Rural Junior High School Research Articles

A Survey and Study on the Current Status of Mathematics Study Habits of Rural Junior High School Students in China

The research is supported by the research project of higher education reform in Jiangsu Province. Nos. 2019JSJG257, 2017JSJG212, Special research project on Rural Education in Yancheng City. No. XCZX21090, and Yancheng educational science planning project in 2021. No. 2021-L-136. (Sponsoring information) Abstract Based on the relevant theories, the article adopts literature research, questionnaire survey, and interview records to first analyze and summarize the research related to " mathematics study habits" and to define and classify the concepts related to "mathematics study habits." Take rural junior high school students in a school in China as the target group, and analyze the current situation of mathematics study habits of rural junior high school students in this school through a questionnaire survey based on the results. Furthermore, through personal interviews with rural junior high school students, teachers, and parents in the region, we completed the analysis of the factors that contribute to the formation of good mathematics study habits in rural junior high school students from the perspectives of students, teachers, and parents. Finally, combined with the current situation and influencing factors of mathematics learning habits of rural junior high school students in the region, corresponding countermeasures are proposed for the cultivation of good mathematical learning habits from the three perspectives of students, teachers and parents. Keywords: Rural junior high school students, Mathematics study habits, Influence factors, Habit development measures DOI: 10.7176/JEP/13-29-04 Publication date: October 31 st 2022

Exploration of the Motivation of Secondary Vocational Education Under the Background of “Diversion”—Based on a Case Study of Impoverished Junior High School Students in Northwest Rural Areas of China

The society generally regards the students who choose the secondary vocational school as the students who failed the high school entrance examination. Based on interviews and on-site observations of poor junior high school students and their parents in a rural junior high school in Northwest China, the paper summarizes the four major motivations for rural poor students to enter secondary vocational schools under the background of today’ s high school entrance examination diversion. The cost of educational choices and compromises, the influence of peer groups, and individual interests are motivated by school, family, peer, and individual motives, respectively. In view of the current fierce competition in education in China, the disparity of educational resources between regions and the embarrassed family background, the decision to enter secondary vocational school is the result of the interaction between the macro-structure and micro-situation of poor rural junior high school students. In conclusion, promotion to secondary vocational education is a reasonable choice for many rural families. Therefore, in order to meet the survival and development needs of the disadvantaged rural poor students and their families, and make vocational education truly a channel for their upward mobility, it is necessary to strengthen the publicity of vocational education, change the concept of discrimination against vocational education, and at the same time strive to improve vocational education.

A Study of Junior Students English Writing Based on Error Analysis Theory

Writing is a concrete expression of the ability to pragmatic, as well as an important skill in learning English. In English Curriculum Standard for Compulsory Education (2022), students are expected to be able to use different sentence structures and tenses in their written expressions to describe or introduce people, things or events around them, expressing emotional attitudes, opinions and intentions. In addition, errors in writing can reflect students’ knowledge of pragmatic. The British linguist Pit Corder proposed Error Analysis Theory in the late 1960s and pointed out that errors can be used as a learning tool. Integrating Error Analysis Theory with junior high school students’ writing can help improving their writing skills. Zizhong Falun Junior High School is located in Falun town, Zizhong county, Sichuan Province, which is a rural junior high school. In this study, the writer collected and analyzed the writing samples of students in the midterm examination of grade two in this school, as well as put forward the targeted suggestions.

An Analysis of Educated and Uneducated-Mothers Toward Childrens’ Second Language Achievement in an Indonesian Rural Area

Parents are the main person in charge of their children's education. Wherever the child undergoes education, both formal, informal and non-formal institutions parents still play a role in determining the future of their children's education. Education outside the family, not in the sense of releasing parental responsibility in children's education, but it is carried out by parents solely because of the limitations of knowledge owned by parents, because the nature of science that continues to develop following the development of the Times, while parents have limitations. The aim of this study is to analyze the influence of educated and uneducated mothers on the achievement of English language learning in an Indonesian rural junior high school. Data analysis in this study is qualitative based on the use of complete and in-depth information in interpreting data about variables, is non-quantitative and is intended to conduct in-depth exploration and not expand on phenomena. The method used is by interviewing, observation and documentation methods.
 The findings in this study, namely the role of parents in determining students' learning achievement in school was very large. Parents who did not pay attention to their child's education, for example they were indifferent to their child's learning process, do not pay attention at all to the interests and needs of their children in learning, do not manage their study time, do not provide or complete learning tools, do not want to know how the progress of learning, the difficulties experienced by the child in learning and others can cause children to lack or even not succeed in learning. Conversely, parents who always paid attention to their children, especially attention to their learning activities at home, made children more active and more excited in learning because the child knows that not only himself who wants to move forward, but his parents also have the same desire. So that the learning results or learning achievements achieved by students become better.

