Secondary School Learners Research Articles

A systematic review on the formative assessment practice in teaching and learning in secondary school

Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.

EFL Teacher's strategies in teaching reading through distance learning in Secondary female schools

EFL Teacher's strategies in teaching reading through distance learning in Secondary female schools

Locating Motivation for English as a Foreign Language Over Time: The Influence of School Location and Type

This article examines secondary school learners’ motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners’ motivation, conceptualized as a continuum from fully autonomous to fully controlled, was measured through a survey at two time points, 2 years apart, which provided an assessment of motivational change. The second measurement was followed by interviews with selected learners. Our results show that learners from general secondary schools in the two locations exhibited different motivational patterns, while those from technical schools were similarly motivated regardless of their schools’ locations. A decrease in extrinsic motivation over time was observed in both types of small-town schools. Based on these results, we discuss the implications for EFL pedagogy.

The impact of school violence on teaching and learning in secondary schools in the Capricorn South District of Limpopo Province

Violence in schools has become a concern to the learners, teachers, parents and other stakeholders in Mphahlele Circuit at Capricorn South District of Limpopo Province. The learners fight amongst themselves and against their teachers. In some instances they stab one another. The teachers and the learners are not safe at their schools, whereas schools are supposed to be safe havens for teaching and learning. Given all these challenges in Mphahlele schools, the proposed study sought to investigate if really there is violence in the schools and also to explore the nature thereof. Also, the study sought to investigate the contributory factors and the preventative measures to violence. The study followed a mixed-method research strategy and used surveys and interviews. The researcher used purposive sampling to select participants for the research. Twelve (12) participants were selected for qualitative study which used interviews. The questionnaires were used to collect data from fifty (50) participants in quantitative research. Data was analyzed using the codes and themes. The study revealed that the learners bully each other, bring weapons to school, and have gangs. The learners and teachers miss contact time during disciplinary hearings and that impacts negatively on the performance of the learners and the completion of the syllabus. The social problems, economic and family instabilities, drugs and alcohol abuse seemed to be the contributing factors. The study recommended that parents, churches, government and non-governmental organizations and the schools should collaborate to minimize violence, as one strategy in isolation cannot prevent school violence.

Challenges of Learning in Second Language among South African School Learners with Developmental Language Disorder

Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental language disorder (DLD). The study also unveils strategies used by professionals to support learners and learners’ attitudes towards support. The study participants were learners (n = 12), teachers (n = 5), a speech Language therapist, and an educational psychologist. A qualitative research approach was utilised employing a case study as the research design. Data generation sources included non-participatory observations, interviews, and focus group discussions. Data was analysed using thematic analysis. Findings indicated that learning in a second language as the medium of instruction posed challenges for learners with DLD. They struggled with comprehension, reading, and word recognition of learning content. Teachers indicated that they used strategies such as remedial lessons and giving learners more reading material to enhance their vocabulary and narrative skills. They also referred learners to other professionals for further assistance. Parental involvement is also encouraged in support of learners. However, one of the factors limiting learners’ support is learners’ attitudes. Learners’ attitudes towards support may be attributed to limited awareness of DLD. Hence, there is a need to raise awareness of DLD among the learners. An in-depth course on special education in secondary teacher training programmes is necessary to further equip teachers with strategies to enhance inclusive classrooms. The promotion of local languages as a medium of instruction must be highly prioritised, even at a secondary level of education.

The Influence of Chinese Online Novels on the Values of Adolescents

Introduction. With the development of the Internet, the popularity of online novels, especially in China, prompts the declining interest in reading paper books. The potential impact of online novels on adolescents has become a matter of public concern. Most studies examine the role of online novels in students’ learning process, as well as the impact on young people’s communication and social interaction. However, so far, the impact of online novels on adolescents’ values and psychology has been understudied despite their critical importance in shaping young peopleʼs identity. Therefore, the purpose of this study is to determine the influence of online novels on the values and psychology of Chinese secondary school learners. Materials and Methods. To address this challenge, a survey was conducted among students attending Yifu Educational Institution in Nanning, China. Questionnaires developed through the Question Star app were distributed through relevant user groups on social media platforms including WeChat and Tencent QQ. Results. As a result, positive (increased general knowledge and literacy, the opportunity to spend free time productively) and negative (impact on learning and physical health, decreased literary abilities, promotion of tendencies harmful for society) characteristics of the influence of online novels on adolescents were identified. Practical recommendations were formulated aimed at counteracting negative impact of online novels on adolescents such as the need to strengthen the ideological and moral education of students, the necessity to develop national cultural superiority and pride of modern youth, as well as to introduce young people to useful bibliography. Discussion and Conclusion. The results obtained will make a significant contribution to such fields as psychology, sociology and education. Also, the results of the study will serve as a basis for the development of new approaches to combat the negative impact of Internet novels on the values of adolescents. The results of the study may be useful for specialists of educational institutions and all those who care about the upbringing of the younger generation.

