School Environment Research Articles

Examination of Relationship between Secondary School Students' Robotic Coding Attitudes and STEM Career Interests

The aim of this study is to examine the relationship between middle school students' attitudes towards robotic coding and their STEM career interests. For this purpose, data were collected from a total of 213 students studying in three different secondary schools in a province in the south of Turkey. The "STEM Career Interest" scale and the "Robotic Coding Attitude" scale were used as data collection tools. The analysis of the data indicated that there was a moderate, statistically significant relationship between the participants' attitudes towards robotic coding and their STEM career interests. When the data were analyzed in terms of sub-dimensions, a medium-level significant relationship was found between the participants' attitudes towards robotics and their science, mathematics, and engineering career interests, and a high-level significant relationship was found between their technology career interests. Additionally, sub-factors of robotic coding attitude (interest, motivation, desire to learn, self-efficacy, and anxiety) significantly predicted the participants’ STEM career interests. Accordingly, it can be posited that as participants' attitudes towards robotic coding evolve, their interest in STEM careers also expands. Consequently, it is postulated that all activities that enhance attitudes and boost interest in robotic coding, whether conducted within or outside the school environment, will facilitate students' pursuit of a STEM-related career in the future.

Virtual Reality Exposure Therapy for Reducing School Anxiety in Adolescents: Pilot Study.

Virtual reality exposure therapy (VRET) is a promising treatment approach for anxiety disorders. However, while its efficacy has been demonstrated in adults, research on the efficacy of VRET in the treatment of adolescents with anxiety disorders is largely lacking. A pilot study was carried out to test whether exposure to a virtual reality (VR) school environment elicits state anxiety and autonomic arousal in adolescents with school anxiety (diagnoses covering social anxiety disorder or specific phobia involving school contexts). In addition, we examined whether repeated VR exposure led to a reduction in this fear response, trait school anxiety, and social anxiety symptoms. Moreover, the relationship of presence, the subjective sense of "being there," during VR exposure with anxiety measures and treatment response was examined. In a pilot study, 10 adolescents with school anxiety (age range 14 to 17 years) participated in five VRET sessions. Self-reported state anxiety, heart rate, and presence during exposure, as well as trait school anxiety and social anxiety before and after treatment, were measured. The VR scenario induced state anxiety and autonomic arousal. After VRET, a significant reduction in state anxiety (η2=0.74) and social anxiety symptoms (d=0.82) as well as a trend toward a decrease in trait school anxiety were observed, while autonomic arousal did not change. In addition, presence during VR exposure was associated with state anxiety and treatment response. Our findings indicate the feasibility and potential effectiveness of VRET as a treatment method for symptoms of school and social anxiety in adolescents.

Arabic Language Learning Strategy for Elementary School Graduates in Pondok Pesantren Yusuf Abdussatar Kediri Lobar West Nusa Tenggara, Indonesia

This article discusses the Arabic language learning strategy for elementary school graduates at Pondok Pesantren Yusuf Abdussatar, Kediri Lobar, West Nusa Tenggara. The background of this research is based on the importance of mastering Arabic as a means of communication and understanding religious texts in Islamic boarding schools. However, elementary school graduates who enter pesantren often have limitations in Arabic language skills. Therefore, effective learning strategies are needed to facilitate their understanding. This article examines the various methods used, ranging from the communicative approach, context-based learning, to the use of interactive media and a supportive learning environment. This research uses qualitative methods with observation, interview and document analysis techniques. The results show that the applied learning strategies succeeded in improving students' learning motivation and their Arabic language skills, especially through the combination of theory and hands-on practice. In addition, the active involvement of teachers and the support of an intensive boarding school environment play an important role in the success of the learning process. This article recommends further development on the integration of technology in Arabic language learning to improve the efficiency and effectiveness of learning in Islamic boarding schools.

