Ninth-grade Level Research Articles

Effects of reality pedagogy on motivation and academic performance to learn biology in Class IX

Teaching Biology in an innovative way has always posed challenges due to its complex terminology and abstract concepts. This study explored the effects of reality pedagogy as an alternative instructional strategy on learner motivation and academic performance in learning biology at the ninth-grade level. To achieve this, an experimental research design was employed, including a pre-test/post-test assessment, Biology Learning Motivation Questionnaires, semi-structured interviews, and classroom observations. Descriptive and inferential statistics were used to analyse the data. The findings of the study revealed that the implementation of reality pedagogy had a positive influence on learner motivation in learning biology. Additionally, a significant correlation was identified and observed between motivation levels and academic achievement in the subject. The implications of these findings, as well as recommendations, are also discussed in the study.

The effect of environmental health education on microplastic pollution awareness.

The aim of this research is to investigate the effect of environmental health education given at the ninth-grade level on the microplastic pollution awareness level of students. This pretest-posttest experimental study with a randomized control group was conducted between 2022 and 2023 in three high schools in a province in eastern Turkey. The sample of the study consisted of 90 ninth-grade students (experimental group: 45, control group: 45), and the sample magnitude was determined by power analysis. Tools such as the "Personal Information Form" and "Microplastic Pollution Awareness Scale (MPAS)" were used to collect data. Training was given to the experimental group as a nursing intervention in a total of four sessions at 15-day intervals. No intervention was applied to the individuals in the control group. While no significant difference was observed in the MPAS total score in the control group according to the pretest and posttest mean scores, a significant difference was observed in the MPAS total score in the experimental group (p<0.05). When the posttest mean scores of the experimental and control groups were examined, it was observed that the posttest mean scores of the experimental group were higher than the posttest mean scores of the control group and there was a statistically significant difference (p<0.05). It was observed that the microplastic pollution awareness level of the experimental group students who received environmental health training increased significantly. The issue of environmental health should be integrated into the education curriculum in schools and students' awareness levels should be increased.

Learning Environment and Online Assignment Behaviors as Predictors of the Academic Performance of Low Socioeconomic Status (SES) Junior High Students

The COVID-19 pandemic profoundly impacted the methods of instruction for K-12 and higher education institutions around the world. Schools and families were challenged to adapt to online-based modes of instruction with minimal preparation. This study examined the importance of the learning environment and commitment to assignments as predictors of the academic performance of junior high students during the COVID-19 pandemic. We obtained data from 328 seventh through ninth grade students enrolled in an urban school district in the Delta region of Arkansas. Students used the same online learning platform, Lincoln Learning Solutions, receiving instruction in virtual, mixed, or on-site learning environments. We examined the total time spent in each course, overall assignment completion, and average grades for science, mathematics, and ELA. Our results show that when we considered only the learning environment, students in the on-site environment consistently outperformed their peers in the virtual learning environment across all subjects and grade levels, except for mathematics at the eighth-grade level. However, when we also considered students’ online assignment behaviors (time spent working on assignments, and number of assignments completed), there was a significant improvement in the prediction of academic performance for mathematics in the seventh and ninth grade, for science at the eighth-grade level, and for ELA at the ninth-grade level.

The Influence of Vocabulary Instructions to the Development of grade 9 ESL Learners' English Vocabulary Acquisition: A Phenomenological Study

The goal of this study was to investigate methods for teaching English vocabulary to ninth-grade students in private schools in order to identify learning obstacles in the acquisition of vocabulary instruction and to propose suitable solutions. Hence, a phenomenological qualitative research approach was used to accomplish the goals of the study. This phenomenological analysis of classroom instruction provides important insights into the design of vocabulary-building exercises for English as a Second Language (ESL) learners and discusses several important considerations that must be taken into account. Children learning English as a second language who have a slower than average rate of vocabulary acquisition also have a more difficult time comprehending literature written at the ninth grade level. In-depth interviews with four ESL educators were recorded, transcribed, and evaluated thematically. The findings suggest that ESL educators are employing a wide range of methods to boost students' vocabulary in their lessons, but more research into the effectiveness of these methods is needed. This study confirmed the need of providing ongoing assistance to ESL learners as they work to increase their vocabulary. More research in these areas is needed to improve ELTs' vocabulary instruction, ESLs' vocabulary acquisition and understanding, as this study found that vocabulary training and other linguistically based interventions improved reading and education results for ESL students. Teachers also need to be familiar with and equipped to use contemporary methods of vocabulary instruction that take into account their students' abilities and background knowledge.