Examining secondary school teachers’ in – service training through bachelor of education degrees block release part – time programme in Zimbabwe

Similar to its influence on other spheres of life, globalisation is changing the teaching and learning context, causing universities to explore new curriculum formats that may offer better fit with diverse student learning needs. One such format in the intensive mode delivery (IMD) category is the block – release part – time degrees programme, which comprises conventional traditional approaches and open and distance learning aspects. This case study sought to find out if the Bachelor of Education (BED) Degrees block release part – time programme offered in Zimbabwe by University R at Teachers’ College M as a centre, was developing desired teacher competences. Through structured interviews, data were collected from teacher educators and in – service teachers / teacher candidates in the programme. Coding and data reduction cumulated into themes upon which interpretation was based. Findings show that the BED block release part – time programme is a viable option which equips in – service teachers with degree qualifications for effective secondary school teaching and learning. However participants raised concerns about lack of time for them to develop competences in using learner – centred strategies. Teacher educators’ modelling of application of learner – centred teaching and learning strategies and teaching and learning media were identified as empowering in developing desired competences for in – service teachers to facilitate learning of diverse learners. However, based on findings, it is recommended that textbooks, time and teaching and learning media which currently lack, should be made available in the block release part – time degrees programme at University R centres, to ensure that in – service teachers are fully prepared to facilitate learning, through learner – centred strategies.

The Structure and the Distribution of Phraseological Units in Intermediate and Upper- Intermediate EFL Textbooks

The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect of one’s fluency in a foreign language and can advance learners toward more excellent proficiency in foreign language acquisition. However, not much research has been dedicated to how they are implemented in the school textbooks. This research work aims to examine the occurrence of phraseological units in the four selected English textbooks for B1 and B2 levels, which are recommended for use at secondary grammar schools and secondary vocational schools in Slovakia by the Ministry of Education. They aim to prepare the secondary school learners for their final school-leaving exams – which are based on and in line with the Common European Framework of Reference for Languages requirements for the specific proficiency levels. To fill the gap in present studies, a detailed analysis was implemented, which included not only the exercises explicitly aimed at phraseological units but also the parts of the textbook, which dealt with the formulaic language implicitly. The main question posed dealt with the categories of phraseological units and their distribution in the analyzed textbooks. Phraseological units were identified, classified, analyzed, and counted by quantitative content analysis. The results showed that although there were phraseological units found in all analyzed textbooks, their distribution and classification differed significantly. Once they were included in the very limited number and variety of exercises, they were never used or mentioned again. Moreover, their explanation was absent or insufficient. The listed findings indicate that learners might encounter significant issues when trying to advance toward higher EFL proficiency levels.

The Role of Social Interaction in Improving the Quality of Islamic Religious Education Learning

This research aims to investigate and understand the role of social interaction in improving the quality of Islamic Religious Education learning. This research will explore how social interactions in the classroom context can influence the effectiveness of Islamic religious learning. Apart from that, this research also aims to identify effective social interaction strategies that can be used to improve the quality of Islamic Religious Education learning in Islamic secondary schools. This research uses a qualitative approach with a case study design at Sabilurrosyad Islamic High School Malang, selecting three classes as case units (classes X, XI, and XII). Data was collected through in-depth interviews with teachers and students, as well as direct observations in classrooms to record social interactions between students and Islamic Religious Education teachers. The research location focused on classrooms at the school. The purposive sampling method was used to select research participants. The research findings indicate that instructional models such as group investigation, role-playing, and jurisprudential learning positively impact social interaction and students' understanding of PAI material. The group investigation model allows students to collaborate in identifying and exploring social and moral issues, while role-playing enables students to interact in real-life situations relevant to religious values. Furthermore, jurisprudential learning allows students to understand and integrate religious values in formulating solutions to relevant public policy issues. The role of teachers as facilitators, mentors, academic counselors, and support providers is crucial in facilitating effective social interaction in PAI classes. Support systems, including comprehensive library facilities and access to external school references, are crucial in supporting quality interactive learning. In conclusion, social interaction in the classroom significantly enhances the quality of PAI learning, and instructional approaches that encourage active interaction between students and teachers can shape a better and more accurate understanding of religious teachings.

