Learning Of High School Students Research Articles

Communicative language teaching: Structure-Based or Dynamic Usage-Based?

Although communicative language teaching (CLT) was thought to have revolutionized classroom practice, there are “weak” and “strong” versions (Howatt, 1984). Most foreign language classrooms in the world still favor weak versions with structure-based (SB) views on language (Lightbown & Spada, 2013), and practice in the Netherlands is not much different (West & Verspoor, 2016). However, a small group of teachers in the Netherlands started teaching French as a second language with a strong CLT program in line with Dynamic Usage-Based (DUB) principles. Rather than focusing on rule learning and explicit grammar teaching to avoid errors, the DUB program takes the dynamics of second-language development into consideration and focuses on the three key elements of usage-based theory: frequency, salience and contingency. These translate into a great deal of exposure, repetition, learning the meaning of every single word through gestures, and presenting whole chunks of language, all without explicit grammar teaching. This study aims to compare the effects of the SB and DUB instructional programs after three years. We traced the second-language development of 229 junior high school students (aged 12 to 15) learning French in the Netherlands over three years. The participants took three oral tests over the course of three years (568 interviews) and wrote seven narratives on the same topic (1511 narratives). As expected, the DUB approach, which is in line with a strong CLT version, was more effective in achieving proficiency in both speaking and writing and equally effective in achieving accuracy.

School bullying and learning in high school students

The research was based on the study of bullying school and its impact on the learning of the students of the Educational Unit June 5 #34, of the Canuto parish, of the Chone canton. According to initial inquiries and diagnostic tests, it was possible to identify peer violence as one of the problems that significantly affects the performance of schoolchildren. From this, relevant themes were established in the theoretical framework in relation to school bullying and learning, which allowed analyzing the causes and consequences of bullying in the teaching-learning process. The objective was to determine the level of bullying and its effects on children's learning. The research had a mixed approach, that is, qualitative and quantitative, of a documentary type, with the implementation of the deductive method and the application of the survey as a data collection technique to investigate the behavior of the students and the intervention processes by of teachers in cases of school violence. It was obtained as a result that school bullying has a negative impact on student learning, due to psychological conditions, so it is necessary that teachers and parents are prepared to deal with these situations.

School desertion in the learning of upper basic and high school students

The objective of the research was to determine the incidence of school dropout in the learning of students of the upper basic and high school of the Educational Unit "Unión y progress" in 2022. Dropout is a problem that has existed for many years and it has serious effects on the teaching-learning processes and the educational system in general because it interrupts educational continuity. Child labor is closely related to this problem and is one of the main causes of school dropout. The methodology applied in the research was descriptive and correlational, with inductive-deductive and synthetic analytical methods accompanied by surveys and observation records, it was obtained as a result that a large part of the students work or are willing to stop studying to work.

Development of Tutoring E-Modules Through Metacognitive Strategies to Improve Self-Regulated Learning for Junior High School Students

Education is a business or activity operated intentionally, regularly, and planned to develop desired behavior. This study aims to (1) produce a metacognitive strategy e-module that can improve junior high school students' self-regulated learning, (2) produce an appropriate metacognitive strategy e-module to improve junior high school students' self-regulated learning, (3) examine the effectiveness of using e-media media. This research is a Research and Development (RD) research using the five states of ADDIE model such as analysis, design, development, implementation, and evaluation. This study involved 40 VIII graders and 7 Guidance and Counselling teachers in South Cilacap Subdistrict. The results of the study show the developed E-module is classified as "Very Appropriate" by the media and material experts to be used as a supporting media to improve self-regulated learning for junior high school students. In addition, the e-module used is effective to support learning activities based on the measurement of the self-regulated learning of junior high school students, with the results of an increase in self-regulated learning of junior high school students. This development research resulted in an appropriate metacognitive strategy e-module that could improve students' self-regulated learning. Thus, it can be concluded that the metacognitive strategy e-module is feasible and effective enough to be used to improve the self-regulated learning of junior high school students.