ANALYSIS OF CONTEXTUAL LEARNING APPLICATION IN THE DEVELOPING OF SHORT STORYTELLING WRITING ABILITY

Writing short stories is a skill that can help students become more creative and qualified to generate ideas, thoughts, and ideas, as indicated by using effective sentences and appropriate and precise language. This study is the goal of teaching students to write short tales. Students need to understand better how to create short stories if they learn how to write them. This study aims to (1) present pictures and explanations of instructors who apply the contextual approach in short story learning and (2) to identify the characteristics that determine the effectiveness of teachers who apply contextual approaches, particularly in the setting of short story learning. This study contextualizes short story learning for a single Indonesian language instructor at the ninth-grade level at SMP PGRI Cirus in Serang Regency, Banten. The data is gathered through careful observation, in-depth interviews, and meticulous analysis. In addition, qualitative descriptions were used to assess data collected from three different approaches. This study's findings suggest that (1) teachers who understand the stages involved in implementing the contextual approach to short story learning are more likely to have students who reach the KKM they set for themselves. And (2) students who reach the KKM more often have a more positive experience learning the stories. Teaching variables, student characteristics, facilities and infrastructure, and environmental elements impact teachers' ability to implement a contextual approach to learning short stories successfully

Readability of Korean-Language COVID-19 Information from the South Korean National COVID-19 Portal Intended for the General Public: Cross-sectional Infodemiology Study.

BackgroundThe coronavirus pandemic has increased reliance on the internet as a tool for disseminating information; however, information is useful only when it can be understood. Prior research has shown that web-based health information is not always easy to understand. It is not yet known whether the Korean-language COVID-19 information from the internet is easy for the general public to understand.ObjectiveWe aimed to evaluate the readability of Korean-language COVID-19 information intended for the general public from the national COVID-19 portal of South Korea.MethodsA total of 122 publicly available COVID-19 information documents written in Korean were obtained from the South Korean national COVID-19 portal. We determined the level of readability (at or below ninth grade, 10th to 12th grade, college, or professional) of each document using a readability tool for Korean-language text. We measured the reading time, character count, word count, sentence count, and paragraph count for each document. We also evaluated the characteristics of difficult-to-read documents to modify the readability from difficult to easy.ResultsThe median readability level was at a professional level; 90.2% (110/122) of the information was difficult to read. In all 4 topics, few documents were easy to read (overview: 5/12, 41.7%; prevention: 6/97, 6.2%; test: 0/5, 0%; treatment: 1/8, 12.5%; P=.006), with a median 11th-grade readability level for overview, a median professional readability level for prevention, and median college readability levels for test and treatment. Difficult-to-read information had the following characteristics in common: literacy style, medical jargon, and unnecessary detail.ConclusionsIn all 4 topics, most of the Korean-language COVID-19 web-based information intended for the general public provided by the national COVID-19 portal of South Korea was difficult to read; the median readability levels exceeded the recommended ninth-grade level. Readability should be a key consideration in developing public health documents, which play an important role in disease prevention and health promotion.

