Perceptions Of Secondary School Students Research Articles

Secondary School Students’ Perceptions About Space Camp: Space Camp Turkey

The aim of this research is to investigate the effects of outdoor learning environments such as space camp on the perceptions of secondary school students about astronomy, career choices, and development of 21st century skills. Izmir space camp trip was organized in 2019. Qualitative study was conducted with secondary school 5th grade students attending the space camp (N = 24). Semi-structured interview form, focus group interview, space camp evaluation form and researcher observation notes were used as data collection tools. Data analysis was evaluated with content analysis and open coding. Students participated in the program of stars and planets adventure. In this program, the participants had the opportunity to use astronaut training simulators that give the feeling of living and working in space, to perform simulated shuttle missions, to learn new information from experts in the field and to get more detailed information about the professions. At the end of the study, it was revealed that out of school learning environments such as space camps had a positive effect on students. As a result of the study, it has been observed that the students perform their duties in a team collaboration in shuttle mission and develop their critical, questioning and thinking skills by experiencing the discussions about the subject with the experts. In addition, the misconception about Pluto was also determined.

Ortaokul Öğrencilerinin Bilgi-İşlemsel Düşünme Becerisi Öz Yeterlik Algıları: Yeni Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programının Etkinliğinin Bir İncelemesi

This research looks into self-efficacy perceptions of secondary school students' high-level thinking and information-processing thinking skills, and the effect of different variables. Descriptive survey model was employed. The data was collected from 232 students in four different secondary schools in the central districts of Van province during 2018-2019 academic year. Data were collected after the first implementation of the Information Technology and Software course which was updated in 2018. The Self-Efficacy Perception Scale for Computational Thinking Skill (CTSSP) developed by Gülbahar, Kert and Kalelioğlu (2018) was used. The findings show that students usually have moderate self-efficacy, and 40% have high self-efficacy, while only a few have low self-efficacy. In terms of grade variable, the students differ both according to the total score of the CTSSP and its sub-scales. While the total scale score in terms of block-based programming tool usage time showed significant difference according to algorithm design and basic programming, no difference was observed in terms of gender variable.

Sanal Dünya Risk Algısı Ölçeğinin Ortaokul Düzeyine Uyarlanması

In this study, Virtual World Risk Perception Scale which was developed to determine the virtual risk perception levels of high school students was adapted to the secondary school level. The scale is a five-point Likert type and consists of 23 items divided into five sub-dimensions. The study group consisted of 261 students in 7th and 8th grade in a secondary school in Sakarya. The validity and reliability of the scale were tested and confirmatory factor analysis, internal consistency coefficients and stability analyzes were examined. In the light of the analyzes, it was concluded that the scale is a valid and reliable measurement tool that can measure the virtual risk perceptions of secondary school students. Cronbach Alpha, Guttmann Split Half and Sperman Brown values were calculated for the reliability of the whole scale and sub-dimensions. As a result, Dünya virtual corruption “, “virtual deterioration “, “virtual opportunity “, “virtual opportunity” and “virtual awareness”, the five sub-factors and 23 items, which were judged to be valid and reliable as a result of the analysis, the Virtual World Risk Perception Scale (VWRPS) is expected to be a scale that is open to development, usable and fills the gap in the relevant literature.

Obraz pracy w opinii młodzieży szkół średnich

<p>Okres dorastania i wchodzenia w dorosłość to czas podejmowania ważnych decyzji życiowych. Jedną z priorytetowych jest decyzja dotycząca dalszej kariery edukacyjno-zawodowej. Ważne jest, aby planując swoją przyszłość zawodową (przyszłą karierę), młody człowiek wybrał taki obszar aktywności, w którym będzie mógł jak najlepiej wykorzystać posiadane zasoby. Przy podejmowaniu racjonalnych decyzji odnośnie do własnej przyszłości niewątpliwie pomocna jest wiedza o rynku pracy, a także wymaganiach związanych z przyszłą pracą zawodową. Celem prowadzonych badań uczyniono określenie obrazu pracy w percepcji młodzieży szkół średnich. Z przeprowadzonych badań wynika, że młodzież ucząca się w szkołach średnich posiada dość realistyczny obraz pracy zawodowej. Pojęcie dobrej pracy wiąże głównie z takimi aspektami, jak wysokie zarobki, poczucie satysfakcji oraz możliwość rozwoju i spełnienia. Badani zdają sobie sprawę z wymagań pracodawców wobec przyszłych pracowników. Wymienili takie aspekty, jak: pracowitość, odpowiedzialność, doświadczenie zawodowe, posiadanie pożądanych dla danego zawodu umiejętności. Z przeprowadzonych badań powstał obraz młodzieży, która w większości nie ma w pełni sprecyzowanych planów zawodowych i w niewielkim stopniu posiada doświadczenie zawodowe. Analiza odpowiedzi badanych chłopców i dziewcząt wskazuje na istnienie pewnych różnic w postrzeganiu pracy przez obie grupy.</p>

