Large Secondary School Research Articles

Longitudinal examination of associations with the onset of pediatric chronic pain at different pain locations.

Chronic pain is a frequent phenomenon in pediatrics. Little research explores whether there are factors that uniquely predict or accompany the onset of new chronic pain in different locations of the body. In this study, we report pediatric pain data for 3 location subsamples-headache, abdominal pain, and musculoskeletal pain-of a large secondary school sample (N = 2280). We distinguished between participants who experienced an onset of chronic pain and participants who had no chronic pain at the respective pain location within a 1-year period. We used regression and multilevel models to compare the 2 groups regarding factors previously associated with chronic pain. Our results indicate that irrespective of location, the onset of chronic pain is predicted by psychosocial factors, in particular, symptoms of depression (odds ratio [OR] = 1.13-1.17, P < 0.01) and anxiety (OR = 1.12-1.21, P < 0.05). Although the onset of headache is predicted by psychosocial factors only, the onsets of abdominal and musculoskeletal pain are additionally predicted by physiological factors such as level of physical activity. Many of the predictors were also accompanying factors. Regarding chronic abdominal pain, sleep deficiency did not predict pain onset but was a co-occurring phenomenon. Our findings underline the importance of mental health factors in the pain onset at all 3 body locations, whereas in chronic abdominal and musculoskeletal pain, physiological factors should also be considered. Measures of model fit, however, indicate that the occurrence of chronic pain is more complex and not well predicted by these factors alone.

Enhancing Science Vocabulary and Content Knowledge of Thai EFL students through Content and Language Integrated Learning (CLIL) and English Science Textbooks Word Lists (ESTWL)

The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary Knowledge and Science Content Knowledge of Thai EFL students. A mixed-methods research design was employed to gather both quantitative and qualitative data using ESTWL-CLIL lesson plans, a Science Vocabulary Knowledge test, and a Science Content Knowledge test. All research instruments were validated by both content and language experts. The target groups were 3 levels of secondary school students studying at a large secondary school in Bangkok. The research findings were as follows: 1) the mean scores of the students in the three groups increased by a statistical significance of 0.05 for both vocabulary knowledge and science content knowledge after the implementation of the intervention, and 2) the qualitative results indicated that all students perceived the instruction of ESTWL and the CLIL approach to be positive. The study suggested a vocabulary pedagogy for science and language teachers for use in CLIL environments.

Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning

PurposeThis research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.Design/methodology/approachEmploying a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.FindingsDuring the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.Practical implicationsThe deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.Originality/valueThis paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.

Parents’ Preparedness in Facilitating Learning and Academic Performance in Grade 9 Science

New reality of the education process demands for collaboration between mentors and parents or guardians in guiding the learners to master lessons, obtain knowledge, and master competencies, especially in Science. This study utilized descriptive correlational research design to analyze the preparedness of parents as facilitator of learning in Grade 9 Science and its relationship in academic performance of learners. The study was implemented in a large public secondary school. Level of preparedness of parents was determined through a researcher-developed survey questionnaire while the academic performance was the learners’ first quarter grade in Science 9. After the answering of survey, results were subjected to appropriate statistical analysis. The numerical data gathered from the instruments were subjected to specific descriptive and inferential statistical treatment. Significant differences were found on the parents’ level of preparedness as well as students’ academic performance when grouped according to socio-economic status and educational attainment. Parents and guardians’ preparedness affects academic performance in Grade 9 Science. They are most likely to be supportive on the education of their learners in terms of physical and emotional domains of readiness as they have obtained high results on the survey given to them.