CLASSROOM MANAGEMENT APPLIED BY ENGLISH TEACHER AT NINTH GRADE IN THE STATE JUNIOR HIGH SCHOOL 7 JAMBI

The purpose of this study was to explore the classroom management techniques utilized by the English teacher at the ninth grade level at the state junior high school 7 in Jambi. The descriptive qualitative research approach was utilized in this study, and the methods of data collection were observation, interviewing, and documentation. During the pre-activity phase, the teacher ensured that the students were prepared for the activity by ensuring that they were comfortable. The instructor also organized the seating for the students, ensured that the whiteboard and any other necessary equipment was in the appropriate location, and managed the students by providing a different manner of instruction at each meeting. During the process of learning, the instructor has the ability to foster an environment that is conducive to learning and can construct things that are constructive in order to achieve the best possible results from the learning process.

Patient Education Materials for Age-Related Hearing Loss

Patient Education Materials for Age-Related Hearing Loss

Attitudinal impediments to geology major recruitment among ninth graders at a STEM high school

A university geology department partnered with a STEM-focused high school to introduce project-based learning-centered geoscience content at the ninth-grade level. We hypothesized that these students, already interested in science, would be a natural recruitment pool into geoscience. Because they are enrolled by lottery, their demographics match those of the community, potentially enhancing the recruitment of underrepresented minorities. We administered a survey of students’ attitudes and experiences before and after a semester of geoscience content intervention. We found that two barriers often cited as hindrances to recruitment in geosciences—family/friend opinions and interest in outdoor activity—were not an issue for our students. Students also reported previous exposure to both geoscience and environmental science content, which is significant because they cited interests developed before high school as key influences on college major choice. Although many had not decided on a major, they appear disinclined to view geology as a possibility. Despite their interest in geoscience and “environmentally friendly” careers, fewer students reported a desire to learn more about geoscience after the course than before, and they tended to consider geology as a low-prestige, relatively low-paying career option, perhaps suggesting a failure of the curriculum intervention as a means of recruitment. Our findings also suggest that primary and middle school exposure to geoscience may not adequately convey career possibilities to students. As more geoscience content is integrated at lower grade levels through the Next Generation Science Standards, we should examine how this material is being taught, particularly in promotion of environmental stewardship.

Development and Testing of a Decision Aid for Unaffected Women with a BRCA1 or BRCA2 Mutation.

For women who are unaffected carriers of a pathogenic BRCA mutation, cancer risk management requires ongoing education, counseling, and support from an interdisciplinary team of medical specialists, genetic counselors, and nurses specializing in genomics. The purpose of this study was to develop and pilot test an educational, patient-focused decision aid to facilitate shared decision making. A steering committee developed the prototype aid after an extensive review of the literature. The aid was designed at the ninth-grade reading level, to be consistent with internationally accepted clinical guidelines and inclusive of all risk management options and psychosocial issues important to cancer risk management decision making. The aid was tested with 23 participants: eight experts and 15 end users. Eleven survey items were asked related to organization, clarity, usefulness, comprehensiveness, ease of understanding, and relevance to the cancer risk management decision-making process. Mean scores were 3 or higher on Likert scales of 1-4 (high) for each of the 11 items. Two open-ended questions elicited general comments and suggestions for additions, deletions, or revisions to the decision aid. The steering committee made final revisions to the aid based on participant feedback and committee consensus.

Estudio comparativoentre metodología de aula invertida y metodología tradicional en clases de español, inglés y matemáticas

The presence of new developments of technologies in the educational field requires an intensive intervention and adaptation toward the use of methodologies related to information technologies and communications (TICs) that contribute to the improvement of the students' academic performance. The objective of this article is to verify if there was a favorable impact on school performance with the use of the Inverted Classroom methodology in comparison with the use of the traditional methodology for the students of the ninth and tenth grade levels in the Spanish, English and Mathematics courses. On the other hand, in addition to goal was to offer a brief description of the concept of the Flipped Classroom with the review of some contributions derived from researchers as input for the students as well as the teachers. This study was of quantitative origin and with a quasi-experimental design. The sample was of 116 students divided into control group (65 students) and experimental group (51 students) of each subject. As an independent variable, the instruments applied were a pre-post test of academic achievement of each unit and the measurement of the results were analized using thet-Test statistical analysis system to verify its reliability. For the stadistical analysis, the IBM version 22 aplication was used. With respect to the results obtained, no statistically significant difference was observed between the pre-post tests before the experimental groups and control groups reasons that will be made known in the discussion and conclusion of the text. I have never seen this in a summary, it is normal to put them here.