Awareness and Perception of Secondary School Students Towards Choosing Horticulture as A Career

This research examines the awareness and perception of senior secondary student towards horticulture as a profession in Oyo State, (A case study of Ibadan South East Local Government). One hundred (100) questionnaires were administered and all were retrieved. Purposive sampling techniques was used for data collection, and descriptive statistics such as frequency table, bar chart graph was used to analyze the objectives while inferential statistics such as regression analysis and t-test was used to test for its significance. It is revealed in the result that majority of the respondent were between 10-15years of age, also majority of the students were in SS2 which indicates the set time for them to choose a career path that would usher them into the next stage of learning. Furthermore, the gender findings revealed that 34% were male, while 66% were female. This result clearly shows that the profitability of horticulture is not gender-based. Lastly, majority of the respondents have good perceptions towards horticulture as a profession and aware of its benefits and profitability, which would result to a progressive effect on the capacity building of the horticultural sector. This s survey shows that horticulture stands the chance of having a new generation of professionals.

Evaluation of Perceptions of Secondary School Students About the Concept of “Music” by Metaphors

Metaphor is associated with expressions such as symbolic expression, connotation and simile. Metaphor is the use of similes to liken, compare and explain something with another. The concepts have been tried to be analyzed through metaphors in many studies. Although studies on the analysis of metaphors in different branches and branches of studies are frequently encountered, studies on analysis through metaphors in music and music education are less common than other areas of education. This study aims to analyze the opinions of secondary school students about music concept by means of metaphors, and to determine the students’ perceptions regarding music and music lesson through metaphors and to give a different and effective direction to music education. The study group consisted of 1003 students attending at the 5th, 6th, 7th and 8th grades at nine secondary schools selected from Erzurum, Turkey in 2017-2018 academic year by Random Sampling method. The study was carried out by the Descriptive Research Model. In this study, Phenomenology, one of the qualitative research methods, was used and the data were processed by the Content Analysis method. The data obtained were digitized and analyzed by coding in SPSS packet program. As a result of this research, it was determined that secondary school students had a high interest and affection towards music and music lesson and their music preferences were pop music. In addition, 68 kinds of metaphors and 13 kinds of conceptual categories related to music were obtained from 1003 participants. It was found that the most frequently repeated metaphors were “Friend” and “Love”, and generally the students' perceptions were positive towards the concept of music and music lesson, and the metaphors produced differed according to gender, class and music preference variables.

School Mediation under the Spotlight: What Spanish Secondary Students Think of Mediation

Educational professionals and policy-makers need to update their strategies to address and prevent school violence. Mediation has proved to be a useful tool for peace-building in different countries by developing individuals, their relationships, and the school climate. However, little research has assessed mediation practices. This study aims to evaluate mediation through the perceptions of secondary school students in Spain in order to highlight strengths and weaknesses of school mediation programs. It specifically aims to learn from the assessment by those who attended mediation and to detect whether there exist any significant differences regarding gender and school year. To do this, we conducted a survey study, and data from 1,198 students were collected by means of an ad hoc questionnaire. A descriptive-inferential study shows the high level of agreement between the students, who rate mediation positively, in particular, those who have used mediation for conflict resolution. Regarding necessary improvements, it is imperative to offer more information about the mediation services provided by the educational centres, to train the entire educational community and to broaden the role played by mediation, which has still to unleash its potential.

Analysis of Technology Perceptions of Secondary School Students through Pictures

Bu çalışmanın amacı ortaokul öğrencilerinin teknoloji algılarının çizdikleri resimler ve bu resimleri açıkladıkları yazılı dokümanlar aracılığıyla belirlenmesidir. Araştırmaya Elazığ’da bir ortaokulda öğrenim gören 35 öğrenci katılmıştır. Öğrencilerin teknolojiye yönelik algılarını belirlemek için veriler resimler ve görüşmeler yoluyla toplanmış, elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda 6.sınıf öğrencilerinin çizdiği resimlerde bilgisayar, cep telefonu ve televizyon gibi teknolojik araç gereçlerin ön plana çıktığı gözlemlenmiştir. Ayrıca erkek ve kız öğrencilerin çizdiği resimlerin farklı olmadığı belirlenmiştir. Bununla birlikte cinsiyet ile öğrencilerin teknolojinin yararları kavramına ilişkin algıları arasında istatistiksel olarak anlamlı ilişkinin bulunduğu ancak teknolojinin zararları kavramına ilişkin algıları arasında anlamlı ilişkinin bulunmadığı tespit edilmiştir. Araştırma sonucunda, teknolojinin etkisiyle değişen dünyayı daha iyi anlamak için çocukların algılarını ve bakış açılarını yakalamaya odaklanacak daha fazla araştırma yapılması önerilmektedir.