Hubungan antara Kemandirian Belajar dengan Prokrastinasi Akademik pada Siswa SMA

<p class="Abstract">The study aimed to describe the level of independent learning and academic procrastination in high school students. The sampling technique in this study uses proportional random sampling with 203 samples. The data were collected using independent learning and academic procrastination scales. The hypothesis in this study used correlation and regression tests. The correlation test result showed a p-value of 0,000 and a correlation coefficient of -0,275. The regression test results showed that the effect of independent learning on academic procrastination is 80,9%, and the p-value was 0,000. The conclusion of this study is that there is a relationship between independent learning and academic procrastination, and independent learning has an impact of 80,9% on academic procrastination </p>

Family context in the learning of high school students

The family context of the students of the basic education school "12 de Octubre" of the canton of San Vicente, has its influence on the teaching-learning process, the research reveals how the family intervenes in the quality of education. The problem arises from the need to implement strategic activities to involve and engage parents in learning their children. The objective of this research is to determine the incidence of the family context in the learning of students, a study was carried out taking as a reference observation made in the school at the level of basic education. The research is qualitative, the inductive, deductive, analytical, synthetic and statistical method was used. The result was relevant information on students who show high and low school performance, as well as the significant contribution of teachers in terms of low performance, establishing the type of levels of affection, communication, and styles that parents use to impose and / or demand compliance with standards in the family environment, this will serve as a basis for teachers to develop strategies that involve all members of the educational community and especially the family environment.

Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization

This study examined the impact of an out-of-school science, technology, engineering, and mathematics-medicine (STEM-M) program in a large U.S. metropolitan area designed to support the learning, development, and educational resilience of high-achieving high school students of color. Students highlighted that a key aspect of the program was the cultivation of what we termed a “culture of transformation.” Using a multi-year study (2016–2019), we completed 72 interviews and conducted in-depth qualitative analysis across six cohorts of students ( n = 37). In this article, we propose an expanded conceptual model of college socialization for students of color that leverages their engagement with (1) equitable resources, (2) relevant opportunities, (3) diverse knowledge, and (4) meaningful relationships. The relationship between early STEM-M career interest and youth socialization in related out-of-school activities that address larger societal inequities in school success and life and career outcomes warrants further study.

Diskursus Moderasi Dusun Tiga Agama, Buneng: Implementasi Pendidikan Multikultural Siswa SMP

The harmony of the people of Buneng Hamlet who believe in three different religions is the main attraction of this research. How the Buneng community has lived for decades with religious differences, but these differences can actually be interpreted by society as a form of diversity. Then the religious harmony found is used as material in multicultural education learning for junior high school students. This issue is the focus of this research problem. The research method uses field research, namely data collected based on observations in the field. The results of this study indicate: first, the harmony in the religious tolerance of the people of Dusun Buneng was born from customs/traditions which are inherited from their ancestors; second, the people of Dusun Buneng who live in harmony, help between religions, are tolerant and open to each other in opinions and attitudes, which is a reflection of religious moderation; third, the implementation of multicultural education through the values of harmonization and tolerance which is reflected in the life of the Buneng community for junior high school students.

Promoting Student Interest in Science Using Student-Delivered Professional Development

In this work, over 400 middle school and high school students were presented science activities pertaining to authentic astronomical research. Created by a group of student research interns, these activities were delivered to classroom educators to share with their own students in person or via online instruction. This delivery took place via a series of professional development sessions delivered to teachers by the student interns, reaching a total of fifteen schools from across the United States of varying diversity and socioeconomic background. The authorship of the activities by students allowed for their voice to resonate with a wide audience of classrooms, promoting interest in science careers and confidence in independent learning across several subgroups, most notably in high school minority students. This includes a 12% increase in desire to go to college and a 14% gain in confidence in online learning in high school students.
 The methods for this student-teacher-student delivery are highlighted along with the now publicly available educator resources employed in this study for future implementation.

Augmented reality mobile app-based multimedia learning of pencak silat to enhance the junior high school students’ learning outcomes

The present study aims to produce Augmented Reality Mobile App-based multimedia of Pencak silat learning for junior high school students. APPED Research and Development model was applied by following several stages, including Analysis and Initial Research, Design, Production, Evaluation, and Dissemination. The data were collected using questionnaire and tests. The product was evaluated in three stages, namely one to one, small group, and field (effectivity test) evaluation. Three material experts were involved in rating the product validation with a mean of 4.77 (very good). Meanwhile, mean score from three Media Experts was 4.80 (very good). The mean score of product evaluation for one-to-one evaluation was at 4.62 (very good), the small group at 4.80 (very good), and the field at 4.56 (very good). A significant improvement was detected from the mean score of the learning outcomes from pretest to posttest (p=0.0000.05). Therefore, it can be concluded that Augmented Reality Mobile App-based multimedia of Pencak silat learning was effective to improve JHS students’ achievement and was able to be used in the Pencak silat learning for JHS students.