Black Girls Seeing Urban Schools: Visual, Affective, and Discursive (Re)Conceptualizations of Safety

Joining the chorus of Black/Critical Race Feminist scholarship in education, this article explores how both affect and visuality inform understandings of safety for Black girls in schools. Using participatory visual ethnography, I explore how five young Black women at a Philadelphia magnet school conceptualize safety as an affective achievement of visionary school design. I argue that any attempt to address safety for Black girls in urban schools must include attention to the visual school culture and the affective dimensions of the school environment to fully account for the ways these dimensions counter or enable further physical, emotional, or spiritual harm.

Analisis Penetapan Harga Jual Beli Makanan pada Sistem Prasmanan Perspektif Prinsip Keadilan Ekonomi Islam

This study examines pricing mechanisms in the buffet system at Wisma Tamu Al Ishlah Restaurant from the perspective of Islamic economic justice principles. This research is crucial given the limited studies that analyze buffet pricing practices from an Islamic economic perspective, particularly in a pesantren (Islamic boarding school) environment. This research adopts a qualitative approach with field research methods, utilizing interviews, observations, and documentation for data collection. The findings indicate that the pricing mechanism at Al Ishlah Restaurant employs a cost-based method, setting prices based on raw material costs, capital, operational expenses, and production services, adjusted according to the types of food selected by customers. Generally, the pricing practices at Wisma Tamu Al Ishlah Restaurant align with Islamic economic justice principles, ensuring that no party is disadvantaged and upholding honesty in transactions. Prices are established through mutual agreement between the restaurant and the customer, ensuring fairness. However, price transparency presents a challenge that could affect consumer perceptions. This research contributes to the development of Islamic economic theory in the culinary business context and provides recommendations to enhance justice in buffet pricing..

Implementation of Automatic Attendance System Based on Face Recognition Using CNN Method in IPB University Vocational School Environment

The research focuses on creating an automated attendance system using face recognition through the Convolutional Neural Network (CNN) approach at IPB University's Vocational School. The current manual attendance methods show limitations, such as potential inaccuracies in recording and the risk of cheating, like attendance proxies. To overcome these challenges, this study applies the CNN approach with Python and OpenCV, enabling automatic face detection and recognition for students. The system accurately logs attendance by identifying faces in real time. Testing indicates that the system records attendance reliably, whether with a single individual or with multiple faces present within a single frame.

School Inclusion at the Federal Institute of Amapá: a Case Study at the Macapá Campus

Objective: The objective of this study is to analyze the perceptions of teachers and students about the school inclusion of students with special educational needs (SEN) at the Federal Institute of Amapá (IFAP), Macapá campus, focusing on the adequacy of pedagogical practices and institutional infrastructure. Theoretical Framework: The research is based on the concepts of school inclusion, accessibility, and teacher training for specialized services. References such as the Salamanca Declaration and Brazilian legislation on inclusive education provide theoretical support. Method: A descriptive study with a qualitative approach was conducted, using semi-structured interviews. Participants included 7 students with SEN, 18 teachers, and the coordinator of the Nucleus for the Support of People with Special Educational Needs (NAPNE). Data analysis followed Bardin’s content analysis method (2016). Results and Discussion: The included students expressed satisfaction with the physical and pedagogical structure but identified areas for improvement. Teachers, on the other hand, pointed to a lack of training and capacity as barriers to full inclusion. The discussion highlights the need for ongoing adjustments to ensure a more inclusive educational environment. Research Implications: The study emphasizes the importance of educational policies that promote continuous teacher training and the adjustment of educational institutions, contributing to the construction of a more inclusive school environment. Originality/Value: This study contributes to the literature by providing a comparative analysis of the perceptions of teachers and students regarding school inclusion in the context of technical and technological education, expanding the debate on challenges and progress in this field.

Analysis of the Use of Differentiated Instruction Learning Strategies in Answering Diverse Learning Needs in the Classroom of MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal

This study aims to analyze the effectiveness of the use of Differentiated Instruction (DI) strategies in responding to diverse learning needs in the classroom of students at MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal. The research method used is a qualitative approach with data collection techniques through observation, interviews, and document analysis. The results of the study indicate that the implementation of DI can increase students' motivation, involvement, and understanding of the subject matter. Teachers apply grouping based on interests and abilities and vary learning methods to adjust to student characteristics, which contribute positively to their learning outcomes. The implementation of DI faces challenges in the form of limited time, resources, and learning facilities. Teachers need additional preparation to adapt materials and methods, and institutional support is needed so that the implementation of DI runs optimally. This study concludes that DI is an effective learning strategy in improving the quality of education in school environments with diverse learning needs, and recommends that schools support the implementation of DI through ongoing training and improving learning facilities.

