Secondary School Literacy Research Articles

The effect of achievement composition on STEM competencies: Analyzing longitudinal data of German students’ scientific and computer literacy in secondary school.

The effect of achievement composition on STEM competencies: Analyzing longitudinal data of German students’ scientific and computer literacy in secondary school.

Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School

Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School

Investigating trees as an interdisciplinary phenomenon in climate regulation: an intervention study on iSTEM education and scientific literacy in secondary schools

ABSTRACT Climate change and CO2-emissions are key-issues of the 21st century. As a complex interdisciplinary phenomenon, educational systems appear to be forced to expand their curricula beyond disciplines or school subjects. Thus, cross-disciplinary concepts in science, such as iSTEM (integrated science, technology, engineering, and mathematics) address this demand. Also, the Organisation for Economic Co-operation and Development (OECD) stresses the need for interdisciplinarity in compulsory education. The present intervention study ‘CO2BS - Coole Bäume und Sensoren [Cool(ing) Trees and Sensors]’ focuses on the tree as a key-factor in the understanding of gas-exchange for which a proper scientific understanding demands thinking across disciplines. In accordance with a OECD competence framework, Scientific Literacy, the intervention aimed to foster secondary school students’ interdisciplinary conceptual knowledge (ICK) of how a tree’s exchange of O2 and CO2 can be investigated scientifically. Students’ changes in self-concept in science as well as their interest in climate and science along with epistemic emotions associated with scientific procedures were also investigated. The results showed positive changes in students’ self-concept and epistemic emotions. Though ICK increased significantly too, the results indicate that future interventions will need to focus more on how to establish interdisciplinarity within secondary education more effectively.

Peningkatan literasi numerasi melalui model pembelajaran dan hubungannya dengan kemampuan self-efficacy: Systematic literatur review

This study aims to describe the improvement of numeracy literacy through learning models and its correlation with self-efficacy capabilities.. The research method employed is a Systematic Literature Review (SLR) comprising three stages: planning, conducting, and reporting. Data collection involved identifying relevant articles based on predetermined criteria. The study examined 19 articles retrieved through a Google Scholar database search, facilitated by the Publish Or Perish software. Data synthesis was presented through tabulation and reinforced with a narrative format. The findings indicate that the improvement of numeracy literacy in elementary and secondary schools from 2020 to 2023 is predominantly pursued through the implementation of problem-based learning (PBL) models. Additionally, students' self-efficacy capabilities influence their success in learning. Furthermore, students' numeracy literacy correlates positively with self-efficacy, evidenced by higher self-efficacy correlating with higher numeracy literacy skills.

Teachers’ digital literacy overview in secondary school

<span lang="EN-US">This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy.</span>

Developing reading literacy in secondary schools in China

Developing reading literacy in secondary schools in China

Awareness and knowledge of scabies and ringworm among parents of school-age children in Calabar, Cross River State, Nigeria: Implications for prevention of superficial skin infestations.

Risk factors for the persistence of superficial skin infestations are prevalent in humid tropical environments, which are favorable for breeding of the causative vector mite Sarcoptes scabiei (ectoparasite) and dermatophyte fungi. This study aimed at assessing the awareness and knowledge of childhood scabies and ringworm infestations among parents in Calabar, a highly humid rainforest tropical environment. Cross-sectional study design and systematic random sampling were used to recruit school-age children in selected primary schools in Calabar. Researcher-driven administration of a structured questionnaire was conducted to obtain quantitative data from parents of recruited children. : Chi-square was used to assess factors associated with ever hearing or seeing scabies and ringworm infestations. Statistical significance was set at P < 0.05. One hundred and eighty-two (56.7%) and 218 (67.9%) of the respondents had heard of or seen scabies and ringworm infestation. Among respondents that were aware of scabies, 53.3% knew of the cause, 50.5% were aware of the risk factors while 68.1% and 78.0% knew their treatment and prevention, respectively; 98.6%, 60.6%, 76.6%, and 80.7% of respondents knew the cause, risk factors, treatment, and prevention of ringworm infestation, respectively. Fathers with at least secondary school literacy level and sharing beds were significantly associated with awareness of scabies. There is a suboptimal level of awareness and knowledge of two of the most common superficial skin infestations among parents of primary school children in the study setting. There is a need to redouble our effort at sensitization of parents toward improved awareness of these common infestations.

Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools

Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on assessment literacy to interrogate the assessment practices of eight teachers. The findings reveal that teachers’ conceptual knowledge and their conceptions of assessment are influenced by government policies. Teachers acknowledged the importance of effectively interpreting and communicating assessment data in order to support student learning. Finally, the study found that the ways in which teachers meaningfully engaged students in the feedback process created opportunities for building assessment literacy in both teachers and students. This article highlights the gap in how teachers draw upon their conceptual knowledge and how that contextual knowledge allows them to enact assessment within their varied school contexts.

Relationships between COVID-related health literacy, mental health and workload of school leaders

Objective: Studies have shown that school leaders’ health literacy is key to supporting health development in school. During the COVID-19 pandemic, the importance of school leaders’ health literacy became evident, as school leadership was characterised with uncertainty and demanded high levels of alertness to the need to implement rapidly changing health-related measures at short notice. This study sought to explore school leaders’ health literacy, mental health and work-related characteristics in Danish public primary and lower secondary schools during the pandemic. Methods: Selecting schools from the national Danish register of institutions a sample of 220 complete responses was achieved in a cross-sectional survey. School leaders or a member of the school management team completed a self-administered version of the COVID-HL: School Principals Survey, which assessed health literacy, three domains of mental health, sense of coherence and workload. Data were analysed using chi-square tests and logistic regression. Results: The majority of school leaders (71.4%) demonstrated a sufficient level of health literacy. However, there was a significant difference in workload increase between those with sufficient (66.0%) and insufficient (81.6%) health literacy. A high general workload was associated with lower well-being, while an increase in workload during the COVID-19 pandemic was linked to psychosomatic complaints. Sense of coherence explained variations in well-being, emotional exhaustion and psychosomatic complaints. Conclusion: This study highlights the importance of enhancing the health literacy of Danish school leaders, enabling them to deal effectively with complex health-related information and make informed decisions during health crises. Strengthening health literacy is crucial to promoting overall health and well-being in schools under normal circumstances, as well as navigating health crises.

АНАЛИЗА СТАЊА ИНФОРМАТИЧКЕ ПИСМЕНОСТИ У ОСНОВНОЈ И СРЕДЊОЈ ШКОЛИ СА ОПШТИНЕ УГЉЕВИК

The research we conducted aimed to present an analysis of the state of information literacy in primary and secondary schools in the municipality of Ugljevik. Nowadays, it is necessary to know that we use computers and information technologies in the right way, which is why there is a need to be computer literate. Teachers are the ones who should help students to be able to use computers and information technology properly and to know how to use them as a tool to help them solve certain problems. In order for students to be trained in the proper use of computers and information technology, in the first place there must be teachers who will know how to use them, so a survey was conducted to examine how much knowledge students have in information technology and to whether they can be considered computer literate. The paper presents the results of the research.

Gender Differences Influence Student’s Numeracy Literacy in Secondary Schools in Kolaka Regency, Indonesia

This study aims to describe students' numeracy literacy skills by gender, and analyze inferentially the differences in numeracy literacy between male and female students. The sample of this study involved 48 students of MTs Negeri 1 Kolaka consisting of 21 male students and 27 female students. Research data were collected using numeracy literacy test instruments, data analysis includes: (1) descriptive analysis that aims to describe students' numeracy literacy ability which includes mean score, standard deviation and variance; and (2) inferential analysis aimed at determining differences in numeracy literacy skills between male students and female students using independent sample t tests on the condition that the normality and homogeneity of the data are met. The results of the study include: (1) descriptively, including: students' numeracy literacy ability is in the low category, and the numeracy literacy ability of female students is higher than that of male students; and (2) inferentially, including: data on students' numeracy literacy ability are normally distributed, and homogeneous, and there is no difference in numeracy literacy ability between male and female students.