The identification of students’ metaphorical perceptions about base values in Turkish language curriculum

The aim of this study is to define the metaphorical perceptions of secondary school students about basic values, such as justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism and benevolence taught, in Turkish curriculum. The study used phenomenological design, and the study group consisted of a total of 114 secondary school students in seventh grade at a public school in Kars, Turkey. In the questionnaire, students were asked to convert their perceptions of the above-mentioned values into the following statement. ‘....value is like...../because.....’. The study results revealed that nearly 70% of the participants created metaphors related to base values, and the most frequent metaphor was ‘brotherhood’ that was created for the base value ‘friendship’. Also, it was found that one of the conceptual categories formed for ‘friendship’ was the only category that all the metaphors created by the participants were negative. Keywords: Value education, metaphor, secondary school education curriculum, Turkish language curriculum

DEİZM BAĞLAMINDA ORTAÖĞRETİM OKULLARINDA İNANÇ ALGISI -ADIYAMAN ÖRNEĞİ-

According to the studies in recent years in Turkey, it is observed that there is an increase in the number of people turning to deism and atheism. Many people who have reached a certain level of prosperity and wealth have become reluctant to follow religious life and religious values over time and are reluctant to obey the rules and rules of religion. Many other see religious rules and rules as an obstacle to human freedom and want to live the world life more freely, without rules and without limits. This leads them to a way of life in which God is not involved. A thought in which God does not intervene and where the rules and rules of belief are determined by reason is found in deism. In the next step, there is atheism that does not include God in human life and thought. One wonder is whether there is a tendency towards deism in the perception of belief of secondary school students. In Turkey, the youth constitute a critical mass of deism and atheism occur secondary school students and is being questioned as to what the basis of the ratio of the state. The aim of this study is to determine the findings of deism and in religious understanding and perceptions of secondary school students.

Metaphoric Perceptions of Secondary School Students Related to Central Examination

This study aims to represent metaphoric perceptions of students related to central examination applied in transition to secondary school institutions. Within the study, the phenomenology approach from qualitative research techniques was used. To collect data, a semi-structured interview form developed by researchers was used. Data were collected from four secondary schools, two of which are in Artuklu and the other two of which are in Kiziltepe, Mardin, and from 200 students who will take central examination during 2017-18 school year. In analysing data, the content analysis technique was used. In the analyses made according to the content analysis, close metaphors were classified separately and thematized with suitable names to contain all metaphors included in the groups. At the end of the study, eight themes were found. These themes are “Stressful and challenging process”, “Milestone in life”, “Uncertainty”, “Victim”, “Hope” “The nature of life”, “Teog Exam (Transition from primary to secondary education)” and “Astonishment”. Among these “Stressful and challenging process”, “Milestone in life”, “Uncertainty”, “Victim”, “Teog Exam (Transition from primary to secondary education)” and “Astonishment” reflect a negative perception. In these themes there are 158 negative metaphors. Only “Hope” and “The nature of life” represent a positive perception with 29 positive metaphors. As a result, it is observed that metaphoric perceptions of students related to the central examination is in general negative, yet perception of few students is positive. This perception can be seen in metaphors developed related to examinations such as LGS, SBS, Teog, etc. conducted previously for that purpose.

Mobile learning usage and acceptance: perceptions of secondary school students

The use of mobile devices among secondary school students is increasingly more common; however, mobile learning and mobile technology acceptance research in secondary education is still limited. This study investigated secondary school students’ perceptions regarding mobile device usage and mobile learning acceptance. A questionnaire was administered to 530 students aged 12–18 years old, in Greece. The study revealed that mobile phone was the predominant device which is used daily by almost all students. 83% of the sample goes online via a mobile device several times per day. 65% of the sample described themselves as advanced mobile device users, and 11% perceived themselves as experts. Students expressed positive perceptions indicating mobile learning acceptance. The higher the grade (or age group), the higher the frequency of going online via a mobile device, and the more the years of using a mobile device, the more positive were students’ perceptions. Implications for educational policy makers, teachers, and students are discussed.