Situated Perspectives on The Motivational Trajectories of High School Students Learning English in Rural Vietnam

Despite the growing body of research on the complex and contextually contingent nature of language learning motivation, investigations into the motivation of English language learners in rural areas have remained limited. This study explores the motivational constructions of two high school students learning English in rural Southeast Vietnam from a situated perspective. The students, one female and one male, were in their first year at high school and had relatively low levels of English. Data gathering took approximately one and a half years and was based primarily on interviews drawing on a social practice approach and observations. Findings reveal that students developed diverse motivational trajectories resulting from a synergy of social and idiosyncratic elements pertinent to their own learning conditions, interpersonal relationships, and their agentive appraisals of language affordances and learning opportunities available within and across settings. The longitudinal and situated perspective of this study provides insights into the ways in which students’ appraisals of affordances were shaped and reshaped by on-going interactions with significant others as well as by the sociocultural values permeating their agentive practices.

Situated Perspectives on The Motivational Trajectories of High School Students Learning English in Rural Vietnam

Despite the growing body of research on the complex and contextually contingent nature of language learning motivation, investigations into the motivation of English language learners in rural areas have remained limited. This study explores the motivational constructions of two high school students learning English in rural Southeast Vietnam from a situated perspective. The students, one female and one male, were in their first year at high school and had relatively low levels of English. Data gathering took approximately one and a half years and was based primarily on interviews drawing on a social practice approach and observations. Findings reveal that students developed diverse motivational trajectories resulting from a synergy of social and idiosyncratic elements pertinent to their own learning conditions, interpersonal relationships, and their agentive appraisals of language affordances and learning opportunities available within and across settings. The longitudinal and situated perspective of this study provides insights into the ways in which students’ appraisals of affordances were shaped and reshaped by on-going interactions with significant others as well as by the sociocultural values permeating their agentive practices.

Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation

AbstractA discussion forum is a valuable tool to support student learning in online contexts. However, interactions in online discussion forums are sparse, leading to other issues such as low engagement and dropping out. Recent educational studies have examined the affordances of conversational agents (CA) powered by artificial intelligence (AI) to automatically support student participation in discussion forums. However, few studies have paid attention to the safety of CAs. This study aimed to address the safety challenges of CAs constructed with educational big data to support learning. Specifically, we proposed a safety‐aware CA model, benchmarked with two state‐of‐the‐art (SOTA) models, to support high school student learning in an online algebra learning platform. We applied automatic text analysis to evaluate the safety and socio‐emotional support levels of CA‐generated and human‐generated texts. A large dataset was used to train and evaluate the CA models, which consisted of all discussion post‐reply pairs (n = 2,097,139) by 71,918 online math learners from 2015 to 2021. Results show that while SOTA models can generate supportive texts, their safety is compromised. Meanwhile, our proposed model can effectively enhance the safety of generated texts while providing comparable support. Practitioner notesWhat is already known about this topic Online discussion forums have been plagued by a lack of interaction among students due to factors such as expectations to receive no response and perceptions of topic irrelevance which lead to low motivation to participate. AI‐based conversational agents can automatically support students' interactions in online discussion forums at a large scale, and their generated responses can be human‐like, contextually coherent and socio‐emotionally supportive. Unsafe discourse exchanges between students and conversational agents can be dangerous as identity attacks, aggravation and bullying behaviours embedded in discourses can disrupt students' knowledge inquiry and negatively influence student motivation and engagement. However, few educational studies have paid attention to the safety of conversational agents. What this paper adds This study proposes and synthesized strategies to build AI‐based conversational agents that automatically support online discussions with safe and supportive discourses. This study reveals the relationship between discourse safety and social support, suggesting supportive discourses can also be unsafe. This study enriches the literature on educational conversational agents by synthesizing a conceptual framework on discourse safety and social support, and by proposing concrete algorithmic strategies to improve the safety of conversational agents. Implications for practice and/or policy Researchers and practitioners can adopt strategies in this study such as generation control, open‐sourced models and public API services to evaluate students' discourse safety for early intervention or modify existing conversational agents to be safety‐aware. Practitioners can utilize the proposed conversational agent to automatically support students both safely and socio‐emotionally at a large scale. Practitioners should be cautious when examining social support with automatic analysis, as not all supportive texts are safe. While unsafe texts can provide emotional support, it does not justify their appropriateness in a learning environment.