SCREENCAST AND ITS EFFECT ON IMPROVING LEARNERS’ ACADEMIC ACHIEVEMENT AND MOTIVATION IN PHYSICS

Screencasts are multimedia-based learning which involves multimodal sensory, such as eyes and ears. These are increasingly used as schools transition to blended learning mode. This study aims to describe the screencast and its effect on improving learners’ academic achievement and motivation in Physics. This quasi-experimental research determined learners’ academic achievement and level of motivation before and after treatment to screencasts focusing on heat, temperature, and electricity. The study was done in a large public secondary school in a highly urbanized city in the central Philippines. Academic achievement was measured through a constructed test while the level of motivation was evaluated using Keller’s Instructional Materials Motivation Survey. Results showed that screencasts improved the learners’ academic achievement and increased their level of motivation. The use of screencast has a good impact on changing learners' knowledge and skills and is an effective online learning media. Findings also obtained a p-value of 0.00 which showed that there is a significant difference in the learner’s academic achievement before and after treatment to screencast. This study discovered that learning using screencasts is engaging to the learners. The screencast provided the learners with the opportunity to learn at their pace and brought them better learning experiences.

Need For Career Guidance in the Almajiri School System in Nigeria: Implication for in-School Adolescents

The study investigated the need for career guidance in the Almajiri school system as perceived by teachers in Kebbi State, Nigeria. The population consisted of all teachers within the state. The researchers purposively selected six large schools in Brinin Kebbi which is the state capital, and another six large secondary schools in Argungu. Fifty teachers were picked in each of the schools using simple random sampling technique. Thus, a total of six hundred respondents partook in this study. Need for Career Guidance in Almajiri schools (NCGASQ) was the instrument used in this study. The questionnaire was the major instrument used to gather data from the respondents. This instrument was divided into two sections. Section A contains respondents’ demographic data, similarly, Section B comprises information that elicits responses on the need for career guidance among the Amanjiri in Kebbi State. The findings showed that the perception of the respondents based on gender and educational level were the same. However, respondents’ career perceptions differed according to age and religion. The information given by respondents between the age group of 42 years and above differed significantly from those of the other groups, while the differences were noted in the responses of those practicing African traditional religion. It was however recommended that the government should employ trained career counsellors in the Almanjiri school system this will equally assist these students.

Proficiency Level in Biology among Grade 9 Entrants in a Public Secondary School

In post-pandemic, schools are re-opening their doors to in-person classes to cater to students who were to distance learning modality for two years. To determine the learners’ proficiency level in Biology, it is imperative to assess the most essential learning competencies (MELCs) to ascertain what competencies were missed so that teachers can come up with appropriate interventions. A descriptive-comparative research design was used to assess the proficiency level in MELCs in Biology of Grade 9 Entrants at a large rural secondary school in Central Negros Occidental, Philippines, during the S.Y. 2022-2023 when they were taken as a whole and grouped according to sex and family monthly income. Using a researcher-made Biology Proficiency Questionnaire based on MELCs, the study was conducted to 137 respondents who were identified through stratified random sampling. In data analyses, Mean, Standard Deviation, Kolmogorov-Smirnov, and Mann-Whitney U Test were employed. The overall result of the proficiency level in MELCs in Biology was low, and when grouped according to sex and family monthly income, the result was also low. Correspondingly, there was no significant difference in Biology proficiency level when grouped according to sex and family monthly income. With this, Strategic Intervention Materials (SIMs) were deemed relevant and timely to aid students in understanding the least learned MELCs.

Exploring issues of quality and equity through literacy learning in the time of Covid

ABSTRACT It is well established that literacy as a social practice is fundamental to supporting and facilitating student learning across the years of schooling, and research has shown the importance of all teachers understanding the literacies of their learning areas and being able to mobilise effective literacy practices to support student learning outcomes. During the first two years of the Covid-19 pandemic teachers across the globe were forced to (re)negotiate the reading, writing and speaking demands of learning and teaching in uncharted, digitally mediated environments. In this paper, we report on findings from a research project undertaken at a large secondary school in Victoria, Australia which investigated the ways in which teachers’ priorities during online learning impacted on their approaches to and enactment of disciplinary literacy. We identify two priorities that emerge from interviews with teachers during and after the COVID lockdown: (1) to support the development of student disciplinary and content knowledge and (2) to engage in pedagogies that consider cyber-safety and student-wellbeing. We explore these priorities in the context of teachers’ literacy knowledge and practices and students’ literacy engagement and learning, and consider the implications of this analysis for issues of equity and quality in fully online digital contexts.

