study, and a 3×3 factorial quasi-experimental design was adopted which involved pre-test, post-test, non-randomized control and non-equivalent intact groups. The population for the study was all the students in Government Junior Secondary School Two in Ede South Local Government Area, Osun State, Nigeria, which at the time of this study was 965. The sample for the study was 261 from three intact classes; two experimental classes and one control class. Research Instruments consisted of: (i) computer keyboard mastery (CKM), (ii) Video Tutorials, (iii) Interactive Keyboard Simulator (iv) Typing Games and (v) a lesson plan structure provided to facilitate the teaching of computer keyboard mastery. The Computer Keyboard Mastery (CKM) was validated and pilot tested for reliability using Kuder Richardson 20 (KR-20) formula with a result of 0.75 value. Using ANCOVA to test the hypotheses generated for the study, the results revealed that there is a significant main effect of audio-visual intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,177) =1137.406, p&lt;0.05, η2=0.865). A significant main effect of cooperative learning exists on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,180) =1124.769, p&lt;0.05, η2=0.862). There is a significant interactive effect of audio-visual and cooperative learning intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,128) =0.057, p&lt;0.05, η2=0.830). It was recommended that: (i) audio-visual intervention and (ii) cooperative learning should be adopted independently and (iii) in combination of both audio-visual intervention and cooperative learning should be adopted in teaching and learning of computer keyboard mastery at the Junior Secondary Schools for effectiveness.

The Impact of Learning Behavior and Student Engagement on Learning Outcomes in Geography Subjects at Junior School Level

Geography is a science that deals with all activities and symptoms found on earth. At the junior high school level, geography is integrated into integrated social studies subjects. Geography is also an important social science to be implemented in lower secondary schools, but in its application there are also factors for its success, including learning behavior and student involvement. The objectives of this research are1) Analyzing the effect of learning behavior on student geography learning results, 2) Analyzing the effect of student engagement on geography learning results, and 3) Analyzing the effect of learning behavior and student engagement on geography learning outcomes. This research used quantitative method. The population in this study were students from grade 7 to grade 9 at SMP Negeri 2 Kemalang totaling 584 students. The sample in this study consisted of 237 students. SThe sampling was conducted using the stratified random sampling technique. Data were obtained using observation, documentation, and questiinnaires. The data analysis techniques used in this study include descriptive statistic, simple correlation tests, and multiple correlation analysis. The result shiwed that 1) students have a level of learning behavior in the high category, 2) student learning engagement in geography subjects categorized into high category, and 3) There is no significant influence of learning behavior and student engagement on geography learning success. It can be observed that the r value is smaller than the r tabke value 0.059 0.134) and the significance value is above 0,05 (0.416 0.05).

The Revolution of Artificial Intelligence in Nursing Education and Practice

As a grade 11 student studying in Modern School, Barakhambha Road, New Delhi, I have been fortunate enough to witness the effects of government policies aimed at integrating children from economically weaker sections (EWS) into mainstream education. While the inclusion of EWS children in schools like ours has been a significant stride towards social equity, there are still several challenges to overcome. Our batch (2011) was the first batch where the EWS quota was implemented by the government. All throughout junior school, I kept hearing from my family that it was the noblest idea to integrate children who come from slightly disadvantaged backgrounds into the mainstream, and how it was only through education and equal opportunities that the children of this country would grow to become fine human beings who could lead the world of the future. I was always taught to treat them with kindness and compassion, but also, at the same time, in an effort to be inclusive, was taught to be careful about not hurting them by making them feel different or pointing out the differences between our upbringings. The presence of EWS children in our school is a testament to the success of policies such as the Right to Education (RTE) Act, which mandates private schools to reserve a percentage of their seats for underprivileged children. This initiative has provided EWS children with access to quality education, creating opportunities for their future. However, the social aspect of integration is an area that still requires attention. One of the most glaring challenges is the lack of interaction between children belonging to higher socio-economic strata and those belonging to the EWS. I have myself been a witness to unequal treatment, even though it was largely inadvertent. This is because schools ask children to engage in activities that may not necessarily be within the means of an EWS household. Activities such as domestic field trips and international exchange programmes challenge even affluent households at times. It is not uncommon to see students from different socio-economic backgrounds form separate social circles. This social divide can have a profound impact on the EWS children, making them feel isolated and unwelcome. Such feelings can further affect their academic performance and emotional well-being. As a student, I believe it is crucial to explore ways to foster better relationships between students from diverse backgrounds.

