Ninth Grade Research Articles

Readability of cerebrovascular diseases online educational material from major cerebrovascular organizations

IntroductionThe internet is an essential resource for patients and their loved ones to understand their medical conditions, and professional medical organizations have taken great strides to develop educational material targeting...

Grading Between the Locales: Socioeconomic Status and Ninth-Grade Course Failures

This study explores the grading disparities among ninth-grade students within the American educational system, emphasizing the comparative analysis between economically disadvantaged students (indicated by Free or Reduced-Price Lunch status) and their more advantaged counterparts across urban, suburban, and rural locales. Drawing on a robust dataset of 65,017 first-time, full-time ninth graders from Arkansas, spanning the academic years 2020-21 to 2021-22, this research employs logistic regression analysis to uncover the nuanced relationships of socioeconomic status and geographical setting on course failure rates. The ninth grade is highlighted as a critical juncture in the U.S. educational trajectory, serving as a foundational year that significantly influences students' future academic and career pathways. My findings reveal that, although rural students initially present with lower failure rates, a detailed logit analysis accounting for individual and district-level characteristics demonstrates that rural ninth graders face the highest risk of course failure, especially among those with Free or Reduced Lunch (FRL) status. These results underscore the pressing need for implementing equitable grading practices and bolstering professional development for educators in rural areas to mitigate these disparities. This study contributes to the broader field of educational equity by highlighting systemic challenges and advocating for targeted interventions to support disadvantaged students, particularly in the pivotal year of ninth grade.

Evaluation of the book of social skills and values of the ninth grade from the perspective of teachers

The aim of this research is to evaluate and analyze the textbooks of social skills and values for nine grade, as well as evaluate the textbooks of social skills and values from the perspective of teachers according to gender (male and female) and education (East and West). Appropriate and percentage weight to achieve these goals, the researcher used the descriptive method of praise. The research tool was to determine a criterion for the book of social skills and values, which was (55) After confirming the truth and substitute of the criterion, was applied to the research sample, which consisted of 172, in order to treat statistics, data and information Collections of the research community, researcher program (spss) used the data, and extracted the appropriate center and percentage weight to determine the strengths and weaknesses of the measure.

Effectiveness of an Educational Program Based on Educational Tasks in Islamic Education in Social Values among Ninth Grade Students

The study aimed to investigate the effectiveness of an educational program based on educational tasks in Islamic education social values among ninth grade students. To achieve the goal of the study, a scale was built to measure social values. The study population consisted of 80 ninth-grade students from Janaa Basic School affiliated with the Directorate of Education for the First Zarqa Region for the 2023/2024 academic year. They were chosen intentionally and divided into two groups: the control group, which was taught in the usual way described in the teacher’s guide, and the experimental group, which was taught according to the educational program based on educational tasks. The researcher used the quasi-experimental method. The results also showed that there was a statistically significant difference at the level of statistical significance (α = 0.05) between the two mean scores of the post-test performance of the study individuals on each of the areas of social values (cooperation, respect, honesty, freedom, altruism, and justice), and the areas of social values as a whole attributed to the teaching strategy variable in favor of the experimental group. In light of the results of the study, the researcher recommended the need to train Islamic education supervisors and teachers to build educational programs based on educational tasks, employ them in the classroom, and pay attention to social values.

Computational thinking on concept pattern number: A study learning style Kolb

This research aimed to determine how the number pattern concept's computational thinking characteristic picture was reviewed from the Kolb model's learning style. The research method used in this study is qualitative descriptive. The research was conducted at one of the state's small schools in Bandung. The research subjects consisted of 29 students in the ninth grade. One of the 29 study issues is selected with assimilator learning styles. The data-gathering techniques used are questionnaire tests, test instruments, and interviews. Angket is used to group subjects into four groups of learning style types. The test instrument was used to describe the computational thinking characteristics of high school students on the concept of number patterns, and the interview was used to strengthen the test summary results of the subject. The results of this study show that the characteristics of computational thinking that each type of learning style dominates are different. Computational thinking students with an assimilator learning style in solving mathematical problems of number patterns can solve issues by involving decomposition, pattern identification, abstraction and generalization, and algorithms. They can generalize patterns using accurate, thorough, complete, and systematic problem-solving strategies.