Implemetasi Model Pembelajaran Kolaboratif Melalui Program Kampus Mengajar Angkatan 6 Di SMPN 5 Tanggul

Implemetasi Model Pembelajaran Kolaboratif Melalui Program Kampus Mengajar Angkatan 6 Di SMPN 5 Tanggul

PISA score as an inappropriate measure for growth? Empirical evidence from East Asia

AbstractThe topic of the research is whether better human capital, as determined by secondary school learning outcomes measured by PISA scores, promotes economic growth. The literature often uses the PISA results as a proxy for growth, while its use and impact on growth are not empirically proven. These questions are analyzed through two hypotheses. The first hypothesis (H1) states that in a worldwide sample of countries, GDP per capita growth between 2006 and 2019 was positively impacted by rising PISA results. The second hypothesis (H2) states that between 2006 and 2019, the rise in PISA scores in East Asia had a stronger influence on economic growth than in the rest of the world. The study examines 59 nations that have administered two PISA tests during the period of 2006–2019. The findings imply that there is generally no causal connection between PISA results and growth and the PISA results play no additional role in the development of East Asian nations. The results can be explained in two ways. The first is that human capital includes more than just skills. The second is that the data only covers a short period of time, which may limit the analysis of long-term patterns.

Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain

This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language Enjoyment (FLE), and intercultural sensitivity were predictors of the two communicative settings in both contexts, although the relative importance of predictors differed in each case, as determined by the dominance analyses. Intercultural sensitivity, a factor that has seldom been investigated in relation to WTC, emerged as the most influential predictor for oral WTC in both communication environments within the two study samples. The study also discusses the implications for both research and foreign language pedagogy.

Investigating secondary school learners’ academic achievement in physics in Uganda

This study examined secondary school learners' academic achievement in physics in the Wakiso district of Uganda. A cross-sectional correlational design was used with 217 participants. This comprised 121 male and 96 female learners from two government-aided secondary schools in Kira Municipality, Wakiso district. Data were collected using a Self-Administered Questionnaire (SAQ) and analysed using descriptive statistics such as percentages and mean scores. Analysis of Variance (ANOVA) and Pearson's linear correlation coefficient were applied for inferential statistics. The results show a positive relationship between learners' aptitude, learning environment, and academic achievement, while a negative relationship was between teachers' instruction and academic achievement in physics. These results have far-reaching implications for improving academic achievements in physics. The study recommended investing in a more friendly learning environment by upskilling in-service teachers through professional development programs to enhance their pedagogy and conduct parent meetings to sensitise them to create a conducive home learning environment.

Obstacles to critical thinking: A qualitative study on secondary school learners in Masvingo, Zimbabwe

The research reported on in this article was mainly undertaken to determine the obstacles to the enhancement of critical thinking in the learning of history at Form 3 level in secondary schools in the Masvingo urban area of Zimbabwe, in terms of the rationale of developing the learners’ critical thinking. The promotion of critical thinking abilities is vital in education, since doing so helps to improve the learners’ academic performance, as well as aiding in producing graduates with a multiplicity of skills that are required in the 21st century job market and in society as a whole. We used semi-structured interviews and lesson observations to reach conclusions on what recommendations to make in addressing the research problem. Several factors were identified as hindering the learners’ acquisition of critical thinking, including the learners’ and teachers’ lack of self-efficacy, motivation and the poor learning environment. In addition to reflecting on the possibility of improving the learning and teaching of critical thinking, we recommend that the Ministry of Primary and Secondary Education, Zimbabwe’s Schools Examination Council, teacher training colleges and teachers should all work together to develop the learners’ critical thinking skills within the parameters of the Zimbabwean education system.

Role of non-cognitive variables in learner performance among disadvantaged learners

We acknowledge the existing educational inequalities that South Africa faces as a result of differences in developmental and equal educational opportunities. The aim with this study was to investigate the role of non-cognitive learning performance variables that affect the learning performance and success of secondary-school learners. Data were collected from a sample of 395 Grade 9 learners. The proposed learning performance structural model was empirically evaluated by using various instruments and was analysed by means of structural equation modelling. The results indicate statistically significant positive relationships between learning performance and cognitive engagement, learning performance and grit, cognitive engagement and conscientiousness, grit and learning motivation, grit and cognitive engagement, learning motivation and parental quality, learning motivation and tenacity, learning motivation and cognitive engagement, and conscientiousness and resilience. Both tenacity and parental quality acted as moderators of the relationship between environmental unfavourableness and cognitive engagement. The selection of variables was more effective in explaining variance in cognitive engagement than in learning performance. The results of the study could be used to facilitate cognitive engagement as a pivotal variable in learning success among secondary-school learners.

