Secondary School Level Research Articles

Style Classifications in Biology Teaching: A Systematic Review of Literature

This study aims to analyse systematically the articles on teaching biology and concerning style classification which were published in international and national journals according to criteria set. For this purpose, articles of style classification which were conducted in the period between 1990 and 2022 and directed to teaching biology at pre-school, primary school, secondary school and higher education levels were reached. 48 articles published in international journals and 88 articles published in national journals were put to content analysis within the scope of the study. They were considered in terms of their theoretical framework, key words they had, methods they used, types of data sources used in their sample, the countries where they were conducted and the years when they were conducted and the conclusions they reached according to the criteria set in the sub-problems. It was found accordingly that mostly activity-based styles were examined, that “learning style(s)” were the most frequently used key words, that the research mostly used quantitative methods and that they were mostly conducted with the participation of teachers. It was also found that the articles published in international journals were mostly conducted in Turkey. The articles were observed to increase as of 2013. The results of journal articles research analysed in the final sub-problem were given in detail in four categories. This current study makes various recommendations for style classification studies concerning biology teaching.

Multilingual use assessment questionnaire: a proposal for assessing language and literacy experience

The linguistic profile of multilingual individuals can vary significantly due to diversity in linguistic experience. This poses challenges for language researchers, educators, and clinical practitioners. We developed a Multilingual Use Assessment Questionnaire (MUAQ) to capture the heterogeneous nature of multilinguals profiles integrating three dimensions: self-assessment of language(s) competence, language(s) use for mental operations, and language(s) use in different contexts. The questionnaire was administered to bilingual Catalan/Spanish children and adults across three educational levels: elementary school (year 6), secondary school (year 10), and university level. The application of the MUAQ revealed that Catalan/Spanish bilinguals displayed variations in their self-assessed proficiency based on the type of linguistic activity required by each language. While high bilingual competence was concentrated in oral comprehension, production skills exhibited lower bilingual competence and a strong asymmetry between languages emerged in writing. Also, more pronounced preferences for one language were observed for Thinking and Counting. Whereas Catalan (the language of schooling) was more frequently preferred for Counting, a more multilingual approach was observed for Thinking. A significant heterogeneity was also evident in the language(s) used in different contexts, with each third of the study population demonstrating distinct patterns of linguistic behavior depending on the context. An Exploratory Factor Analysis (EFA) identified two key dimensions (linguistic competence skills and languages involved in mental operations) that accounted for a substantial portion of the variance, while the third dimension (language use in different contexts) bifurcated into situational/communicative vs. personal contexts. These results endorse multidimensional approaches for a comprehensive understanding of multilingualism.

Study of Effect of Yogic Practices on Academic Achievement of Senior Secondary School Students

Aim of present study is to find the effect of yogic practices on the academic achievement of senior secondary school students. A sample of 100 students(50 as experimental and 50 as control group) was taken for this study. All students were from senior secondary school level. To measure academic achievement of the students, the marks obtained by them in half yearly and annual examination were considered. After half yearly examination, the experimental group students were undergone yogic practices for 1 hour daily for 6 months. Mean, standard deviation and T-test statistical tools were used to find out the significant difference between pre-test and post-test scores of academic achievement of experimental and control group students. Results show that there is a significant and important effect of yogic practices on the academic achievement of senior secondary school students.

Problem Solving Strategies in Mathematics of Students in the of Primary Level: Basis for Strategic Study Guide

Mathematical problem solving ability refers to the thinking ability and problem solving ability that students show in solving mathematical problems, which is a very important ability in mathematics learning. However, because traditional mathematics teaching focuses on teaching basic concepts and algorithms and neglects the cultivation of students' problem-solving skills, many students are unable to begin to apply what they have learned to real-life problems. The Chinese government attaches great importance to the cultivation of students' mathematical ability in the educational reform for students. As China's society continues to develop and progress, we are paying more and more attention to how students use their knowledge to solve problems and how students can improve their problem-solving skills at the primary and secondary school levels.

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

Comparative Effect of Aerobic and Yogic Exercises on the Selected Physical, Physiological and Academic Performance of Non-Participants of Sports at Secondary School Level

Physical activity has a direct effect on well-being and health. To be fit and healthy we need to be physically active. Regular physical activity can help protect us from serious diseases like obesity and mental illness among children. The recent study reveals that 60% of the school going children suffers obese. Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities among children Riding bicycle regularly is one of the best ways to tackle the health problems associated with a sedentary lifestyle. Physical fitness and health are the integral part of human life. Fitness and wellness of person are correlated to each other. In fitness body proportion and composition are important parameters and which has roles relevance with health related fitness. Maintenance of physical fitness is needed of the day in human society. In this age of stress and tension, low level of fitness leads towards, the exposure of degenerative and psychosomatic disorders including other in effective suffering. A lot of people live with fitness myths, having their own concepts and theories of fitness and health when it comes to fitness there are many that believe strongly in the dictum 'ignorance is bliss'

Concurrent Vocational Education Through Microlearning Approaches at Higher Education, Assessing the Capacity, Awareness and the Will of Universities in Garowe, Somalia