Designing an interpretive structural model of ecological literacy development challenges in secondary schools

Background and Aim: As the first and most important educational institution of the country, the school plays a decisive role in teaching ecological literacy along with other organizations and educational tools. The purpose of this research was to design an interpretative structural model of the challenges of developing ecological literacy in secondary schools. Methods: The current research is of mixed type (qualitative and quantitative). In the first phase, a qualitative research method was conducted using thematic analysis, and in the second phase, a quantitative method was conducted based on interpretive structural modeling. The statistical community in both qualitative and quantitative sections, due to the expert-centeredness of the interpretive structural modeling approach, formed experts, which included school principals, teachers, environmental education experts, environmental education professors, and environmental elites. They were selected purposefully and until theoretical saturation was reached (22 people). Sampling method in the quantitative part, due to the expert-oriented approach of interpretive structural modeling, the experts were in the qualitative part (N=20). The measurement tool in the qualitative part was a semi-structured interview and in the quantitative part, a questionnaire. Validity and reliability of the data were confirmed. Two methods of thematic analysis (Max QDI software) and Interpretive Structural Modeling (ISM) (Excel software) were used to analyze the data. Results: 6 main themes of ecological literacy development challenges in secondary schools have been identified, which include human, infrastructure, economic, attitudinal, curriculum and political challenges. Conclusion: Human challenge and curriculum are in the independent cluster, that is, it has a great influence on other factors and other factors have little influence on it; The themes of infrastructure and curriculum are placed in the dependent cluster, that is, they are affected by other factors and have little effect on other factors; Economic and attitudinal themes are placed in the linked cluster, that is, they both influence other factors and are influenced by other factors.

Teaching Food Literacy in Australian Secondary Schools: Skills and Theory to Influence Adolescent Food Behaviours

Teaching Food Literacy in Australian Secondary Schools: Skills and Theory to Influence Adolescent Food Behaviours 의 이용 수, 등재여부, 발행기관, 저자, 초록, 목차, 참고문헌 등 논문에 관한 다양한 정보 및 관련논문 목록과 논문의 분야별 BEST, NEW 논문 목록을 확인 하실 수 있습니다.

Habit and Doubt in the Classroom: Everyday Media Literacy in a Norwegian Upper Secondary School

Abstract Even though several students are experienced producers of audiovisual texts in their everyday lives, there is no quick fix to transfer these media production skills to the formal school setting. This article is based on a classroom study from a science class in a Norwegian upper secondary school. Instead of what they have become accustomed to in the subject – making written or oral reports – they were asked to create video reports using smartphone applications they have learned to use in everyday life. The article argues that the students meet such a task with doubt and they do not necessarily draw upon their vernacular skills in the formal school setting were the tradition of the linguistic text is well rooted. The habit of producing verbal texts in school is challenging to break and video production is experienced as difficult and time consuming. However, this article argues that there is much to be gained if teaching supports students to ‘break habits’. While this opens for students’ doubts and hesitations, breaking habits also can inspire inquiry, creativity and new learning.

АНАЛИЗА СТАЊА ИНФОРМАТИЧКЕ ПИСМЕНОСТИ У ОСНОВНИМ И СРЕДЊИМ ШКОЛАМА СА ОПШТИНЕ БИЈЕЉИНА

The research we conducted aimed to present an analysis of the state of information literacy in primary and secondary schools in the municipality of Bijeljina. As it is necessary to know how to use computers correctly, so the need to be computer literate was created. Teachers are the ones who should help students to be able to use computers correctly and to know how to use them as a tool that will help them solve certain problems. In order for students to be trained in the proper use of computers, teachers must first be able to use them, so a 25-question survey was conducted to examine how much knowledge students have of computer science and the use of modern technologies. The paper presents the results of the research.