Teaching and Learning in Secondary Schools Using Social Learning Theory

The purpose of this desk research paper is to demonstrate the application of social learning theory to the field of education. According to the notion of social learning, people can pick up new behaviours by watching and copying the actions of others in social situations. It says that even in the lack of muscular reproduction or direct reinforcement, learning is a cognitive process that happens in a social setting and can happen only through observation or direct instruction. Vicarious reinforcement is the method via which learning happens when rewards and penalties are observed in addition to behaviour. Regular rewards for a given behaviour increase the likelihood that it will continue; on the other hand, frequent punishments increase the likelihood that a behaviour will stop. The idea stresses the significant roles of numerous internal processes in the learning individual, building upon classic behavioural theories that hold that behaviour is only controlled by reinforcements.

Exploring secondary school learners' perceptions of the effectiveness of SOLEs pedagogy in physical sciences as a component of STEM

The exploratory case study design investigated learners’ perceptions of the effectiveness of self-organized learning environments (SOLEs) pedagogy in physical sciences. Fifteen Grade 11 learners were selected using a purposive sampling method and underwent SOLEs pedagogy instruction for four weeks before they were interviewed through focus group interviews (FGIs). Data were analyzed thematically using the coding method, which was conducted on a sentence-by-sentence basis. The results indicated that learners have a positive perception towards SOLEs pedagogy, because they believe that SOLEs pedagogy enables them to link their classroom experiences with their real-life experiences; it provides them (learners) with an opportunity to simulate practical experiments in the physical sciences; it provides them with multiple channels for receiving information; it enables them to learn collaboratively and limits their reliance on the teacher. Consequently, this study’s findings justify the implementation of SOLEs pedagogy in science education at the secondary school level.

Differential Reactions of Urban and Rural Teachers to Blended Learning

The COVID-19 pandemic has provided an opportunity for implementing blended learning in Chinese secondary schools. However, teachers have encountered several problems and challenges with the new pedagogical paradigm. Therefore, this study aims to identify the factors influencing the implementation of blended learning in urban and rural secondary schools from the perspective of secondary school teachers and to examine the teachers' different responses to these factors. Interview data were collected from 13 secondary school teachers in Guangdong Province, China. The findings identify seven factors influencing the implementation of blended learning from the teachers' perspective, including blended learning curriculum design, teaching resources, teaching ability, teacher-student interactive behavior, teacher motivation, students' ability, and workload. The distinct differences between urban and rural teachers' responses to the aforementioned influential factors provide a reference for the government and schools to establish a moderating mechanism for blended learning implementation.

Academic Interventions Promoting Learner’s Success in Secondary Schools under King Cetshwayo District, South Africa

Purpose: This study was a phenomenological study designed to make decisions using information from participants’ experiences. The purpose of the study was to develop a model which can be used to improve teaching and learning in rural secondary schools. Success oriented policies developed by SMT was studied. The contribution of efficient Students Representative Councils towards academic improvement in rural secondary schools was also studied.
 Methodology: The study is underpinned by qualitative approach, interprevist paradigm, and exploratory design. Participants for the study were chosen by purposive sampling. Four rural secondary schools in King Cetshwayo district (KCD) were selected for study. Two out of the four schools were well performing schools while the other two were underperforming schools. Performance was based on pass rate in the NCS examination. Principals, deputy principals, some HODs and some learners were selected as participants for that study. Semi-structured interviews were conducted using research interview schedule tool.
 Findings: Data collected from participants’ response were analyzed per school and comparisons drawn between schools. Most participants appreciated academic interventions, although raised sentiments of some arriving very late. Study reveals that the performance did increase after those interventions.
 Unique Contribution to the theory, practice, and policy: Conclusions were drawn from the results. A model for academic improvement was developed using results obtained from the data analysis and underpinned by the theory of Concerned Base Adoption Model (CBAM). The model can be used by underperforming schools to improve learner success.

Learner experiences of low attainment groups in the context of a rights approach to education

ABSTRACT Participation is seen as an important right for learners, though there is lack of evidence to understand learners’ views on classroom practice. This includes decisions about grouping learners, for example, in terms of their prior attainment or perceived ‘ability’. This research took place in Wales where children’s rights are strongly promoted as an educational approach, but where there is also evidence of widespread attainment grouping in schools. Focus groups and interviews were carried out with secondary school learners in lower attaining groups (n = 70) and teachers and teaching assistants (n = 10) to understand experiences of learning support. Findings suggest strong learner satisfaction with groups, but also lack of movement between groups that reinforced ability hierarchies in schools and supported the development of negative identities for some learners. There was a lack of consensus among educators about the purpose of attainment grouping, with some seeing it as a way of addressing systemic issues within the school.