Upaya Meningkatkan Efektivitas Pembelajaran Melalui Kreativitas Mengajar Guru Pada Mata Pelajaran IPS Terpadu

This study aims to investigate efforts to enhance the effectiveness of integrated social sciences subject learning through teachers' teaching creativity at SMP Negeri 2 Tilamuta, Boalemo Regency. It employs a qualitative approach with descriptive qualitative method. Data collection techniques used in this study are observation, interviews, and documentation. Meanwhile, the data analysis techniques include data reduction, data display, data validity checking, and conclusion. The findings of this study indicate that teachers of integrated social sciences at SMP Negeri 2 Tilamuta face various constraints in creating creative learning. These constraints include time limitations, domination of teaching methods that still rely on the use of teaching media such as textbooks, and suboptimal classroom management. However, teachers of integrated social sciences subject have shown efforts to overcome these constraints, including the use of various types of teaching media such as videos, presentations, and interactive games which have helped create more engaging and varied learning experiences for students. Effective classroom management has also proven to be an imperative factor in creating a conducive learning environment where every student feels heard and valued. Thus, the implementation of teacher creativity in integrated social sciences subject learning at SMP Negeri 2 Tilamuta, Boalemo Regency, denotes that collaboration among teachers, students, and the school environment is the key to the success of learning that can have an impact on enhancing learning effectiveness.

The perceptions of Autistic school students of their well-being at school: a meta-synthesis

ABSTRACT Students identifying as autistic, whose numbers have grown rapidly in recent years, often encounter a lack of understanding from teachers and peers at school, and face high levels of bullying and interpersonal abuse. Increasing knowledge of autistic students’ own understanding of their wellbeing is important for developing appropriate intervention strategies to support their school experience. In this meta-synthesis, 22 in-depth qualitative studies of 10–14-year-old students’ perspectives on their wellbeing at school were systematically analysed. The 225 students in these studies were mostly male and from resource-rich countries. Three synthesised findings were identified: first, autistic students’ wellbeing is connected to positive relationships at school; second, autistic students’ wellbeing at school centres around their self-identity; and third, the experience of school environments impacts autistic students’ wellbeing. Findings suggest first, that schools need to support the development of positive relationships between autistic students, their peers and teachers; second, that schools need to respond to how autistic students identify themselves and provide support appropriate to that identity; and third, that autistic students’ sensory needs need to be better supported through improved school design. Implications for practice include development of rights-based approaches and privileging autistic students’ own ideas about wellbeing and inclusion at school.

‘They don’t have bad intentions.’ The disciplinary power of heteronormative communication in upper secondary Polish physical education – a case study