Perceptions of Secondary School Students of the Social Science Class: A Study in Three Colombian Institutions

Perceptions of Secondary School Students of the Social Science Class: A Study in Three Colombian Institutions

Secondary School Students’ Perceptions on the Use of Google+ towards Improving ESL Writing Skills

The use of social media in teaching has also revolutionized the way learning takes place. At higher education levels, measures have already been taken in incorporating the use of social media for learning purposes especially in the teaching of language. However, at secondary school levels, educators are still having doubts about using social media due to multiple issues. Thus, this study was conducted to investigate the perceptions of secondary school students and a teacher in Malaysia on the use of Google+ towards the teaching of ESL writing skills. A case study method was adopted to carry out this research. 12 students from a class of form four secondary school students volunteered to participate in this study. Data were collected through focus group interview on the students and an individual interview with the class teacher and field notes. The overall findings of the study are that participants had positive perceptions on the usage of Google+ towards ESL writing. They gained a number of benefits, which include: having enjoyable and attentive lessons through the interactive features of Google+, as well as engaging themselves in an active and interesting lesson. The participants felt that they were having a sense of purpose, thus becoming more engaged in the writing tasks. As for interaction, the participants were interacting more confidently in Google+ writing classes compared to conventional writing lessons. The implication derived from this study is that teachers need to be made aware of how to integrate social media as learning tools in the teaching of English as a Second Language (ESL), particularly, in the teaching of ESL writing to upper secondary school students.

Ventajas y desventajas del uso adolescente de las TIC: visión de los estudiantes

Este artículo pretende conocer la percepción de estudiantes de secundaria sobre las posibilidades y problemas de la utilización de las Nuevas Tecnologías de la Información (TIC) en su experiencia extraescolar. El trabajo consiste en un estudio cualitativo, mediante la técnica de entrevista en profundidad. Participan veinte adolescentes de segundo ciclo de ESO de Aragón, de colegios de titularidad tanto pública como privada. Los resultados revelan un uso predominantemente instrumental, volcado hacia los iguales, con finalidad principalmente comunicativa, centrado en el móvil. Valoran positivamente las TIC como fuente de información para las tareas escolares; y, por supuesto, como entretenimiento. En cuanto a las desventajas cotidianas destaca la pérdida de tiempo, la dependencia excesiva y la inseguridad. Como conclusión, esta ambivalencia entre una visión positiva general y la conciencia y necesidad de un uso responsable y moderado no sólo recupera el papel de la familia y la escuela, sino que lo refuerza como guías cualificados de un aprendizaje con sentido de las TIC.

Mediation as a Process for the Management of Conflict and the Improvement of Coexistence in Educational Centres. A Study Based on the Perceptions of Secondary School Students

Abstract School mediation is a strategy which is increasingly being implemented in a greater number of educational centres because of all its benefits. Besides being a communicative process which allows confronting conflicts in a participative manner, it involves learning different social and personal skills. Ultimately, it enables the strengthening of the students’ interpersonal relationships while fostering coexistence at school. If coexistence is built by action and the school is a setting where continuous interactions occur, it seems appropriate to think of the school environment as a place to learn how to coexist. Nevertheless, the studies aimed at knowing the impact of mediation are scarce. This article presented here arises from this context, given the need as well of implementing quality mediation actions and programs at school. The main goal is to learn about the students’ feedback. The students participating in mediation processes came from secondary schools in Valencia (5 centres), Castellon (4 centres) and Alicante (5 centres). By means of an ad hoc designed survey, information from 310 students has been collected. A descriptive and inferential study shows as a result the broad agreement among the participating students in evaluating mediation very positively, stressing its impact in conflict resolution and in the prevention of serious, violent situations. On the other hand, the main reason to attend mediation was identified to be the solution of problems, while name-calling and rumours were the most frequent source of mediated conflicts. Regarding things for improvement, it becomes clear the need to provide information about mediation services at schools, to train all students and to expand the roles of mediation.

The Effect of Creating Digital Storytelling on Secondary School Students' Academic Achievement, Self Efficacy Perceptions and Attitudes Toward Physics

The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an experimental group and a comparison group which are formed by equal number of students. The six-weeks study adopted a pretest and posttest experimental design involving 64 students in two physics classes taught by the same teacher. Digital story telling was additionally applied in experimental group. Non-parametric Tests have been used in the data analysis. Our findings indicate that DST participants performed significantly better than comparison group participants in terms of physics achievement. While in comparison group students‟ self-efficacy perceptions and attitudes toward physics decreased, in experimental group there was not any difference.