The problem of economic literacy development of children and youth

The article presents the urgency of the problem of improving thequality of economic education in educational institutions of different types under modern social challenges regarding the cooperation of society and nature, forecasting economic development of regions, organization of production taking into account environmental and socio-economic preconditions. The study used methods of conceptual and comparative analysis, as well as psycho diagnostic methods. Theoretical aspects of forming children’s basics of economic (financial) literacy taking into account social and geographical factors are substantiated. Some features of the development of schoolchildren’s economic thinking in the course of their training (rationalism, practicality, variability, problem character, etc.) are defined. The essence of the economic culture of student youth is outlined and the necessity to create an educational environment of the educational institution for its development is emphasized. The results of the empirical study on the state of the outlined problem in school practice are presented. It was found out that the formation of economic literacy in primary and secondary school involves students mastering general knowledge, skills, and abilities necessary for their lives.

Young Adult Literature and critical literacy - politische Bildung im fremdsprachlichen Literaturunterricht

This paper explores the role that Young Adult Literature can play for developing foreign language learnersֹ’ critical literacy in secondary schools. Drawing on Paulo Freire’s Critical Pedagogy and approaches in literature and language pedagogy, critical literacy is understood as learners’ competence to critically reflect and question established beliefs, texts, representations and power relationships with the aim of participating in social transformation. The paper argues that critical literacy can be seen as a central goal of literature classes and illustrates how it can be transferred into classroom practice. Several texts are presented to show how learners may be encouraged to critically reflect social, political and environmental issues of global importance, such as climate change, racism, or social justice, thus developing skills they need to become critical agents of change.

Problems of the formation of reading literacy in secondary school and possible ways to solve them in history lessons

Problems of the formation of reading literacy in secondary school and possible ways to solve them in history lessons

Development of entrepreneurial literacy in upper secondary school with Junior Achievement tasks

Ettevõtluskirjaoskus hõlmab ettevõtluspädevust, mille arendamine suurendab võimalusi ühiskondliku, sotsiaalse, kultuurilise ja majandusliku heaolu kasvuks. Õpilaste ettevõtluspädevuse kujundamiseks õppetöös on arendatud teoreetiline raamistik European Entrepreneurship Competence Framework (EntreComp). Siinse uurimuse eesmärk oli välja selgitada, millist liiki ülesandeid kasutatakse gümnaasiumiastmes õpilaste ettevõtluspädevuse alapädevuste kujundamiseks. Kasutades kvantitatiivset sisuanalüüsi, analüüsiti gümnaasiumiastme ettevõtlusõppeks koostatud Junior Achievementi ülesandeid, toetudes EntreCompi raamistikule. Ülesanded liigitati individuaalseteks ja rühmatöö ülesanneteks. Ülesannete sagedusanalüüsist selgus, et individuaalsete ülesannetega saab arendada rohkem õpilaste finants- ja majanduskirjaoskust, eneseteadvust ja enesetõhusust. Rühmatöö ülesanded sobivad meeskonnatöö ja koostööoskuste kujundamiseks. Selliseid ettevõtluspädevuse alapädevusi nagu motivatsioon, loovus, riskijulgus ja ressursside kaasamine arendatakse Junior Achievementi ülesandekogu ülesannetega väga vähe. Ometi on ettevõtluspädevuse alapädevuste kujundamine oluline, et toetada tegelemist ettevõtlusega täiskasvanueas.&#x0D; Summary

The relationship between ICT literacy and academic achievement among students: A meta-analysis

Students' information and communication technology (ICT) skills might support their learning processes and outcomes—or distract from them. As past studies showed mixed results, this meta-analysis examined 50 effect sizes from 45 studies of 70,350 students' ICT literacy and academic achievement in primary schools, secondary schools, and universities. Students with greater ICT literacy often had substantially higher academic achievement, moderated by several attributes. The positive link between ICT literacy and academic achievement was strongest (a) among students in senior high school, followed by elementary school, junior high school, and lowest in university; (b) among females rather than males (c) for applied skills in ICT literacy rather than theoretical ones; (d) on assignments, followed by course grades, tests, quizzes, other assessments and lowest on grade point average (GPA); and (e) in randomized controlled experiments, compared to stratified or convenience samples.