Teacher support promotes the classroom engagement of mathematically poor students: a moderated mediation model

Mathematically poor students exhibit poor academic performance, as well as increased mental illnesses and behavioural issues; however, the learning dilemma faced by mathematically poor students and the factors affecting their classroom engagements remain unclear. To address this issue, the Perceived Maths Teacher Support Scale, Classroom Engagement Questionnaire, Maths Anxiety Scale and Academic Self-Efficacy Scale were administered to 486 junior school students in Henan Province, China. After determining the differences between the mathematically poor students and a matched control group, a moderated mediation model was constructed to examine the internal influence mechanisms of the mathematically poor students’ classroom engagement. The results demonstrated that, compared with the control group, the mathematically poor students exhibited higher maths anxiety and lower classroom engagement, academic self-efficacy and maths teacher support. Moreover, the interaction between the environmental (maths teacher support) and personal factors (academic self-efficacy and maths anxiety) affected the mathematically poor students’ classroom engagement. These results enrich the research on mathematically poor students and further elucidate the effective promotion strategies for improving their classroom engagement.

School Social Environment and Psychological Wellbeing among Learners in Junior Schools in Tharaka Nithi County, Kenya

The study sought to establish the relationship between school social environment and psychological wellbeing among learners in Junior Schools in Tharaka Nithi County, Kenya. It adopted descriptive survey and correlational research designs. Multistage sampling was used to select 377 respondents comprising of 328 grade 8 learners, 42 grade 8 class teachers and 7 Sub- County Quality Assurance and Standards Officers. Psychometric test instrument, questionnaires and interview schedules were used to collect data from sampled respondents. Reliability of the instruments was ascertained through Cronbach analysis of data obtained from a pilot study carried among 53 respondents sampled from the same study area but who were not involved in the actual study. Data was collected from 325 grade eight learners, 41 grade eight class teachers and 5 Sub-County Quality Assurance and Standards Officers (SQASO) in Tharaka Nithi County giving the study a return rate of 98.41%. Qualitative data obtained was analyzed thematically while quantitative data was analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between the variables while hypothesis was tested using regression analysis at 95% level of significance. The study established that a positive social relationship between among peers and positive interactions between learners and teachers catalyze the social environment which promotes junior school learners psychological wellbeing. It concluded that the school’s social environment is negatively and significantly related to the psychological wellbeing of junior school learners.The study recommended that management of public junior school in collaboration with other education stakeholders launch and monitor turn-around initiatives aimed at fostering quality school social environment for learners’ improved psychological wellbeing. Areas of focus could include workshops on peer relations, stress management techniques, seminar on teacher-learner interaction, problem-solving techniques, and goal-setting for social and academic success could be part of the initiatives.

Problematic Internet Use at Junior and High School in Padang, Indonesia: The Interplay of Self-Esteem and Social Acceptance

Problematic Internet Use at Junior and High School in Padang, Indonesia: The Interplay of Self-Esteem and Social Acceptance

446.4: Creating ethical dilemma teaching material on organ transplants for junior and high school education.

446.4: Creating ethical dilemma teaching material on organ transplants for junior and high school education.

Components of a strength-training fitness program with children of junior and middle school age

The article analyzes the peculiarities of the implementation of the main components of the strength training program with children of primary and secondary school age. The understanding of the fitness program as a systematically organized sequence of activities aimed at promoting the development of fitness has been updated. The author notes that a well-planned fitness program should include both aerobic training to develop cardiorespiratory endurance and strength training to develop strength and power endurance. It is claimed that the main components of a strength-oriented fitness program are cardiorespiratory endurance, strength, power endurance, and flexibility. The author clarified that for the functional development of the human body in fitness programs, the volumes of movement activity and indicators of heart rate should be rationally defined. It is noted that the key factors in building strength training programs are compliance with the principles of specificity, supercompensation, individualization, systematicity, and safety. The author outlined the features of building a fitness program with strength training for children. It was found that the decisive condition for ensuring optimal and effective impact on the body is the correspondence of the amount of loads.