Domestic violence exposure and depression symptoms among adolescents in a rural area in the Galle District

Introduction: Violence in society and mental health problems associated with it are on the rise. Children and adolescents are the most vulnerable groups for this problem. Whether the child is a direct victim or a witness of a violent event, violence brings deleterious effect to his/her mental wellbeing. The present study, investigated the association between exposure to domestic violence and depression symptoms in adolescents. Methods: A descriptive cross-sectional study was conducted in two large secondary schools in the Udugama medical officer of health (MOH) area. From grades 10 and 11, four classes were selected randomly from each school and all who were present on the day of data collection were enrolled for the study. A self-administered questionnaire was used to assess domestic violence exposures (CDEV- Scale) and depression symptoms (CESDC scale) in these children. Results: There were 346 children (females 52%), aged between 14 - 16 years. In the sample 25.1% (n=87) were exposed to domestic violence and among them, 31.5% met diagnostic criteria for depression. Depression was reported significantly more in the domestic violence exposed group than in the non-exposed group (c2=7.09; p&lt;0.01). Depression symptoms significantly increased with the increased severity of domestic violence exposure (295) = -0.21, p&lt;0.01. In the regression model, domestic violence exposure significantly predicted depression symptoms even after controlling for known confounders, age, gender, and socioeconomic status (β=0.13, p&lt;0.01). Conclusions &amp; recommendations: Exposure to domestic violence is common and it significantly associated with depression in adolescents in the group studied. This highlights the need for domestic violence prevention programs, and mental health intervention and a support system for adolescents in the country.

Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school

This paper investigates the challenges experienced by some Australian school educators in implementing differentiated instruction (DI) at a large secondary school. A small-scale study was conducted using individual, semi-structured interviews with teachers and school leaders. Using thematic analysis, three major themes were identified, namely: teachers’ barriers to implementing DI, school leaders’ constraints to implementing DI, and pre-service to in-service exchanges and sharing about DI. Findings from teachers revealed limited school resources, student behaviour issues and inadequate time for planning and implementation. School leaders also identified time as an impeding factor but also reticence by experienced teachers to use DI. Teacher education courses are not clear about DI as a comprehensive teaching framework suitable for all students. Results highlight the need for further research at the teacher educator, teacher and school leader level to remove existing barriers, constraints, and misunderstandings about DI to ensure maximum learning opportunities for all students.

"Preparedness of Large Secondary Schools in the Implementation of e-learning "

"Preparedness of Large Secondary Schools in the Implementation of e-learning "

Teacher and student evaluations of a trial RE curriculum: implications for scale

ABSTRACT Teachers (n = 125) and students (n = 1478) evaluated a trial RE curriculum in Australia using an online survey. Results showed that teachers rated the curriculum significantly more highly than students. Type and size of school influenced teacher and student perceptions. Four conclusions were drawn: The trial RE curriculum was positively received by teachers and students and thereby warrants consideration for wider application at scale; Religious Education Development Principles as a basis for curriculum development were validated by students and teachers; student perceptions were lower than teachers’ perceptions suggesting potential for curriculum improvement; and resource allocation at scale should ideally be preferred for large secondary schools.

How is the School Library Used? Mapping the Use of an Upper Secondary School Library

To be able to secure an evidence-based development of the library service at a large upper secondary school in Norway, a multi method study was conducted to map the use of the library. &#x0D; Findings show that the library is used a lot by the students from all different branches. The main use is by students working on schoolwork sitting together with others. A stable part of the users prefers to work in the quiet area. Both teachers and students expressed a high degree of satisfaction with the library staff and emphasised the importance of the librarians' presence and availability for the users, both professionally and as responsible adults. Teachers and students alike perceived the library space as an attractive and very important physical place for students to work. A discussion of strengths and challenges of adequate methods for mapping school library use is included. Most research on school libraries concentrate on student achievement and cooperation between librarians and teachers. These are of course essential areas of concern and importance when it comes to discussing the position and function of school libraries. Nevertheless, the use of the libraries has had much less focus yet constitutes an important research area to understand the health of any library and its services. In this article we present results from a study of the use of an upper secondary school library. From 2016 to 2019, several studies were conducted relating to the use of the library at a Norwegian upper secondary school. These studies were a cooperative project between staff at the library and the Oslo Metropolitan University. The school management staff were also involved in choosing the research focus of the study. In this paper, the methods used and some of the findings are presented.