Promoting the Sustainable Development of Rural EFL Learners’ Email Literacy through a Facebook Project

Promoting the sustainable development of rural EFL students’ English ability is a vital issue in the general curriculum guidelines of Taiwan’s 12-Year Basic Education. This study aimed to investigate the effects of a Facebook project on developing rural EFL learners’ email literacy in English. There were two participant groups: (1) six university English majors and (2) 12 ninth-graders from a rural junior high school. The instruments included a multiple-choice awareness task (MCT), a written discourse completion task (WDCT), a perception questionnaire, interviews, and teaching journals. The university students first received a training session on email literacy, and then they taught the ninth-graders invitation email-writing through Facebook interactions for eight weeks. The results showed that after the project, the ninth-graders made significant improvements when completing the MCT. As for the quality of their emails, the ninth-graders not only scored significantly higher in the post-test but also made qualitative progress in their invitation emails. Furthermore, both participant groups had positive perceptions of this project and indicated the strengths and weaknesses of their participation. This paper concludes with pedagogical implications for English education in Taiwan.

An Investigation of the Relationship Between English Classroom Environment in Rural Junior Middle School and Students’ English Learning Boredom

Learning boredom is a negative sense of experience caused by students' lack of interest in learning. For rural junior high school students, English learning is often limited to English classroom. Although a consensus has been reached that the classroom environment has an impact on the process and outcome of second/foreign language learning, it’s still unclear how the classroom environment is related to the process of breeding negative emotions such as boredom among learners. Under such a circumstance, this study adopts a combination of quantitative and qualitative research methods, taking 480 students from rural junior high schools as subjects, using methods with a combination of questionnaire survey and interview to study the current situation and correlation between English classroom environment and English learning boredom in rural junior high schools. And the results show that rural junior high school students' overall perception of English classroom environment is at a high level and the overall English learning boredom among rural junior high school students is at a medium level. Also, there is a negative correlation between English classroom environment and English learning boredom. The English classroom environment has the function of negative prediction of boredom in students’ learning process.

Research on Scaffolding Instruction Strategies for English Writing Teaching of Rural Junior Middle School Students in China

In the teaching process of English composition writing of rural junior middle school students, there are some common cases that students "don't know how to start, the composition structure is not clear, the vocabulary sentence pattern is scanty and improper ". In view of these problems in teaching, this paper introduces scaffolding teaching strategy, designs the vocabulary sentence structure, writing frame, online interactive frame and other strategies to assist students in English writing based on the practice of English writing teaching. Through scaffolding teaching practice, the strategy and process of applying teaching scaffold to specific learning situation are explored. The results show that :(1) Scaffolding teaching ability can improve the English writing level of rural junior high school students, but also improve the learning interest of English writing in the process of learning;(2) Scaffolding teaching should not only pay attention to the process of knowledge construction, but also pay attention to the cultivation of students' interest in English learning to promote the development of learners' English writing ability.

Students’ Perception on The Use of Google Classroom in English Online Learning at A Rural Junior High School

The COVID-19 pandemic has caused the learning process initially done in class to turn into online learning. It causes teachers to need media to support online learning. The current problem is the limited student network due to geographical conditions. The students were also confused about operating Google Classroom under certain conditions due to a lack of knowledge about using the pedagogical platform. This study aimed to analyze students' perceptions of the use of google classroom in online English learning in rural high schools. This research was designed using a qualitative study. Data was collected through 2 instruments, namely questionnaires and interviews. Then, Miles and Huberman's theory is used in analyzing data where data analysis consists of four parts: data collection, data reduction, data presentation, and conclusion drawing/verification. The study results are. First, students' perceptions of Google Classroom as an online learning medium are categorized as positive. Second, the obstacles faced by students during the implementation of Google Classroom in online learning are limited interaction between students because students focus on interacting with teachers, and students consider Google Classroom ineffective because it cannot adapt to applications as seen from student responses when some of them do not understand about features in Google Classroom. Third, students have complaints when accessing Google Classroom where students cannot join classes because they do not have cellular data, which means they cannot access Google Classroom and cannot study online courses. Fourth, students are late submitting assignments because they are waiting for cellular and internet data. It can be concluded that the use of google classroom in learning experiences several obstacles, so it needs to be considered.

Differences in Educational Expectations between Urban and Rural Junior High School Students: Individual, Family, and Social Structures

This paper studies the current differences in educational expectations between urban and rural students and explores the mechanism from the individual/family and school/society perspectives. The results show significant differences in expectations between rural and urban junior high school students for going on to higher education. In addition, urban students’ educational expectations are higher than that of rural and migrant students. These differences are caused by the students’ cognitive ability, family background, and school environment, among which the influence of family background is larger than that of cognitive ability, while the effect of the school’s hukou structure is the most important influencing factor. The results suggest that building a desirable school education atmosphere, alleviating hukou segregation in schools, and strengthening the integration of widely diverse school populations are important approaches to promoting educational and social equity in China.