Evaluation of Content on Commonly Used Web sites About Induction of Labor and Pain Management During Labor.

The Internet is a common source of information for women during pregnancy. A multitude of data about birth can be found on the Internet, yet there are few guidelines to direct women to credible Web sites. Providers are often unaware of the health sites their patients access. The purpose of this study was to evaluate the quality of the written content on Web sites about induction of labor and pain management during labor. Descriptive study of 11 Web sites on induction of labor and pain management during labor. Searches on Google, Yahoo, and Bing were used to identify Web sites women use to seek information about labor and birth. The Web sites were evaluated using the Health Information Technology Institute (HITI) criteria, readability, and content criteria from UpToDate, an evidence-based, healthcare professional-authored clinical resource. No Web sites met all the HITI criteria for both topics. One Web site was written at or below a seventh-grade reading level and six were written at or above a ninth-grade level. Although there was no perfect Web site, we noted government Web sites provided the highest quality information. Evaluation and discussion of Web sites used by pregnant women is needed. Nurses and other healthcare providers should be aware of what information exists and what Web sites women are using so they can guide women to credible, evidence-based data. Directing women to government-sponsored Web sites on childbirth topics may help them access accurate information.

Readability of online hysterectomy literature: Too difficult for our patients?

Objective: Inadequate health literacy has been shown to have a negative impact on health outcomes, decrease patient satisfaction, and increase the financial burden on the health care system. The American Medical Association and National Institutes of Health have recommended that health information be published at a sixth-grade reading level, because the average adult in the United States reads at an eighth- to ninth-grade level. With more than 62% of patients now accessing health care data online, websites have become a primary source of health information. This study aims to determine the readability of online patient content about hysterectomy.

Washback of English national exams at ninth-grade level in Thailand and Indonesia

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı ve Eğitim Fırsatları

<p class="ql-align-justify">Using data from the German National Educational Panel Study (NEPS), this study provides a quantitative overview of educational achievement and opportunities among Turkish youth in Germany. The findings show that students with a Turkish background are the most disadvantaged group at the fifth and ninth grade level in the fields of German and mathematics. Moreover, proportionally, they are the least-represented group among academic high school track students; the track provides opportunities for admission to universities and universities of applied sciences. Fifty years after the first migration from Turkey to Germany began, Turkish youth have had problems regarding using German in everyday life, friendship networks, and residential segregation. According to the segmented assimilationist perspective, different immigrant groups experience different levels of accommodation in destination countries. In the German context, data show that other immigrant communities gradually adapt to German society one way or another, whereas the problems of Turkish accommodation are passed on to younger generations.&nbsp;

The Readability and Simplicity of Donald Trump’s Language

The purpose of this study is to identify the readability and simplicity of Donald J. Trump’s speech in his media interviews and debates during the 2016 US presidential primary campaign. A total of 10 interviews and debates broadcast on different television networks were analyzed using three of the most commonly used readability formulas: Flesch–Kincaid, Simple Measure of Gobbledygook (SMOG), and Gunning-Fog. The analysis revealed that a fourth- to fifth-grade level of education (9- to 11-year-olds) is required to understand Trump’s language. In total, 10 additional interviews and debates of other candidates in the presidential election of 2016, from both the Republican and the Democratic parties, were analyzed, using the same readability formulas, in order to shed additional light on Trump’s results. This analysis showed that the average score of all the other candidates was at a ninth-grade level (14- to 15-year-olds). Furthermore, the study reveals that Trump’s sentences and words were significantly shorter and less complex than those of any other candidate. This study suggests that Trump uses low readability and simplicity of language as a rhetorical strategy to gain popularity, in accordance with the trend of anti-intellectualism.

Readability of Online Patient Educational Resources Found on NCI-Designated Cancer Center Web Sites.

