Perceptions Of School Students Research Articles

The Factors of Religious Architecture Influencing Students' Perception of Beauty and Art: Evidence from Hanoi, Vietnam

This study explores the impact of religious architecture on the aesthetic perceptions of elementary school students in Hanoi, Vietnam, focusing on students majoring in fine arts. Employing regression analysis, the research assesses the influence of six key dimensions: architectural design and details, cultural and historical context, spiritual symbolism, emotional impact, context and setting, and students' perceptions of beauty and art. Data were collected through a structured questionnaire developed from a thorough literature review and expert consultations and administered to a randomly selected sample during Vietnam's Lunar New Year in January 2024. The results revealed that each dimension significantly contributes to students' perceptions of beauty, with context and setting having the most pronounced effect. The reliability of the questionnaire was confirmed via Cronbach's alpha, indicating high internal consistency across all scales. The regression analysis validated the theoretical framework, establishing that religious buildings' architectural and contextual elements significantly shape students' aesthetic judgments. These findings underscore the importance of integrating architectural aesthetics into educational curricula, highlighting how environmental and cultural contexts influence educational outcomes in art and aesthetics. This research contributes to filling a significant gap in understanding the academic impact of cultural heritage, offering significant implications for educational practices and policies in culturally diverse settings.

Primary school students’ perceptions of artificial intelligence – for good or bad

AbstractSince the end of 2022, global discussions on Artificial Intelligence (AI) have surged, influencing diverse societal groups, such as teachers, students and policymakers. This case study focuses on Swedish primary school students aged 11–12. The aim is to examine their cognitive and affective perceptions of AI and their current usage. Data, comprising a pre-test, focus group interviews, and post-lesson evaluation reports, were analysed using a fusion of Mitcham’s philosophical framework of technology with a behavioural component, and the four basic pillars of AI literacy. Results revealed students’ cognitive perceptions encompassing AI as both a machine and a concept with or without human attributes. Affective perceptions were mixed, with students expressing positive views on AI’s support in studies and practical tasks, alongside concerns about rapid development, job loss, privacy invasion, and potential harm. Regarding AI usage, students initially explored various AI tools, emphasising the need for regulations to slow down and contemplate consequences. This study provides insights into primary school students perceptions and use of AI, serving as a foundation for further exploration of AI literacy in education contexts and considerations for policy makers to take into account, listening to children’s voices.

Perceptions of Primary School Students in Amman towards Using the Role Playing Strategy in English Language Classes

Perceptions of Primary School Students in Amman towards Using the Role Playing Strategy in English Language Classes

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

It is no longer just an opinion but a fact that the only way to prevent a catastrophic future for humanity on a planetary scale is to introduce sustainable practices in all areas of human endeavour. The key role in these processes is activity to education. The aim of this study is to investigate the perceptions of Slovenian secondary school students, parents, and teachers (SPTs) regarding the role of smartphones and tablets in promoting 21st-century skills. This study explores the views of Slovenian secondary school students, parents, and teachers (SPTs) on the value of smartphones and tablets in 21st-century skills education. The results show a consensus among participants that smartphones and tablets make a positive contribution to various aspects of 21st-century skills as a Prerequisite for Sustainable Future. Participants consistently rated the suggested benefits of smartphones and tablets above the middle of the scale, with a focus on internet, digital, and information literacy. However, there is still room for improvement in basic skills and higher-order thinking skills. The factorial analysis revealed three correlated factors: Holistic Learning skills, Higher-Level Cognitive skills, and Digital Information Literacy skills. Subsequent analysis revealed significant differences between the focus groups, with students showing stronger agreement with the positive impact of smartphones and tablets on a wide range of skills. While teachers recognized the value of smartphones and tablets for students’ digital literacy and engagement, the differences between teachers and other groups were relatively small. These findings underscore the importance of integrating smartphone strategies and technology tools to promote 21st-century skills as a Prerequisite for Sustainable Future. Educators and policymakers can use these findings to promote effective teaching and learning practices that meet the demands of the 21st century.