Research on the Project-based Learning Guidance Strategies of Rural Junior High School Mathematics under the Guidance of Core Literacy

Research on the Project-based Learning Guidance Strategies of Rural Junior High School Mathematics under the Guidance of Core Literacy

The Empirical Study of English Reading Strategies Used by Learners with Introversion and Extroversion in Rural Junior High Schools in Western China

English reading is an indispensable skill of a second/foreign language learner. Besides, reading is one of the key points and difficulties in English teaching of junior high school. Especially, the importance of reading is reflected in the curriculum standards and the compilation of textbooks. Due to the relatively lower quality of education in rural areas than in urban areas, the author hopes to study the use of some reading strategies by rural junior high school students with introversion and extroversion to improve their English reading ability. In this paper, the author chooses 170 junior three students in Guanyingtan junior high school in Neijiang city as the participants of the study, as they have studied English for more than 2 years and have formed relatively fixed study habits and methods. The author mainly adopts questionnaire survey to do this study. Firstly, the author uses Eysenck personality questionnaire to identify the participants’ personality (introversion/extroversion). Secondly, the author uses an English reading strategy questionnaire to analyze the usage of English reading strategies by participants with introversion and extroversion. By analyzing the data collected, the author justifies that there is not significant correlation between the use of English reading strategies and rural junior high school students’ personality (introversion/extroversion). And, the author finds that metacognitive reading strategies and cognitive reading strategies are use more frequently than social/affective ones.

Research on English Learners’ Self-efficacy in Rural Junior High Schools from the Perspective of Rural Revitalization

Currently, English learners in Chinese rural junior high schools have been increasingly focused by people in all walks of life, especially the government for they will function as an impetus to promote the construction as well as the growth of the new rural areas. Accordingly, this study will utilize the rural revitalization, a national strategy for rural areas to investigate some current situations on English learning self-efficacy of rural school students, which is an important factor affecting their learning, taking students of several rural middle schools in Suining, Sichuan province as participants and including the following research questions by virtue of the method of questionnaire, interview and literature analysis: 1) What is the current situation about English learning self-efficacy of rural junior high school students under the background of rural revitalization? 2) What factors can affect English learners’ learning self-efficacy against the background of rural revitalization? 3) Is there any positive or negative correlation between learners’ English learning self-efficacy and their academic achievements in the context of rural revitalization? Based on the outcomes of this research project, some valid and feasible strategies can be introduced to promote English learners’ self-efficacy and facilitate better achievements in English learning in rural junior high schools.

The Impact of Financial Knowledge, Financial Self-Efficacy, and Saving Behaviour on Junior High School Students: A Case Study of Rural and Urban Area Students

Financial knowledge, financial behaviour, financial self-efficacy, and financial behaviour are needed to make the right financial decisions. This study determines the differences in rural and urban junior high school students’ financial knowledge, financial behaviour, financial self-efficacy, and saving behaviour. This study also finds the influence of financial knowledge, financial self-efficacy, and saving behaviour on students’ financial behaviour. This study used the t-test, independent t-test and multiple linear regression methods to analyse the data obtained in the survey. The respondent of the survey is junior high school students aged 11 to 15 years. Data were obtained from the results of questionnaires filled in online by students. The results showed differences in financial knowledge, financial behaviour, and financial self-efficacy in rural and urban junior high school students. The findings in this study show that the financial behaviour of junior high school students in rural and urban areas shows the same results. Our research shows that demographics, financial knowledge, and financial self-efficacy influence students’ financial behaviour. However, financial behaviour is not influenced by students’ saving behaviour.

偏鄉國中全英語教學對國中學生英語口說能力之影響 Implementing English-only Instruction to Promote the English Speaking Proficiency of Rural Junior High School Students

偏鄉國中全英語教學對國中學生英語口說能力之影響 Implementing English-only Instruction to Promote the English Speaking Proficiency of Rural Junior High School Students

The prevalence and correlates of vision impairment and glasses ownership among ethnic minority and Han schoolchildren in rural China.