Nonlinear associations between cardiovascular stress reactivity and emotional reactivity and emotion regulation among adolescents.

Cardiovascular stress reactivity (CVR) is considered as a physiological pathway linking emotional reactivity and emotion regulation with psychopathology. However, the associations between CVR and emotional reactivity and emotion regulation remain underexplored, with limited evidence showing that either excessive or blunted CVR is associated with emotional reactivity and emotional regulation. Recently, moderate CVR has been theoretically hypothesized to be related to optimal outcomes; however, whether CVR is nonlinearly associated with emotional reactivity and emotion regulation still needs to be investigated. Parents of 341 junior school students reported their children's emotional reactivity and emotion regulation on the Emotion Questionnaire, and the students were invited to participate in a mental arithmetic task with continuous cardiovascular monitoring indexed by heart rate (HR) and systolic and diastolic blood pressure (SBP, DBP). Results did not reveal any linear relationships between CVR and emotional reactivity or emotion regulation. However, quadratic associations between HR, SBP reactivity and emotional reactivity and emotion regulation were found even after controlling for sex, age and BMI. Specifically, there was a U-shaped association between HR, SBP reactivity, and emotional reactivity, while there was an inverted U-shaped association between HR, SBP reactivity, and emotion regulation. These findings suggest that moderate to high rather than exaggerated or blunted CVR reflects adaptive emotional reactivity and better emotion regulation among adolescents.

Challenges Faced in the Implementation of Competency-Based Curriculum (CBC) in Junior Schools in Kenya

This study explores the challenges encountered in implementing the Competency-Based Curriculum (CBC) in junior schools in Kenya, which aims to shift educational focus from rote memorization to the development of critical competencies essential for lifelong learning. Despite its potential benefits, the transition to CBC has been hindered by several significant challenges. This is a qualitative research study that collected primary and secondary data through conducting observation and reviewing research findings from previous research. Analysis of data has been done using thematic content analysis. Findings from literature reviews, surveys, and interviews with educators and stakeholders highlight inadequate teacher training as a critical barrier, where many educators feel ill-prepared to effectively deliver CBC. Limited resources, including shortages of textbooks, digital tools, and adequate infrastructure, further hamper CBC implementation, particularly in rural and marginalized areas. Resistance to change among educators, parents, and students, stemming from unfamiliarity with CBC methodologies and concerns about its impact on academic outcomes, presents another obstacle. Moreover, infrastructural deficits such as inadequate classroom space and unreliable internet connectivity complicate the delivery of CBC-aligned education. In conclusion, overcoming these challenges requires enhanced teacher training programs, improved resource allocation, effective stakeholder engagement strategies, and substantial investments in school infrastructure. By addressing these issues proactively, Kenya can pave the way for a successful and inclusive implementation of CBC, ensuring that students acquire the skills and competencies necessary for future success in a globalized world

Teachers’ Variables as Predictors of Junior Secondary School Students’ Academic Performance in Osun West, Nigeria

This study examined the teachers’ variables as predictors of junior secondary school students’ academic performance in Osun West Senatorial District, Nigeria. The target population comprised Islamic Studies teachers and students in junior secondary schools across the ten (10) local government areas in Osun West Senatorial District. Purposive sampling was adopted in selecting 125 Islamic Studies teachers in all the 132 public junior schools in the district and a simple random sampling technique was adopted in selecting 20 Islamic Studies students from each of the 10 Local Government Areas, therefore, 325 respondents were engaged in the study. The questionnaire was employed to collect relevant information from the respondents. Data were analyzed using Percentage, Mean Range, Standard Deviation, and Regression analysis. The study found that factors like teacher confidence, interest in the subject, qualifications, and experience all significantly predicted student performance. It was concluded from the findings of the study that teachers’ variables positively improved students’ understanding of Islamic Studies and predicted their performance. In line with the findings of the study, it was recommended that teachers should be supported through incentives and professional development. The teachers should have a change of attitude towards the teaching of Islamic Studies so that the achievement of universal basic education will not be hindered, those without required teaching qualifications or non-professionals among the Islamic Studies teachers should strive to pursue professional qualifications. Teachers of the subject should improve their pedagogical skills through seminars, Post Graduate Diploma Courses in Education, and workshops.