Characters Value in English Textbook

The purpose of the study was to analyze character values types in an English textbook, "Think globally act locally," for junior high school ninth graders. This study used descriptive qualitative research, using a 2018 textbook published by the Indonesian Ministry of Education. The study was conducted from June to July 2023. . The results showed that there are 9 types of character values, namely religiosity, hard work, creativity, curiosity, appreciation, friendliness, moral values, love to read, social awareness, and responsibility. The frequency of appearance friendliness moral values (64 times), love to read (32 times), social awareness (11 times), creativity and hard work (8 times), appreciation (5 times), curiosity (4 times), and religiosity and responsibility (3 times). These findings highlight the importance of character values in 21st century learning, particularly in the teaching of English as a Foreign Language (TEFL). In conclusion, this book already contains character values in it, although not all character values have been included in this textbook. Keywords: Characters Value, English Textbook, Descriptive Qualitative Research

CULTURAL DIMENSIONS IN ENGLISH TEXTBOOK

The aim of this research was to describe the kind of Cultural dimensions that appears inthe English textbook. The research technique applied in this study was a content analysis methodthat took a qualitative approach. Construction of a checklist, analysis of a textbook, coding,categorization, and interpretation were used to obtain the data. Based on Adaskou, Britten, andFahsi (1990) statement, cultural dimensions in the textbook derived into four senses: (1) aestheticsense, (2) sociological sense, (3) semantic sense, and (4) pragmatic sense. Based on the results ofdata analysis of the kind of Cultural dimensions that appears in the textbook, the Bahasa InggrisThink Globally Act Locally textbook for ninth grade in junior high school offered a lot of culturalmaterial. It was evident from the kind of culture dimensions that was presented in textbooks. Thefindings revealed Aesthetic sense dominance with 37%, 27% to the Sociological sense, 21% to theSemantic sense, and just 15% to the Pragmatic sense.Keywords : Analysis, Culture, English textbook, Junior High School

A longitudinal analysis of health inequalities from adolescence to young adulthood and their underlying causes

Research suggests that children of low-educated parents face greater health burdens during the passage from adolescence to young adulthood, as they are more likely to become low-educated themselves, establish behavioural and psychosocial disadvantages, or being exposed to unhealthy working conditions. However, studies examining the development and drivers of health inequalities during this particular life stage are limited in number and have produced varied results. This study investigates trajectories of self-rated health and overweight from 14 to 25 years of age, stratified by parental education, and explores the role of potential mediators (educational achievement, health behaviours, psychosocial factors, working conditions). We rely on prospective cohort data from the National Educational Panel Study (NEPS), a representative sample of 14,981 German ninth graders interviewed yearly from 2011 to 2021 (n = 90,096 person-years). First, we estimated random-effects growth curves for self-rated health and overweight over participants’ age and calculated the average marginal effect of high versus low parental education. Second, a series of simulation-based mediation analyses were performed to test how much of health inequalities were explained by children’s educational attainment (years of school education, years in university), health behaviours (smoking, alcohol, physical inactivity), psychosocial factors (number of grade repetitions, years in unemployment, chronic stress, self-esteem) and working conditions (physical and psychosocial job demands). We accounted for potential confounding by controlling for age, sex, migration background, residential area, household composition, and interview mode. Results show that higher parental education was related to higher self-rated health and lower probabilities of being overweight. Interaction between parental education and age indicated that, after some equalisation in late adolescence, health inequalities increased in young adulthood. Furthermore, educational attainment, health behaviours, psychosocial factors, and early-career working conditions played a significant role in mediating health inequalities. Of the variables examined, the level of school education and years spent in university were particular strong mediating factors. School education accounted for around one-third of the inequalities in self-rated health and one-fifth of the differences in overweight among individuals. Results support the idea that the transition to adulthood is a sensitive period in life and that early socio-economic adversity increases the likelihood to accumulate health disadvantages in multiple dimensions. In Germany, a country with comparatively low educational mobility, intergenerational continuities in class location seem to play a key role in the explanation of health inequalities in youth.

Exploratory data analysis to reveal learning loss condition in Islamic religious education

One of the negative impacts of this prolonged distance teaching and learning activity during the pandemic is that students lag in absorbing lessons, known as learning loss. Islamic religious education (IRE) as value education, especially in Indonesia, can also cause learning loss. This study aims to identify possible indications of learning loss experienced by madrasa students in IRE. This study uses data science methods with an exploratory data analysis (EDA) approach. Respondents are students in the sixth grade of <em>Madrasah Ibtidaiyah</em> (MI), the ninth grade of <em>Madrasah Tsanawiyah</em> (MTs), and the twelfth grade of <em>Madrasah Aliyah</em> (MA). The total respondents in this study were 38,326 MI students, 29,350 MTs students, and 13,474 MA students. The results of the EDA found that most madrasas in Indonesia experienced indications of learning loss in IRE subjects during distance learning during the COVID-19 pandemic, both at the MI, MTS, and MA levels. This study found that the learning loss condition is influenced by various states and readiness for distance learning, both the preparedness of students to learn independently, the availability of digital content that is interesting and easy to understand, as well as the availability of facilities and technology for distance learning.