Structural Analysis of the Effect of Learner-centered Classes on Career Maturity and Self-directed Learning of Vocational High School Students Through School Happiness

본 연구에서는 특성화 고등학생을 대상으로 학습자중심수업이 학교행복감을 매개로 진로성숙도와 자기주도학습에 미치는 구조적 관계를 분석하고자 한다. 이를 위하여 2020년에 수집된 부산교육종단연구 제 5차년도(BELS 2020) 고등학교 2학년 데이터를 활용하여 구조방정식(SEM) 분석을 실시하였고, ‘진로성숙도’와 ‘자기주도학습’의 구조적 영향관계를 분석하기 위한 최종 내생변수로 ‘학습자중심수업’을 채택하였으며 ‘학교행복감’을 매개변수로 설정하였다. 구조모형 모수치 추정결과, 학습자중심수업에서 진로성숙도의 경로를 제외한 모든 경로가 통계적으로 유의하였고, 학습자중심수업에서 자기주도학습 및 진로성숙도에 대한 학교행복감의 매개효과는 각각 부분매개효과(β=.451) 및 완전매개효과(β=.364)를 지니는 것으로 분석되었다. 해당 결과를 바탕으로 특성화고 현장에서의 학습자중심수업의 영향력을 규명할 수 있었고, 학교행복감의 중요성을 확인할 수 있었다.

Penntorship: The value of mentoring during a pandemic.

This survey study explored the benefits of a newly developed mentoring program, Penntorship, for mentors and mentees. Seventy dental students volunteered to mentor WPHS students throughout the 2020-2021 school year. After receiving training by Mentor Independence Region, mentors coordinated weekly meetings with mentees on Zoom to assist with homework assignments, discuss interests, and assess mentee's career goals. Over six months, 185 mentor meetings were held by 56 dental students with 28 different high-school students participating in the program. Surveys were distributed and analyzed to determine outcomes of the program. Survey results revealed that both dental students and high-school students gained new friendships, improved communication skills, and developed a positive perspective during the pandemic. With online learning formats and social distancing during the pandemic, dental students expressed a need for more social interaction. Penntorship served to support dental students during this challenging year and filled a social need for young individuals in the community. Both mentors and mentees benefited from the program and will continue to work together in the coming academic year. *IRB approval obtained 8/30/2021.

The Effectiveness of Online Learning on Buru State High School Students on Learning Achievement in Covid-19 Situation

The Covid-19 virus has impacted almost every element of human life. Various official actions, especially those taken by the Indonesian government, have been taken to break the chain of transmission of the virus. One of the sectors that will determine the condition of this pandemic is the education of elementary school children. So far, the Ministry of Education and Culture has not urged local governments to open schools outside the yellow and green zones. The purpose of this research is to find out the effectiveness of online learning for high school students in Buru State on learning achievement in the Covid-19 situation. This study uses a combination of quantitative and qualitative research. Quantitative research was conducted to see the level of student learning effectiveness. Qualitative research was conducted to determine student responses to the implementation of learning from home. This is done equally, not too dominant in one of them. Data collection techniques used is a questionnaire using a questionnaire via a google form that is given to students once a month to get an overview of the implementation of online learning during that month. The data analysis technique used is data reduction, data presentation, conclusion drawing drawing/verification. The results of the study indicate that the low learning achievement of students caused by bold learning has made the parties redevelop the applied learning process and increase the intensity of learning so that students experience increased achievement.

Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City

This study aims to analyze teacher professional development, competence, educational facilities, and infrastructure that affect teacher performance and high school student learning achievement. The population in this study was all teachers from five public high schools and five private high schools, with 183 teachers as samples. The analytical model used in this study is a structural equation model (SEM) using the AMOS program. The results showed that teacher professional development has no significant effect on the performance. Competence, educational facilities, infrastructure, and teacher professional development, have a positive and significant effect on teachers' performance. Competence has no significant impact on the performance of teachers. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on students' learning achievement. Teacher professional development has a positive and significant effect on the learning achievements of high school students through teacher performance. Competence has a positive and significant effect on the learning achievement of high school students through teacher performance. Educational facilities and infrastructure have a positive and significant effect on the learning achievements of high school students through teacher performance.

Exploration of the Historical Value of Islamic Civilization at the Baiturrahman Grand Mosque as a Source of Learning Local History in Banyuwangi

<p>The Baiturrahman Grand Mosque is one of the historical heritages of the Banyuwangi Regency, which has historical values in it. This mosque is proof of the spread of Islam in the eastern region of Java. Because it contains historical values related to establishing the Banyuwangi Regency, this mosque can be used as a source of local history learning for high school students because learning will be more interesting if you invite students directly to historical places or sites. This study uses a historical method with four stages: heuristics, criticism, interpretation, and historiography. The aims of this research are: 1) to find out the history of the establishment of the Baiturrahman Grand Mosque; 2) to find out the meaning contained in the mosque decoration; and 3) to find out the right learning model in utilizing the Baiturrahman Grand Mosque as a source of learning local history. The results of this study are in the form of a description of the historical value of the Baiturrahman Grand Mosque and a description of the meaning contained in its decoration. The next result is that this mosque is suitable to be used as a source of learning history with the 2013 curriculum, which emphasizes student skills and direct learning.</p>

Discipline of Islamic religious education teachers in the implementation of learning in junior and senior high school students in Sapuka Island

Teacher discipline is one of the main things in education including the discipline of Islamic religious education teachers. Discipline will greatly affect the learning outcomes and achievements of students in the time and future. The purpose of this study is: 1) To find out the discipline of Islamic religious education teachers in Junior High School (SMP) and Senior High School (SMA) in Sapuka Island, 2) To find out an overview of the implementation of learning in junior high school (junior high) and upper school (SMA) students in Sapuka Island. This research is qualitative research with a phenomenological approach. Data collection is done with survey methods with the help of questionnaires with interview techniques. Respondents who were selected using purposive sampling techniques because they are respondents in particular. Respondents consisted of the principal, deputy principal, teacher, supervisor and learners. Data obtained from interview results, field records, and other materials will have meaning after analysis and interpreted using the method of analysis and interpretation of miles and huberman analysis model with steps: data reduction, data display and conclusion. The results of the study were obtained: 1) The level of discipline of Islamic religious teachers is obtained that generally teachers have personal discipline, social discipline, national discipline and time and administrative discipline are quite good (high), although there are still some teachers who are relatively lacking in discipline, especially in time and administrative disciplines, 2) The implementation of Islamic religious education learning is obtained that teachers master learning materials optimally, some teachers apply varied learning methods, but there are still teachers who apply lecture methods, among teachers there are teachers who use learning media, but there are still teachers who have not mastered the use of Information Technology Communication (ITC) based media, and some evaluate learning continuously, but on the other hand there are still teachers who do not master the use of Information Technology Communication (ITC) based media, and some evaluate learning continuously, but on the other hand still There are teachers who still need to be optimized for the implementation of learning evaluations, and all teachers have not implemented the learning model.

Peran Daya Juang Bagi Self-Regulated Learning Siswa SMA

Self-regulated learning plays an essential role in achieving better academic achievement goals. This study aims to empirically examine how adversity quotient predicts self-regulated learning in senior high school students in Betun East Nusa Tenggara using a linear regression analysis technique of 120 participants selected based on purposive sampling. Measurements were made using 22 items of the adversity quotient scale (Cronbach’s α = 0.83) and 21 items of the self-regulated learning scale (Cronbach’s α = 0.95). The results showed a regression coefficient (t = 5.237) with a significance level p = 0.000 (p < 0.01), which mean that the adversity quotient can predict the self-regulated learning of senior high school students with an effective contribution of 21.5 per cent