Clustering Junior Schools in Implementing Smart School Using The K-Means in Pekanbaru

The purpose of this research is to determine the readiness of schools in implementing the Smart School system through various stages. One of the concepts of a Smart City involves integrating information and communication technology into the learning process at every school to create Smart Schools. However, not all schools are ready to implement this technology because it requires suitable technology to support the quality of teaching and learning. Another issue is the absence of information systems that can facilitate administrative tasks and the teaching and learning process. The use of the K-Means method is beneficial for clustering schools based on their stages, characteristics, and readiness to implement the Smart School system. This helps identify schools with the highest level of readiness. This research demonstrates that the use of K-Means can identify school readiness based on the established stages related to the Smart School system. It also can pique students' interest in developing and boosting the school's reputation as the best technology-based school.

Improving Junior High School Students' Critical Thinking Through Scaffolding Methode on Heat Concept

Critical thinking helps students develop the ability to analyze information, search for evidence, and make decisions based on open and logical thinking. This study measures junior high school students' critical thinking on heat concepts by implementing the Scaffolding method. This research used a pre-experimental method with a one-group pre-test and post-test design with a quantitative approach. The subjects of this research were 57 seventh-grade students in junior high school. The results show that the paired sample t-test is 0.000 &lt; 0.05, which shows that the Scaffolding method effectively improves students' critical thinking skills on heat concepts and is confirmed by the n-gain test of 0.73 in the high category. It can be concluded that the Scaffolding method effectively increases junior school students' critical thinking skills.

Effects of physical activity patterns on myopia among children and adolescents: A latent class analysis.

The daily physical activity (PA) patterns of children and adolescents are intricate and ambiguous, with varying effects on myopia resulting from different combinations of PA. This study aims to scrutinize the spectrum of PA patterns among children and adolescents and assess their impact on myopia. Data sourced from the 2014 National Student Physical Fitness Survey (Tianjin segment) encompassed PA records and visual acuity measurements of participants. Latent Class Analysis and a generalized linear model were employed to investigate the relationship between PA categories and visual acuity across different educational stages. The study comprised 6465 primary and middle school students, among whom 50.13% were male. PA patterns were categorized into high (27.16%), medium (29.88%) and low visual acuity regulation groups (13.97%) and the nonmainstream group (28.99%). Following adjustments for sex, age, region and BMI, the medium visual acuity regulation group exhibited a lower risk of myopia (OR = 0.617, 95% CI = 0.424-0.897, p = 0.012; OR = 0.654, 95% CI = 0.438-0.976, p = 0.038) compared to the nonmainstream group among junior and senior middle school students. The efficacy of diverse PA patterns in mitigating myopia risk varies across educational stages and is influenced by sex-specific factors. It is imperative to advance myopia management strategies by emphasizing tailored PA interventions, discerning between PA patterns and delivering timely guidance and interventions tailored to distinct educational stages and sexes.

Emotional Regulation of Displaced Aggression in Provocative Situations among Junior High School Students.

This study investigated the emotion regulation effect of displaced aggression among junior high school students after provocation through two experiments. Experiment 1 examined the effect of displaced aggression on the negative and positive emotions of junior high school students after low- and high-level provocation. The results showed that only after high-level provocation did individuals experience a significant decrease in negative emotions and a significant increase in positive emotions after engaging in displaced aggression. Experiment 2 explored the effect of aggressive intensity on negative and positive emotions after provocation. The results indicated that, in terms of changes in positive emotions, low-intensity aggression showed a significant increase in positive emotions after aggression. Regarding changes in negative emotions, both low-intensity aggression and high-intensity aggression resulted in significant decreases in negative emotions after aggression. In conclusion, this research showed that, in highly provocative situations, displaced aggression among junior school students, especially low-intensity displaced aggression, could increase positive emotions and decrease negative emotions. These results support the emotional regulation theory of aggression. However, considering that displaced aggression violates social norms, efforts should be made to avoid individuals regulating their emotions through displaced aggression, instead guiding them toward using more appropriate methods for emotional regulation in future research and practical applications.