Improving Students' Speaking Ability Though Problem Solving Strategy at the ninth grade of SMP Negeri 2 Momunu

This study aims to improve students' speaking skills using Problem Solving Strategy. This study is a classroom action research with the subject is the ninth students of SMP Negeri 2 Momunu Buol Regency, central Sulawesi Province. The study uses observations sheets of teacher and student activity and test to get the data. In this study, for the data analysis, researchers used a speaking assessment rubric consisting of 5 aspects such as comprehension, fluency, grammar, vocabulary and pronunciation. Researchers found that in the first cycle the increase in students' speaking skills that reached the learning completeness criteria of 70 was 11 (44%) students and those who had not reached the learning completeness criteria were 14 (56%) with an average score of 69.44 the highest score reached 80 and the lowest score was 64. Then in the second cycle there was a significant increase where the standard of completeness of learning outcomes, especially in speaking skills, reached 24 (96%) students and students who had not reached the learning completeness criteria were 1 (4%) student. While the average score of students obtained in the second cycle was 81.52 with the highest score reaching 92 and the lowest score 68. Based on this research, the researcher can draw the conclusion that the application of the problem solving strategy learning model is able to increase student activeness in discussion groups therefore students' speaking skills also increase.

The Effect of Using Educational Software Based on the E-Learning Management System (Google Classroom) to Teach Biology Subject on Scientific Concepts among Ninth Grade Students

The study aimed to identify the effect of using educational software based on the e-learning management system Google Classroom platform, to teach biology subject, in the development of scientific concepts, among ninth graders. The study used the semi-experimental design, on a sample of ninth graders at the "Iskan Al-Jama'h School" in Jordan. The sample of the study consisted of 109 students, distributed to two, controlled groups (54) and experimental (55). The study conducted in the 2019/2020 academic year. The (ANCOVA) was conducted and the study showed no statistically significant differences in the use of educational software in the Google Classroom platform on the development of scientific concepts in female students.

The Correlation Between Students’ Grammar Ability and Students’ Speaking Ability in SMP Panca Budi Medan

The Correlation Between Students’ Grammar Ability and Students’ Speaking Ability in SMP Panca Budi Medan

Patterns and predictors of adolescent engagement in a mindfulness-based social-emotional learning program.

Although mindfulness-based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement. Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021-2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement. There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = -.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality. Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school-based MBIs and training school staff to deliver them in culturally responsive ways.

Implementation of Sport Education Model Learning for Improving the Learning Outcomes of the Ninth Grade Students in the Physical Education Learning in the Football Material Learning at SMP Negeri 1 Sampara

Satrio Eka Putra: Implementation of Sport Education Model Learning for Improving the Learning Outcomes of the Ninth Grade Students in the Physical Education Learning in the Football Material Learning at SMP Negeri 1 Sampara. Thesis. Yogyakarta: Faculty of Sport and Health Sciences, Universitas Negeri Yogyakarta, 2024. This research aims to: (1) describe the increase in student learning participation in Physical Education learning related to football material through the application of the sports education model, and (2) describe the increase in student learning outcomes in Physical Education subjects through the application of the sports education model. This research was classroom action research conducted in three cycles, each cycle consisted of two meetings. The research subjects were 40 ninth grade students of SMP Negeri 1 Sampara (Sampara 1 Junior High School). The data collection techniques used observation and learning outcomes tests. The results of research on the ninth grade students of SMP Negeri 1 Sampara through the application of sport education model can be concluded as follows: (1) there is an increasing students participation in the Physical Education learning through the application of sport education model with the average in precycle at 65% as it increases from 30.5% up to 95.5%. (2) research results show that applying the sports education model can also increase learning outcomes up to 82.5%.

Comparing subject-specific mastery motivation in Hungary and the Republic of Moldova

Research on mastery motivation has documented its importance in personality development and school achievement, yet there is little research that examines school subject-specific motivation, specifically cross-cultural research. The objective of this study was to investigate the school subject-specific nature of mastery motivation in the context of middle and secondary school grades 5, 7, and 9 in Hungary (N = 1121) and Moldova (N = 939) in Reading, Math, Science, English as a foreign language, Music, and Art. The findings indicated that subject-specific mastery motivation (SSMM) domains in Hungary and Moldova have different paths across grade levels. In Hungary, there was a constant decreasing trajectory across all grades in all domains with the exception of English, whereas in Moldova, the decrease was identified in Math, English, Music, and Art between the fifth and the seventh grades but not between the seventh and the ninth grades, while Reading mastery motivation levels remained stable. Upon conducting a cross-cultural comparison of SSMM levels across the countries and grades, we identified only one statistically significant difference in science mastery motivation. The study attempts to explain the absence of cross-cultural differences not only through a conventional lens focusing on the unique characteristics of individual educational systems but also by considering the cultural values associated with each country.