Some Selected Secondary School Students Perception of the Quality of PGDE Teachers Trained by National Teachers Institute

This study samples the Perception of Secondary School Students on the quality of PGDE Teachers produced through National Teachers Institute (NTI) of Nigeria program. The study was guided by four hypothesis and three research questions. Stratified random sampling technique was adopted in selecting a sample of 100 Secondary School Students from National Mathematical Centre International Model Science Academy and Government Secondary School Hajj camp. Questionaire containing sixteen items was used to elicit information. The data collected was analysed. The findings were PGDE Teachers produced through NTI program are competent in the general studies aspect of education, competent in their area of specialisation and in the professional aspect of teacher education. Some gray areas were identified in the general studies aspect of education and recommendations were made on how to improve NTI program generally.

Implementation the School Literacy Movement (GLS) within an Independent Curriculum for Lower Primary School Grades

Purpose: This research aims to explain the status of the implementation of the School Literacy Movement (GLS) within the framework of the independent curriculum in the lower classes of SDN Curahgrinting 3 Probolinggo. Methods: This research uses qualitative research methods. This study focuses on the perceptions of school principals, teachers, and students regarding the implementation of GLS, as well as teachers' strategies for overcoming related challenges. The five subjects examined included the school principal, class I and II teachers, and class I and II students. Data collection was carried out through observation, interviews and documentation, then analyzed through data reduction, presentation and verification. Results: The findings show that the implementation of GLS at SDN Curahgrinting 3 Probolinggo, especially in classes I and II, is in the habituation and development stage. Evaluation strategies primarily include formative evaluation and open communication with students and parents. Conclusion: The habituation stage is carried out with activities that last 30 minutes to one hour, establishing a reading corner, and providing additional classes. Furthermore, during the development stage, communal reading activities in the classroom and library. This research highlights the evolving nature of GLS integration in the independent curriculum. These insights contribute to understanding the direction and implications of implementing GLS in primary education, as well as guiding future initiatives in the promotion of literacy within an educational framework.

Learning in the shadows: exploring primary school students and their parents’ perceptions of fee-charging private tutoring in Kazakhstan

ABSTRACT This mixed-methods study explored the experiences and perceptions of primary school students and their parents towards fee-charging private tutoring (PT) in Astana, Kazakhstan. The data were collected from 503 Grade 6 students (aged 11–12) using a close-ended questionnaire followed by semi-structured interviews with 21 parents. The questionnaire data from five mainstream schools found that 357 out of 503 (71%) students received PT, and highly educated parents invested in PT more than other parents. A total of 29% of students revealed that their parents spent 31,000–40,000 tenge (US$ 67–87) on PT per month, and 9 parents acknowledged that PT was financially burdensome for them. Both students and parents affirmed that preparing for the exams and securing a place in a highly selective school represented the main motives for having PT. Some parents mentioned the soft, intangible gains of PT such as responding appropriately to students’ social and emotional needs. Moreover, 48% of students were unaware of the identity of their tutors, and some parents criticised the spread of less qualified, costly tutors due to the unregulated PT market in Kazakhstan. However, none of the parents supported the idea of banning PT. This study suggests pedagogical implications and areas for ongoing research.

Perception of Higher Secondary School Students Towards Online Education

In recent years, the landscape of education has undergone a significant transformation with the rise of online learning platforms. The proliferation of internet access and advancements in technology has paved the way for a paradigm shift in how individuals access educational content. As traditional brick-and-mortar institutions grapple with challenges such as accessibility, flexibility, and scalability, online education has emerged as a viable alternative, offering unprecedented opportunities for learners worldwide. This research study aims to delve into the dynamics of online education, examining its impact on traditional educational models, its effectiveness in fostering learning outcomes, and its potential implications for the future of education. By exploring the various facets of online education, including its benefits, limitations, and evolving pedagogical approaches, this study seeks to provide insights into its role in shaping the educational landscape of the 21st century. The present study is related to Perception of Higher Secondary School Students towards Online Education. The method used for the present study was Descriptive Survey Method. The sample consists of 100 higher secondary school students from Samba district J&K. The data was collected using self constructed Questionnaire on Google Forms. Purposive Sampling Technique was used to collect the data and were analyzed using Percentage and data represented with the help of Pie Chart. The results of the study revealed that Online education is easily accessible, flexible in nature as students learn at their own pace and on their own schedule, offer variety of courses and programs,improved technical skills of students, material is available 24x 7hrs, but students don’t believe online classroom can replace traditional classroom teaching.