ABSTRACT Background Previous studies have shown unequal treatment of female and male students during PE. However, few studies have focused on gendered communication between teachers and students. Particularly, students’ perceptions of communication have often remained unexplored. Understanding this process appears to be highly significant for ensuring gender equality in schools. In this study, we applied Foucault’s theory of normalization and Butler’s theory of gender performativity and heteronormativity to present data obtained during PE lessons in Polish upper secondary school. In Poland PE teachers still do not formally acquire knowledge of the significance of gender equality in the education process. No policies are formulated on teaching gender equality in schools. Hence, analyzing gendered communication during PE classes in Poland, where no specific gender equity legislation has been introduced, complements the ongoing discussion regarding prevailing gender structures in PE. Purpose The purpose of the study was to explore gendered communication between PE teachers and students in Polish upper secondary school, and perceptions about this communication specifically among male PE teachers and girls. Methods Data were gathered through three qualitative methods: observation of 60 PE lesson units, 17 focus group interviews with male (n = 27) and female students (n = 33), and 5 semi-structured in-depth interviews with PE teachers whose lessons were observed. Discourse analysis, informed by content analysis, was conducted to uncover fundamental communication patterns between teachers and students in the context of gender performativity and heteronormativity. Findings Communication between PE teachers and students demonstrated gender bias, indicating deeply rooted practices of heteronormativity. The male teachers communicated more frequently with female students than with male students and a significant portion of the communication took the form of jokes, teasing, and comments related to the physical appearance of the girls, romantic relationships and dating, and traditional gender roles assumed by women. Students’ statements obtained in the interviews indicate a significant degree of downplaying the impact of teachers’ way of communicating and ‘defending teachers’. They encountered a strong normalization process that restricted their ability to resist teacher communication. Although the PE teachers emphasized the importance of being ‘sensitive’ when communicating with students, PE the teachers’ understanding of gender issues appeared to be fragmented and unrefined, with insufficient recognition of the importance of proper communication with students. Conclusions The implications of this study emphasize the necessity for Polish PE teachers to acquire a deeper understanding of how gender operates within school environments and PE classes, recognizing its impact on students. This awareness is pivotal in recognizing and addressing heteronormative structures during lessons. In connection with that, a thorough discussion on the impact of political and cultural factors shaping the knowledge acquired by teachers and the curriculum in schools is required. Additionally, the research highlights a need for appropriate student education because they are currently subject to strong normalization processes. The normalization processes they undergo hinder their recognition of dominant gender relations in the school environment, and, consequently, their resistance to them.

School environment and adolescent health: Results from the HPTN 068 cohort

PurposeTo assess the relationship between school environment and health and behavior outcomes. MethodsData are from baseline and first follow-up of the HIV Prevention Trials Network (HPTN) 068 longitudinal trial established in 2012 of adolescent girls and young women in rural Mpumalanga Province, South Africa. Data from 2212 participants are included. We measured the association between four school environment domains: school resources, school safety, negative personal experiences, and school connectedness, and several health and behavior outcomes: depressive symptoms, low attendance, recent pregnancy, recent unprotected sex, transactional sex, and having an older romantic partner. We used a g-computation approach to estimate risk differences (RD) for the longitudinal relationship between the school environment (measured at the individual and school level) on individual health and behavior outcomes, controlling for baseline covariates. ResultsThe mean age of participants at baseline was 15.4; mean age at first follow-up was 16.6. Individual baseline perceptions of an unsafe school environment (RD = 3.1 %, 95 % CI: 1.3–5.2 %) and more frequent negative experiences (RD = 4.0 %, 95 % CI: 2.0–5.9 %) were associated with higher absolute risk of depressive symptoms at follow-up. There was an overall trend toward higher risk of pregnancy, unprotected sex, and having an older partner among those who reported fewer school resources, lack of school safety, more negative personal experiences, and lack of school connectedness. ConclusionsOur findings provide evidence of an overall trend toward higher risk of depression, pregnancy, unprotected sex, and having an older partner among those reporting a worse school environment across four school environment domains.

Determinants of students' learning motivation in Islamic boarding schools: A structural equation modeling approach

Motivation plays a key role in the learning process, as it serves as a driving force or positive influence for students. This study aims to explore factors affecting students' learning motivation by examining teacher professionalism, family environment, school environment, and academic stress using the Structural Equation Modeling (SEM) method. Data was collected through questionnaires distributed to students at Baitur Rohmah Muhammadiyah Islamic Boarding School, with responses from 201 students. The findings show that teacher professionalism (β: 0.345, P-value: 0.044), family environment (β: 0.088, P-value: 0.010), and academic stress (β: 0.415, P-value: 0.042) positively influence learning motivation. However, the school environment does not significantly affect learning motivation (β: 0.156, P-value: 0.224). Additionally, teacher professionalism does not have a significant impact on students' academic stress levels (β: 0.156, P-value: 0.224).

SARS-CoV-2 Infection in School Settings, Okinawa Prefecture, Japan, 2021-2022.