The Development of Thai EFL Secondary School Students’ English Science Vocabulary Knowledge through Science Vocabulary Crossword Puzzle (SVCP) Practices: Action Research

Vocabulary plays an important role in the Content-Based classroom, making EFL Students’ science vocabulary knowledge critical to their content understanding. The purpose of this action research was to enhance students’ science vocabulary knowledge of 9thgrade students through science vocabulary crossword puzzle (SVCP) practices. The research group comprised 33 students of a science classroom using English as the medium of instruction in their second semester of the 2020 academic year at a large secondary school in Bangkok. The action research cyclical process of Kemmisand McTaggart (1981) was adopted through the steps of (1) Plan, (2) Act, (3) Observe and (4) Reflect. The innovation being introduced was a collection of science vocabulary crossword puzzle materials. The research instruments used were the science vocabulary knowledge test and the students’ opinion questionnaire towards SVCP practices. The assessment of students’ vocabulary knowledge was conducted before and after the delivery of crossword puzzle practices. The data was analyzed by a dependent sample t-test. The research findings were as follows: (1) After implementing SVCP practices, the mean of students’ science vocabulary knowledge score had increased by a statistically significant 0.05.and(2) students had positive opinions toward the SVCP practices.

Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds

AbstractThis article reports insights from a spoken word poetry workshop conducted with youth from refugee backgrounds and their teachers at a large suburban secondary school. The broad aim of engaging spoken word poetry in the educational context was to encourage and listen to student voice and creative self‐expression, and to explore opportunities within the class to speak to sociopolitical issues and injustices relevant to students’ lives and experiences. The article illustrates how the workshop created situated, embodied teaching and learning activities to familiarize students with the spoken word genre and invite students to imagine spoken word as part of their expanding repertoire. These experiences engaged with students’ linguistic, cultural, and other semiotic resources, valorizing translanguaging as a critical practice for youth in the process of resettlement and teachers supporting their social and educational integration. The article concludes with implications for teachers interested in incorporating spoken word in the classroom.

Association of teacher feedback with scholastic attainment at secondary level in Pakistan

In this article we report on the association between teacher feedback and scholastic attainment at Secondary School Certificate (SSC) level in Pakistan. The study was conducted with data collected from Pakistani secondary school teachers and students through a survey study using multistage sampling. The objectives of the study were (1) to explore the possible differences in the effect of feedback by male and female teachers on the academic achievement of students in large, medium, and small secondary schools; (2) to compute the relationship of teacher feedback on the scholastic accomplishment at secondary level. The research instrument (questionnaire) with 14 closed-ended statements was developed, validated through experts in the field of education, and internal consistency of the tool was measured using the Statistical Package for Social Sciences (SPSS) – the calculated Cronbach Alpha was 0.814. Two hypotheses for the study were formulated and tested by using non-parametric statistical tests in order to achieve the objectives of the study. The results show that teachers’ feedback during the teaching-learning process has a positive association with academic achievement of students. Furthermore, formative feedback, diagnostic feedback, gestural feedback, immediate feedback and feedback on classroom discussion are used to overcome the behavioural and learning issues of low and high achievers. The findings of the study suggest that variety in teacher feedback techniques during the teaching-learning process should be promoted to enhance the quality of students’ academic achievement.