Being participatory: employing geographic lenses to understand young people’s experiences of private supplementary tutoring in Uzbekistan

ABSTRACT This mixed-methods study explores the experiences and perceptions of primary school students of fee-charging private supplementary tutoring (PST) in Uzbekistan. The data were collected from five mainstream schools, using a close-ended questionnaire and two participatory methods – group interviews and drawings. The study found that 574 out of 1024 students (56%) received PST, mainly to increase their knowledge in core subjects, boost their self-confidence, and accomplish their aspirations of studying/working abroad. Achieving high scores in examinations was a secondary goal for many participants because they did not have a high-stakes examination at this academic level. 286 out of 574 students (50%) reported that their private tutors were their own class teachers, which raises concerns about favouritism and coercion. The participants acted agentively by highlighting the advantages of PST. The study stresses the importance of adopting effective policies to regulate PST and using participatory research methods to capture children’s PST experiences.

Children’s Use of Moodle and the Obstacles faced while Distance Education: The Role of Parents’ Perceptions of Primary School Students in Amman

This study is conducted to identify parents’ perceptions of primary school students regarding their children's use of Moodle as a learning management system, and then to determine the challenges they face while using it. The researchers used a descriptive survey approach to conduct this research. Researchers distributed 384 questionnaires among parents, in order to achieve the study’s objectives. The findings of the study indicated that the level of satisfaction experienced by the parents of primary school students regarding the utilisation of Moodle in educational settings was of a moderate degree (3.19), and the level of difficulty experienced by primary school students in terms of the obstacles encountered by their parents while utilising Moodle in educational settings was of a mean value of (3.73). This study recommended that further research be conducted in this area, as well as policy-makers and school leaders have to pay attention to students’ age, training, and educating them on the distance education importance, and enhancing e-learning management systems’ uses with their multiple capabilities because of the many benefits that serve the educational process. Additionally, this study recommended that further research be conducted regarding this topic including experimental studies.

PERSEPSI PELAJAR SEKOLAH MENENGAH PEREMPUAN DI JOHOR BAHRU DALAM PEKERJAAN 3D

3D work is a term synonymous with dirty, dangerous, and difficult jobs such as those in the fields of manufacturing, construction, agriculture, mining, and so on. A few people are less interested in entering this field because of the high risk and danger to the workers, in addition to the fact that the wages are not commensurate with the work conditions. To meet the needs of this study, three questions are used: the level of knowledge, the level of existing skills, and the level of awareness of female students related to this 3D job. This study is quantitative in nature, using a questionnaire as a research instrument and distributing it to a total of 175 respondents for fourth and fifth-grade students as a sample. This study was conducted to examine the perception of female secondary school students in Johor Bahru of 3D (dirty, dangerous, and difficult) jobs. The results of the knowledge level of female students in 3D jobs and the level of existing skills of female students in 3D jobs show a medium mean value. While the level of awareness of female students in 3D jobs shows a high mean value.

Robotic Coding Perceptions of Middle School Students

This study aims to determine middle school students' perceptions of robotic coding. For this purpose, the case study design of the qualitative research method was used in the research. The research was carried out with 76 middle school students studying in a district of Kayseri province. A questionnaire consisting of nine open-ended questions was used as a data collection tool. The questions were asked to the participants in the online environment. The data were analyzed by content analysis, which is one of the qualitative data analysis types. In this direction, codes and categories related to the data were determined. The findings of the research are explained through direct quotations. The research concluded that the students associated the concept of the robot with technology, the students had never encountered a robot before, they wanted to design a robot, the concept of coding was expressed as giving commands, and they wanted to receive coding training. Based on these results, we recommended expanding robotic coding training.