During the COVID-19 pandemic, widespread school closures were implemented globally based on the assumption that transmission among children in the school environment is common. However, evidence regarding secondary infection rates by school type and level of contact is lacking. Our study estimated the frequency of SARS-CoV-2 infection in school settings by examining the positivity rate according to school type and level of contact by using data from a large-scale school-based PCR project conducted in Okinawa, Japan, during 2021-2022. Our results indicate that, despite detection of numerous positive cases, the average number of secondary infections remained relatively low at ≈0.5 cases across all types of schools. Considering the profound effects of prolonged closures on educational access, balancing public health benefits against potential long-term effects on children is crucial.

ACT in school settings: A pilot study of ACT-based universal group psycho-educational program among Japanese early adolescents.

The objective of this investigation was to assess the efficacy of an Acceptance and Commitment Therapy (ACT)-based group psycho-educational intervention within school environments, administered by psychologists, for early adolescents in Japan. The effectiveness indices measured in this study were ‘clarification of value and commitment (CVC)’ and ‘experiential avoidance (EA)’ as indicators of psychological flexibility of ACT, and self-esteem and self-determination disposition as outcome indices related to well-being. The participants in this study were Japanese junior high school students with a mean age of 14.85 years (SD = 0.86), 112 in the intervention group and 143 in the control group, who completed questionnaires at three time points: before the program (pre), after attending the program (post) and three weeks after the posttest (follow-up). The intervention program, which consisted of three short-term sessions, was shown to be effective in the CVC, self-esteem, and self-determination disposition scores. Conversely, the group-time interaction did not yield a notable impact on the persistence of avoidance behaviors and EA scores, suggesting a potential avenue for refinement in intervention methodologies regarding these domains. These findings offer insight into the potential effectiveness of ACT-based group psycho-educational endeavors in school settings led by psychologists.

The role of principal leadership in developing levels of resilience: a private senior secondary school ethnographic study

This research is motivated by the level of school resilience which is not yet good, so school principals must increase school resilience with their leadership. Therefore, this research aims to analyze and describe the leadership of school principals in setting direction, developing human resources, and redesigning organizations to increase school resilience. The method used in this research is qualitative research with an ethnographic approach, which helps provide an in-depth and detailed picture of the school's daily habits in implementing school resilience. This research uses data collection techniques in the form of observation, interviews and documentation by carrying out data analysis techniques using description, analysis and interpretation. The results of this research explain that in carrying out the three leadership roles of the school principal, namely setting direction, developing people, and redesigning the organization, through school habits (culture), private schools will be able to create a level of resilience in the school environment. Even in unfavorable conditions, school principals can survive by carrying out leadership roles using existing school habits.

Effect of Institutional Resources on Student Academic Achievement in Kakamega County, Kenya

The school environment has a substantial impact on the quality of education. A well-resourced, supportive, and positive environment can result in enhanced student outcomes, both academically and personally. This study sought to investigate the effect of institutional resources on student academic achievement Kakamega County, Kenya. The research employed the production function theory. The study was conducted using a descriptive correlational research design. This study took place in Kakamega County, which has thirteen sub-counties. The study focused on 423 secondary schools, which included 2 national schools, 2 national special schools, 28 extra county schools, 45 county schools, and 346 sub county schools. The target population included 423 Principals, 5514 teachers, and 182,893 learners, for a total of 188,830 respondents in Kakamega County secondary schools. Purposive sampling was used to choose special and national schools. The Yamane formula was used to determine a sample of 440 respondents. The study gathered data through interviews and questionnaires. A pilot study was conducted in Bungoma County to test the instruments' validity and reliability. Cronbach's alpha was employed as a statistical tool to assess reliability. The study analyzed quantitative data using Regression analysis. Qualitative data was analysed thematically. The results indicated that most of the institutions have resources that included classrooms, laboratories, libraries and others however they were not adequate. The results further revealed that most of the schools have adequate number of teachers while a sizeable were still struggling with fewer teachers. On the study’s hypothesis, H01 that states that there is no statistically significant effect of institutional resources on student academic achievement in Kakamega County, Kenya was rejected at p=0.003. The study concluded that there is a significant positive relationship between institutional resources and student academic achievement in Kakamega County, Kenya. The study thus recommends that the Ministry of Education and other stakeholders to enhance funding for school infrastructure, learning materials, and teacher training to improve student achievement. Implement strategies to boost student achievement and optimize teacher-student ratios like recruiting more teachers and teacher interns to fill the gaps.