PERCEPTIONS OF HIGH SCHOOL STUDENTS ON THE NEED FOR SEX EDUCATION IN SECONDARY SCHOOLS, ELDORET MUNICIPALITY, KENYA

It is estimated that 23% of the girls in secondary schools in Kenya drop out of school each year as a result of teenage pregnancy. Findings of the Kenya Aids Indicator Survey of 2007 indicate that the HIV and STI prevalence rate is 7 for Rift Valley province, that is, 7 out of every 1000 people have HIV and STI. The drop-out rate for girls in Uasin Gishu district is 2.1% while that of boys’ stands at 2.4%, according to Uasin Gishu development plan 2002 -2007. This is attributed to factors such as HIV, STIs and teenage pregnancies among others. In response to the rising number of HIV, STIs and teenage pregnancies and the resultant dropout rates in schools, the Ministry of Education intended to introduce sex education in secondary schools in Kenya to create awareness on the consequences of sex abuse in order to reduce school dropout rate on teenage pregnancies and STIs related infections. Debates on introduction of Sex Education in schools rages on and a lot of studies have been done on the pros and cons of this. But the opinion of children has not been sought. However, the intentions of the ministry were not realized because religious groups opposed it. In African indigenous culture, children are not consulted in decision making, but according to the United Nations Convention of 1989, children have a right to access information, participate and take responsibility in the society. Hence, need to seek their views. Therefore, this study sought to find out the perception of secondary school students on the need for sex education in secondary schools in Eldoret municipality, Kenya. Perceptions are vital since they shape students behaviour and attitudes towards their sexuality as well as morality. The research design for this study was a cross sectional descriptive survey aimed at collecting qualitative and quantitative primary data from students on their perceptions on the need for sex education. This was done through structured questionnaires and focus group discussions. A sample of 325 students was obtained through stratified and simple random sampling. The findings of the study showed that 53% of the students perceived the need to introduce of Sex Education in schools and so the idea is perhaps worth revisiting. The researcher therefore concludes that many students’ perceptions’ towards introduction of sex education in secondary schools is positive. Article visualizations:

Examining the physical education teacher concept related metaphor perceptions of secondary school students

The purpose of the present research was to examine the perceptions of 6 th Grade students (age range: 10-13 years old) regarding their concept of the physical education teacher expressed through metaphors and to analyse these metaphors for comparison between the genders. A total of 356 students (girls=184; boys=172) participated in the study during the 2014-2015 academic year. They were from three different state schools in the province of Konya, Turkey. According to the results, the students produced 67 different metaphors related to their concept of the physical education teacher. These metaphors were grouped under seven conceptional categories, namely “someone needed, guide, motivator; authoritarian, source of amusement, confidant and rude”. There were no statistically significant differences between the genders in terms of the metaphors used. The findings revealed that the metaphor method could be used meaningfully as an important data collection tool when investigating the perceptions of students regarding their concept of the physical education teacher. This method can be recommended for use in similar and further studies.

A Pathway to Educational Accountability: The Relationship between Effective School Characteristics and Student Achievement

The aim of this study is to determine perceptions of secondary school students towards effectiveness of their school in terms of effective school characteristics such as 'Secure and Regular Environment', 'High Academic Expectations', 'Instructional Leadership', 'Learning Opportunities', 'Monitoring School Learnings' and 'Positive School-Parent Relationship', and to determine the predictive power of such perceptions for student achievement (in terms of year-end academic average grade). In this study, the data on student perceptions of school effectiveness and student achievement were collected by 'The Scale for Effective School (SFES)' which is developed by Gunal [1]. The validity evidences on SFES were obtained by explanatory factor analysis and confirmatory factor analysis methods. The CFA yielded good fit indices (RMSEA(0.042)) in terms of construct validity of SFES. These results revealed that the measuring construct of the scale is statistically significant and consistent. As an evidence of internal reliability of the SFES, Cronbach's alpha coefficient for total scale was computed as α=0.91. For the main study, participants (n=4472) were comprised of students attending the grades from 5 to 8 in 13 secondary schools in the centre of Trabzon during the 2012-2013 academic year. The schools were selected according to the criteria of transportation convenience. Collected data by SFES were analyzed by multivariate regression analysis method. According to the participants' perceptions, the most effective school dimension was found as 'Instructional Leadership'. The results of the multivariate regression analysis reveal that variables (Instructional Leadership, High Academic Expectations, Monitoring School Learnings, Positive School-Home Relationship, Learning Opportunities offered to all students) of effective schools all together explain 27 % of students' year-end academic achievement scores.