Exploring Digital Literacy Impact: Unveiling the Dynamics of Student Success in Primary School Environments

The primary aim of this study was to evaluate the relationship between digital literacy and students' perceptions of success in primary school, with a specific focus on fourth and fifth-grade levels. The findings may provide crucial insights to inform educational policies and enhance students' perceptions of success. The research examined this relationship using the relational survey model. Using a population of 6733 students in primary schools in Northern Cyprus, a survey consisting of “Personal information form, Digital Literacy Scale for Primary School Students, and Perception of Success Scale (DLSPSS)” was applied to 400 students by applying a convenient sampling method. The obtained data showed that students' Digital Literacy Levels (DLL) and the academic success perceptions were high. The study revealed that 5th-grade students, aged eleven, exhibited a higher digital literacy level compared to 4th-grade students. However, interestingly, the 5th-grade students' perception of success was found to be lower in comparison. No significant relationships were found between DLL and academic success perceptions. These findings indicate that education policies should focus on improving digital literacy skills and developing individualised strategies to improve students' perceptions of success. The practical significance of this study is that it provides valuable insights for educators, policymakers, and parents in understanding the digital literacy level and academic success perceptions of primary school students. By identifying the higher academic success perceptions among female students, educators can develop strategies to promote similar perceptions among their male counterparts. Additionally, the findings suggest that efforts should be made to enhance the digital literacy level of younger students, particularly 10-year-olds, to improve their academic success perceptions.

Student perceptions of ethnic–racial socialization and outcomes across race and gender

AbstractIn an increasingly diverse nation, calls for education that is culturally relevant have become salient, and student perceptions of school‐based ethnic–racial socialization (ERS) provide insight toward how cultural messages are being interpreted by students. The current study sought to investigate how a sample of racially diverse middle school students (N = 744) perceptions of ERS are related to social and academic outcomes, and how these associations may differ across race and gender. Structural equation modeling analyses found that for the total sample, students' perceptions of ERS were positively associated with social outcomes and not associated with academic outcomes. Further, these findings did not differ between ethnic–racial groups or genders. The current study informs school and curriculum standards and adds to the literature in understanding that student perceptions of school‐based ethnic–racial socialization do not differ in the impact on outcomes based on race or gender.

Escola pública e discurso meritocrático: propostas da reforma do ensino médio e expectativas dos estudantes

Abstract This article discusses the reform proposals for secondary education, reflecting on the extent to which some of the proposed contents and practices converge with individualistic and meritocratic concepts and discourses already present in the public school environment, but now reinforced. Based on a broad set of surveys conducted between 2019 and 2022, it seeks to capture the meritocratic perceptions of public school students from Ceará. Reflexive data analysis allowed us to identify a considerable expectation among high school students for an educational and future life that provides stability and desirable social conditions. Such expectation, however, goes hand in hand with a mass adherence to meritocratic and individualistic discourse in general, with little reflection on social conditioning factors. The reports and data indicate that school agents—teachers and classmates—are significant players in the process of constructing this view. However, one must consider a possible mismatch between young people’s expectations and the educational reality provided by this new high school. At a time when higher education is expanding and knowledge-based economic dynamics are intensifying, schools play an increasingly key role in ensuring an adequate, complete education as to not produce even greater educational gaps between different social groups, especially in Brazil’s already serious context of social and educational inequalities.

Strategies for Enhancing English Learning Ability among Secondary Vocational School Students Based on the 5E Instructional Model

In order to effectively improve the communication skills and cross-cultural language perception of secondary school students in English and to promote their overall development. This paper analyses the current background of the era of vocational education, the curriculum standards of secondary English, the current situation of English learning for secondary students, proposes the 5E Instructional Model, specifically explains the five aspects of the 5E instructional model: engagement, exploration, explanation, elaboration and evaluation, discusses the application of the 5E Instructional Model in English learning, improves teaching methods, optimises the teaching structure and enhances the core literacy of English learning ability.