Treatment of Nonsocial Environmental Fear in a Service Dog UsingFluoxetineand Behavior Modification.

Training and maintaining a service dog requires extensive time and financial resources. The emotional bond between service dogs and their handlers poses unique challenges when dogs develop behavioral issues. We present a case of an otherwise healthy adult service dog exhibiting acute environmental fears, hindering her job performance. The dog's fear responses escalated in various settings, including school and home environments. Diagnostic evaluation ruled out medical pathology, leading to a diagnosis of nonsocial environmental fear and generalized anxiety. A multimodal treatment approach involving environmental management, antidepressant medication (fluoxetine), and behavior modification was implemented. Desensitization and counterconditioning protocols targeted specific triggers, such as shiny floors and elevators. Eight weeks after treatment initiation, the dog showed improvement, enabling a modified behavior treatment plan to be implemented as she gradually returned to work with reduced fear responses. Follow-up revealed sustained progress with additional dosage adjustment of fluoxetine.

Love and Assault: Parents’ Views on Corporal Punishment in School

AbstractCorporal punishment remains prevalent in schools globally, and even after its prohibition in South Africa, the focus of this study, it continues. In some historically disadvantaged school environments, it persists with the approval of parents. Mothers and grandmothers, who are pivotal in supporting children's education and well‐being, are central to this dynamic as parents. However, in impoverished rural settings, parents are often unfairly blamed for endorsing corporal punishment without considering the sociocultural context they inhabit. Drawing from a qualitative study conducted in an impoverished rural community where women bear the burden of caring for children, this paper challenges the prevailing one‐sided narrative of parental support for corporal punishment. Instead, it argues for a nuanced understanding of corporal punishment that is contextual. Parents' endorsement of corporal punishment is contingent; it is accepted when framed as ‘disciplinary action infused with love’ but rejected when labelled as ‘assault’. An understanding of corporal punishment as an assemblage is critical if accounts of disciplinary practices within local school settings are to move beyond simplified accounts of parents' universal support for corporal punishment.

Формування фізичної готовності до школи у дітей старшого дошкільного віку засобом спортивних ігор

An analysis of studies on the problem of forming physical readiness for school in older preschool children has been conducted. It is emphasized that physical readiness is fundamental for a child's successful adaptation to the school environment. It includes the development of motor skills, coordination, endurance, and strength, which are crucial for a child’s ability to perform various school tasks, from writing letters to participating in active games during breaks. Insufficient physical preparedness can lead to difficulties in mastering the school curriculum, decreased attention span, quick fatigue, and even health problems. Therefore, it is essential to develop the necessary physical qualities in children before they start school. It has been established that sports games are an effective tool for ensuring the physical readiness of older preschoolers for school. Games help develop coordination, strength, endurance, and flexibility, which are important for comprehensive physical development. The aim of the study is to determine the impact of sports games on the formation of physical readiness for school in older preschool children. At the initial stage of the study, generalized results of the level of physical readiness for school revealed that only 20% of children in the experimental group (EG) and 16% in the control group (CG) showed a high level of readiness, 58% of children in the EG and 52% in the CG showed a medium level, and 22% of children in the EG and 31% in the CG showed a low level. It was noted that the initial level of physical readiness for school in children from both the experimental and control groups was approximately the same at the beginning of the formative stage of the study. During the research, a system was developed and tested, aimed at enhancing the level of physical readiness for school in older preschool children, with active use of sports games elements. The proposed system of work involved organizing activities with children through play and was implemented sequentially across three interrelated stages: introductory, active, and creative. By the end of the study, the results in the CG and EG were as follows: a high level of physical readiness was shown by 46% of children in the EG and 24% in the CG, a medium level by 42% in the EG and 52% in the CG, and a low level by 12% in the EG and 24% in the CG.