PurposeTo determine the prevalence of visual impairment and glasses ownership among Han Chinese and Hui minority junior high school children in Ningxia Hui Autonomous Region, China.DesignPopulation-based cross-sectional study.MethodsVision screening was conducted on 20,376 children (age 12–15 years) in all 124 rural junior high schools in Ningxia. Personal and family characteristics, glasses ownership, and academic performance were assessed through a survey questionnaire and standardized mathematics test, respectively.ResultsThe prevalence of visual acuity (VA) ≤6/12 in either eye was significantly higher among Han (54.5%) than Hui (45.2%) children (P<0.001), and was significantly positively associated with age, female sex, Han ethnicity, parental outmigration for work, shorter time spent outside during recess, shorter time spent watching television and higher time spent studying. Among children with VA≤6/12 in both eyes, only 56.8% of Han and 41.5% of Hui children had glasses (P<0.001). Glasses ownership was significantly associated with worse vision, greater family wealth, female sex, higher test scores, age, parental outmigration for work, understanding of myopia and glasses, higher time spent studying and Han ethnicity.ConclusionOne of the first of its kind, this report on Han and Hui ethnic schoolchildren confirms a high prevalence of visual impairment among both populations, but slightly higher among the Han. Both groups, especially the Hui, have low rates of glasses ownership. Future interventions and policies designed to improve glasses usage should focus on populations with lower incomes and seek to correct erroneous beliefs about the safety of glasses and efficacy of traditional eye exercises.

Research on the Influence of Urban-rural Dual Structure on the Social Mobility Function of Rural Education — Based on the Empirical Investigation of the Loss of Rural Junior High School Students in S City, Hubei Province

Based on the empirical investigation of the loss of rural junior high school students in S City, Hubei Province, this article explores the weakening of the social mobility function of rural education under the dual structure of urban and rural areas, and points out the deep-seated reasons — the urban-centric orientation of the national education system under the dual urban-rural structure. At the same time, the article reveals the harm of the weakening of the social mobility function of rural education under the urban-rural dual structure.

Capacity or money? Why students choose to drop out of junior high school in rural northeast China

ABSTRACT This study analyses student and parental perspectives on the decision to drop out from a rural junior high school in northeast China. Data were collected in 2017 via participant observation, focus groups with students who were considered at “high risk of dropping out”, and semi-structured interviews with parents. The official Chinese dropout rate during the nine years of compulsory education is 6.2%; however, in this case, the cumulative dropout rate was as high as 43.1%. Beyond analysing the poor education environment, low academic performance, and pressures from private tutoring, migrant families’ situations were also examined for a deeper understanding of the motivations of dropouts and their parents. Official discourse in China blames high dropout rates on students’ “study-weariness”; however, this study suggests that, given the intense competitiveness of the country’s education system and the disadvantages of rural residents, dropping out may seem a rational choice for many rural families.

How to Build High Efficiency Mathematics Classroom in Rural Junior High School

How to Build High Efficiency Mathematics Classroom in Rural Junior High School

Evaluating Students’ Final Text Production in Polyphonic Critical Literacy Practices: Combining Appraisal Theory with Qualitative Data Sources

Critical literacy practices have moved their interest from Freirean binary analyses (e.g. oppressor versus oppressed) to more complex perspectives, where in a text the author/speaker is (dis) aligned with different discourse communities. Despite the fact that these teaching practices that are based in multiple discources are gaining attention, little work has been done on the assessment of the teaching practices. During the last decades, the literacy activities researches have focused on the teacher-student interactions and the teacher talks (asking questions, types of questions), neglecting the final text production, which is also a significant factor in the evaluation of literacy practices. In this paper, after the implementation of polyphonic literacy practices in a rural junior high school in Crete, Greece, the teacher-researcher assessed the final student written products using the Appraisal Theory. Further qualitative methodological data gathering sources enhanced the identification of the contextual factors that can explain in depth the discourses the students (re)produced in their texts. These findings suggest that Appraisal Theory combined with such methodological choices, where the context is identified, is more supportive in the evaluation of these complex critical literacy practices and provides the teacher and students fruitful feedback concerning critical literacy awareness.

Visual Impairment, Spectacle Wear and Academic Performance among Junior High School Students in Western China

Purpose: To assess the prevalence and academic impact of visual impairment and spectacle wear among rural junior high school students in western China. Methods: In September 2013, 2248 students from 36 junior high schools in Shaanxi Province underwent assessment of visual acuity (VA), completed a questionnaire about their spectacle use and were administered a standardized mathematics examination. Results: Among 2248 students, visual impairment was about 31% (699/2248). Spectacle wear was observed 37% (360/966) children needing glasses. Ownership of spectacles among children needing glasses was associated with poorer uncorrected vision in the better-seeing eye (P 0.001) and paternal educational (P = 0.001), but not age, sex, boarding at school, both parents having out-migrated for work or maternal education. Spectacle ownership among children with visual impairment was associated with better test performance (P=0.035). Conclusion: Visual impairment and non-wear of spectacle were common. Wearing spectacles was associated with better academic performance in this cross-sectional analysis, consistent with recent trial results among younger children.