활동중심 진로교육 프로그램이 초등학교 저학년의 진로인식에 미치는 효과

Objectives Through this study, we would like to find out how activity-oriented career education programs affect the career perception of lower elementary school students. The purpose is to analyze the effect of activity-oriented career education programs considering learners' interest and development characteristics on elementary school career perception and present basic data to strengthen elementary school career education.
 Methods To this end, the researcher developed a total of 12 activity-oriented career education programs. In order to verify the effectiveness of the above program, we used the test tool of Choi Hyejin(2017), which modified and supplemented the career awareness test developed by Yoonkyung Eo(2008) in the ‘Research on the Development of Career Awareness Test for Elementary School Students’ to suit the level of elementary school students. To find out the effect of the activity-based career education program on career recognition for lower grades of elementary school, a statistical analysis was conducted on the changes of the two groups before and after the experiment.
 Results Compared to before the experiment, the overall score of the experimental group increased significantly after the experiment was completed, indicating that the activity-based career education program had a positive effect on the career perception of lower elementary school students. In addition, as a result of analyzing the pre- and post-test results of the experimental group and the control group, career recognition scores did not increase in the control group without applying the activity-based career education program, while career recognition scores of the experimental group applied the program increased significantly.
 Conclusions The activity-oriented program developed in consideration of the development characteristics and interests of lower-grade elementary school students had a positive effect on cultivating students' career awareness. Through this, it is necessary to actively develop career education programs that are different from games, activities, and experiences that lower-grade students can experience in school, and to develop healthy self-concept and proper job values through career education.

Perceptions of High School Students on AI Chatbots Use in English Learning: Benefits, Concerns, and Ethical Consideration

Perceptions of High School Students on AI Chatbots Use in English Learning: Benefits, Concerns, and Ethical Consideration

KNOWLEDGE AND PERCEPTION OF STUDENTS ABOUT PEAT: ITS IMPLEMENTATION IN LEARNING SCIENCE IN JUNIOR HIGH SCHOOL

Natural peatlands are home to a wide variety of animals and plants and provide ecosystem services for humans and the environment. Peatlands in Jambi are still not appropriately managed, partly because of the lack of community knowledge regarding peat. This study reveals the knowledge and perceptions of junior high school students about peat, the factors that influence it, and its implementation in science learning. We conducted the study on 228 junior high school students and 21 science teachers in Tanjung Jabung Timur. Data were collected through questionnaires, observations, and focused discussions. Data were analyzed descriptively. Furthermore, the data were analyzed using Smart PLS to determine the relationship between students' background, perceptions, and interactions with their knowledge of peat. Students' knowledge of peat is in a low category. The level of student's knowledge is significantly influenced by their experiences (interactions) with peatlands and their perceptions of these resources. The student's family background does not affect students' knowledge of peat.

Exploring Perceptions of Pharmaceutical Vocational High School (VHS) Students toward the Importance of English for Their Future Career

Vocational High Schools (VHS) prepare their students to be ready to work in their fields after graduation. In this globalization era, understanding English will be beneficial and a plus point for the students when looking for a job. Thus, this descriptive qualitative research aimed to explore the perceptions of pharmaceutical VHS students regarding the significance of English for their future careers. The participants, consisting of eight twelfth-grade students who had high English scores and majored in Industrial Pharmacy, were interviewed and the findings revealed that they believed that English proficiency was crucial for their future careers as it helps in accessing international job opportunities and resources, benefiting from professional development and in-house training, and overcoming language barriers in a globalized world. Thus, it is suggested that the English curriculum should be tailored to meet the specific language needs of the pharmaceutical field and future research could explore the expectations of pharmaceutical industry employers regarding the English skills of job applicants.