BENEFITING MORE OF PROJECT WORK IN A LARGE CLASS

This study sets out to discuss the implementation of Project-Based Learning (PjBL) in a large EFL secondary school setting. It aims at finding an alternative of how to implement PjBL for the purpose of taking more benefits of project works and analyzing the relevance of the implementation of which within an EFL secondary school large class. 41 learners of grade XI participated in the classroom action research. They are assigned to work in groups with a set of meaningful processes to do in every project work given within a period of time. The study found that project works can be maximized on the grounds that: (1) projects should be based on realistic and challenging tasks; (2) project should be structured within a set of meaningful processes; (3) project works are to be conducted collaboratively in groups to facilitate learners to learn in a large class.

Design-Based Science with Communication Scaffolding Results in Productive Conversations and Improved Learning for Secondary Students

Incorporating design in science programs has been shown to enhance science understanding, practices, and problem-solving skills. However, instructors and students typically struggle with fostering effective communication within a design-based course. With better communication scaffolding, students would learn more content and also become better at communicating ideas, both of which are important learning outcomes. We have developed the Design-Based Science Plus (DBSP+) idea communication framework that adds two communication scaffolding tools to design-based instruction. This framework supports students to have productive conversations that help them learn science better. Four learning units were implemented in a science classroom of 29 ninth-grade students at a large public secondary school of a small town in Central Thailand. “Two-stepped” open-ended questions on four real-world problem situations and ten-multiple choice conceptual questions were administered before and after instruction. Observation and worksheets were analyzed to reveal how students learned science, had productive conversations, and solved problems. Quantitative data suggested that students in the DBSP+ program did indeed learn content and problem-solving skills as expected. Students also improved in their communication skills. Qualitative data suggests that the communication scaffolds were one of the reasons that students learned effectively in the DBSP+ program.

A Critical Examination of Presentation-Practice-Production and the Task-Based Methods of Teaching English as a Second Language in Large Secondary School Classes

This article focuses on identifying methods in existing literature which could ameliorate the problems of large classes and students’ failure in English Language Examinations at the Senior Secondary school level, in Nigeria especially. A possible contributory factor to this problem is large and overcrowded classrooms, which force most teachers to utilise teacher-centred methods. This article therefore examines the characteristics of the most commonly used teacher-centred method, Presentation, Practice and Production (PPP), alongside the Task-Based Learning (TBL) method, which is student-centred, as a possible alternative in Nigerian ESL classrooms that could ameliorate the problem of large classes and stem the failure rates in examinations. After examining both methods, this study concludes that the Task-Based Learning approach, which is fairly new in the ESL classroom, has advantages for the improvement of language teaching and learning in large ESL classes. It recommends that both teachers in ESL classrooms and researchers in language teaching methodology should test it for effectiveness, with a view to adopting it for teaching ESL in Nigeria and other places where large classes are characteristic.

Analysis of the geographical accessibility of vape shops in the vicinity of Quebec's secondary and college educational institutions.

significant proportion of secondary school students and young adults in Quebec have experimented with electronic cigarettes (e-cigarettes). Both personal and environmental factors have been associated with the use of vaping products by youth. Geographical accessibility to the points of sale of these products may be one of these factors. The purpose of this study is to develop a profile of the spatial distribution of stores specializing in the sale of vaping products (vape shops) in the vicinity of secondary schools, colleges and CEGEPs in the province of Quebec. We calculated the accessibility of businesses to account for geographical exposure. Analyses were conducted to provide a snapshot of the situation in Quebec and to identify associations between the characteristics of educational institutions and geographical accessibility to vape shops. A total of 299 vape shops were identified. Colleges are closer to a vape shop (median distance: 1.2 km) than are secondary schools (median distance: 2.3 km). Large private colleges located in urban areas are closer to specialized vape shops. Medium or large private secondary schools located in urban and more advantaged areas are also closer to a specialized vape shop. This study is a step in developing an understanding of the location of vaping product shops and their geographical accessibility to young people. Important to consider is the geographical accessibility of young people to non-specialized shops that also sell e-cigarettes and then any potential connections between geographical accessibility to such non-specialized shops and the use of vaping products by young people.