The NIH and Department of Health & Human Services recommend online patient information (OPI) be written at a sixth grade level. We used a panel of readability analyses to assess OPI from NCI-Designated Cancer Center (NCIDCC) Web sites. Cancer.gov was used to identify 68 NCIDCC Web sites from which we collected both general OPI and OPI specific to breast, prostate, lung, and colon cancers. This text was analyzed by 10 commonly used readability tests: the New Dale-Chall Readability Formula, Flesch Reading Ease scale, Flesch-Kinaid Grade Level, FORCAST scale, Fry Readability Graph, Simple Measure of Gobbledygook test, Gunning Frequency of Gobbledygook index, New Fog Count, Raygor Readability Estimate Graph, and Coleman-Liau Index. We tested the hypothesis that the readability of NCIDCC OPI was written at the sixth grade level. Secondary analyses were performed to compare readability of OPI between comprehensive and noncomprehensive centers, by region, and to OPI produced by the American Cancer Society (ACS). A mean of 30,507 words from 40 comprehensive and 18 noncomprehensive NCIDCCs was analyzed (7 nonclinical and 3 without appropriate OPI were excluded). Using a composite grade level score, the mean readability score of 12.46 (ie, college level: 95% CI, 12.13-12.79) was significantly greater than the target grade level of 6 (middle-school: P<.001). No difference between comprehensive and noncomprehensive centers was identified. Regional differences were identified in 4 of the 10 readability metrics (P<.05). ACS OPI provides easier language, at the seventh to ninth grade level, across all tests (P<.01). OPI from NCIDCC Web sites is more complex than recommended for the average patient.

AMDA Conference Keynoter Urges Critical Thinking About Drug Choices

AMDA Conference Keynoter Urges Critical Thinking About Drug Choices

Teleducation about Cleft Lip and Palate: An Interdisciplinary Approach in the Promotion of Health.

Introduction The Young Doctor Project (YDP) uses Telehealth and Interactive Teleducation instruments to promote the integration of different areas of health and to build knowledge. This methodology can also foster public awareness on various issues related to health. In this context, the objective of this study was to emphasize cleft lip and palate (CLP), which is one of the most common birth defects in Brazil. Objective The study aimed to apply a model of education regarding CLP, based on the dynamics of the YDP, and to evaluate the participants' knowledge acquired after participating in the YDP. Methods The participants were 41 students, 13 to 15 years of age and at the eight- and ninth-grade levels in a private elementary school in Bauru (Brazil). To analyze the performance of the participants, a questionnaire was administered before and after the completion of the training program. The training program was structured in three steps using: (1) interactive teleducation classes, (2) a cybertutor, and (3) practical activities. Results There was a statistically significant difference between the pre- and postparticipation questionnaire results. The improved performance of participants is evidenced by the increase in the rate of correct answers on all issues. Conclusion The YDP on CLP was applied in the school setting following the three steps recommended by the project, and, after the implementation of the training program, there was a significant increase in participants' knowledge of CLP. The YDP on CLP proved an effective tool in promoting health education.

Checking for Comprehension: Mastering Teach-Back Techniques

Patients frequently misunderstand or cannot apply health information they receive from health professionals. Certain populations-particularly individuals with limited English skills or limited education-pose an additional challenge. The average American only reads and speaks at an eighth- or ninth-grade level, yet we assume patients understand basic health care vocabulary. Those with limited health literacy skills may have a poor understanding of their chronic diseases, manage their health poorly, have lower health status, and have a greater probability of hospitalization. Checking for comprehension is critical. The "teach-back" technique is akin to having someone repeat back road directions so you can confirm they will reach their destination using your directions. Teach-back is a three-part process: 1) assess comprehension, 2) offer feedback, and 3) re-evaluate comprehension. Several videos and Web sites are available to walk professionals through this process. When I talk to patients and their families, I often feel like the information I give them goes in one ear and out the other. Recently, our administrators talk about "teach-back." What is this, and how is it best used?