Check-In/Check-Out (CICO) in High School: Results From a Small Randomized Controlled Trial

The purpose of this study was to provide initial evidence of the effectiveness of Check-In/Check-Out-High School (CICO-HS) on high school student outcomes. Check-In/Check-Out-High School is a version of CICO, an established Tier 2 intervention designed to improve student academic and social behavior, adapted to increase effectiveness and feasibility in high schools. Key adaptations in CICO-HS include increased student agency through goal setting and self-rating, and increased efficiency through use of a mobile application for data collection, progress monitoring, and family communication. This randomized controlled trial (RCT) was conducted during the 2021–2022 school year and included 14 ninth grade students in one public high school in the U.S. Pacific Northwest. Students were randomly assigned to receive CICO-HS or a waitlist/control condition. Although underpowered, the RCT results showed meaningful improvements (small to moderate effect sizes) in student attendance (unexcused tardies and absences) and teacher ratings of student academic and social behaviors. Moreover, students and school personnel rated CICO-HS components as being socially acceptable to implement in high school. Implications for future research to replicate and expand study findings and for practice to scale up CICO-HS with fidelity in high schools are discussed.

Investigating the Effects of Motivational Interviewing Compared to Action Planning in Support of the Emotional and Academic Success of Ninth Grade Students in Advanced Placement Classes

Investigating the Effects of Motivational Interviewing Compared to Action Planning in Support of the Emotional and Academic Success of Ninth Grade Students in Advanced Placement Classes

Impact of The NTN Design on Academic Outcomes

The effect of the New Tech Network (NTN) design on several academic measures was tested on ninth graders in four schools in the Southeastern United States. Results suggest that, when implemented with fidelity to the model, there is a significant effect of the NTN treatment on achievement test scores as students in NTN schools scored higher on both the End of Course (EOC) Math and ELA tests compared to students in control schools. This effect remained after controlling for Poverty, Race, and Preexisting Achievement Level. Students in NTN schools also were slightly more likely to earn dual credit compared to students in the control schools. However, there was no effect of the NTN treatment on dropout rate and students in NTN schools were more likely to be retained in their current grade level compared to students in the control schools.

Longitudinal Associations between Different Types of Sexting, Adolescent Mental Health, and Sexual Risk Behaviors: Moderating Effects of Gender, Ethnicity, Disability Status, and Sexual Minority Status.

The present study investigated the moderating effect of adolescent demographic variables in the longitudinal associations among different types of sexting, mental health (i.e., depression, self-harm, subjective health complaints), and sexual risk behaviors. There were 1113 adolescents (ages 14-17years; Mage = 16.36; SDage = .81; 50% female) from six high schools located in the United States included in this study. Adolescents completed questionnaires on their sexting behaviors, mental health, and sexual risk behaviors during the ninth grade; in tenth grade, they completed questionnaires on mental health and sexual risk behaviors. Non-consensual sexting and pressured sexting were both related positively to each of the mental health variables and sexual risk behaviors. The relationship between non-consensual sexting and depressive symptoms was stronger for girls, ethnic minorities, those adolescents with disabilities, and sexual minorities. Similar patterns were found for pressured sexting, non-suicidal self-harm, and subjective health complaints. The relationships between pressured sexting and sexual risk behaviors were stronger for girls, ethnic minorities, those adolescents with disabilities, and those who identified as sexual minorities. Research focused on the relationships among different types of sexting, mental health, and sexual risk behaviors is important as such research facilitates the development of evidence-based recommendations for sexting harm prevention and sexual education programs.

Increasing Reading Comprehension through the Use of Kaili Folktales

The research employed Kaili folktales to increase reading comprehension of the ninth grade students at SMP Negeri 20 Palu. The primary research question is whether incorporating Kaili folktales through this environment my increase students’ reading comprehension. The research used a pre-experimental design in a quantitative approach that included a pre-test, treatment, and post-test. The research population was the 87 ninth grade students of SMP Negeri 20 Palu, with 29 students as sample from class IX B selected through purposive sampling. The research instrument was a reading comprehension test that was given as a pre-test and post-test. Data analysis was conducted using SPSS 22. The results showed that using Kaili folktales increased students’ reading comprehension significantly, as evidenced by a higher mean score in the post-test compared to the pre-test (61.972&gt;34.221). The p-value determined of 0.00, which is lower than the alpha value of 0.05, supported the conclusion that applying of Kaili folktales increased students’ reading comprehension statistical significantly. As a result, the researcher concluded that Kaili folktales might effectively increase students’ reading comprehension of the ninth grade at SMP Negeri 20 Palu