Purpose: The study investigated the possibility of establishing concurrent vocational education and training through microlearning platforms by assessing whether universities in Garowe had the minimum basic facilities to establish such programmes, whether academic staff were aware of the state of vocational education, its importance, the rate of unemployment in Garowe and Puntland in general, and whether university professionals were willing to establish these training programmes as concurrent options. Method: It was a survey study of a qualitative approach and data was collected using an inventory checklist of institutions capacity, a close ended questionnaire to academic staff on their general perception of vocational education and training, and detailed interviews of both academic and administrative staff purposively selected at higher education institutions in Garowe to find out their willingness as stakeholders to adopt vocational training at higher education using microlearning approaches. Findings: Universities in Garowe Puntland have the basic minimum facilities to establish microlearning oriented platforms although respondents emphasise that it should be supplemented with some physical practical sessions and modules. It is evident that introducing vocational education at higher education is one of the solutions to the unending graduate unemployment. However just like some respondents recommend, micro-learning for vocational education should be supplemented with some physical practical sessions and modules, hence a kind of blended approach. The study also found that there is hardly any career guidance done at the secondary school level and this affects choice of professional careers as students transition from secondary to tertiary education. Conclusions: It is evident from findings that the attitude towards vocational education in Puntland has not been good, although with awareness and given the increased rate of graduate unemployment, the attitude can also be changed gradually. The study recommends a needs assessment before establishing certain training programmes to avoid the recurring challenges of mismatch between training programmes and the labour needs plus a need to intensify their international and regional collaborations with more experienced organisations and institutions. There is need for a curriculum review process of the existing university curriculum to accommodate the vocational concurrent programmes.

Barriers to Implementing Civic Education as a Compulsory Subject in Kabwe District Secondary Schools, Zambia

Civic education stands as a cornerstone in shaping active citizenship and fostering democratic values within the educational systems. However, the Zambia national education policy provides that the subject should be taught to all learners at the senior secondary school level. Nonetheless, this study investigated the barriers to implementing civic education as a compulsory subject at the senior secondary school level in Zambia, with a focus on Kabwe District secondary schools. Employing a mixed-methods approach under the convergent parallel design, quantitative and qualitative data was simultaneously collected from 319 participants comprising head teachers, heads of department social sciences, teachers of civic education, section heads, grade 12 learners and key informants from the Ministry of Education. An online questionnaire was employed to collect quantitative data presented on charts, while qualitative data was gathered through interviews, focus group discussions and document review was presented thematically. Findings reveal high value attributed to civic education by offering the subject to all learners, ensuring adequate-skilled teachers, encouraging active civic engagement opportunities and adequate allocation of material and resources. Barriers identified included the optional status of civic education in the 2013 curriculum framework, lack of clear guidelines, insufficient planning, and inadequate support from authorities. The study contributes valuable insights for policy makers, educators and researchers, informing decision-making processes, curriculum development, and policy adjustments. The study recommends policy reforms by the government to maintain the status of civic education as a compulsory subject in the curriculum framework by lobbying for clear guidelines and emphasising its value.

Inventive leadership styles and their impact for achieving sustainable development goals in education at secondary schools: a case study from Multan, Pakistan

Globally, as we progress toward a more sustainable future, the sustainable development goals (SDGs) must be incorporated into various sectors, including education. This article explores the significant impact of inventive leadership styles on SDGs in education at the secondary school level in Pakistan. Based on this study, four hypotheses were developed using leadership variables such as empowerment of leadership, inspiring learners, resilient visions, and lead transformation. A quantitative survey method was utilized in this study. The researchers selected convenient sampling to collect data from 288 teachers, including heads of schools and administrators from 89 institutions. The data collection process included using a survey questionnaire to collect data on leadership styles and their relationship regarding SDGs within the field of education. In order to analyze the given data, two software programs were used, namely SPSS and Smart PLS 4.0. Several statistical methods were used to examine the collected data, such as confirmatory factor analysis (CFA) and structural equation modeling (SEM), which were implemented to confirm the measurement model. Additionally, path analysis was conducted to determine the relationship between independent and dependent variables. The findings revealed that overall leadership styles have a great positive impact on SDGs in education. Based on results, it has been found that it would be beneficial if leaders/teachers enhance their struggle using inventive leadership styles for achieving SDGs, fostering transformative education, and ensuring that learners and societies benefit from a more equitable and resilient future. Additionally, the need for more resources, resistance to change, and a need for leaders’/teachers’ professional development have been identified as potential obstacles. To overcome these challenges, a collaborative approach among stakeholders, policy support, and innovative practices are recommended.

Status of Teacher Professional Development (TPD) at Secondary Level Schools

Education reform and the pursuit of quality education are common concerns among stakeholders showing their concern to educational development. In recent years, Teacher Professional Development (TPD) has emerged as a pivotal component for advancing education reform efforts and bolstering educational quality. This article attempts at describing the existing TPD status of the secondary level schools in Nepal. In the study, the headmasters of the four selected secondary level schools were the informants; and a survey checklist was used as the research tool to collect required data. The data were analyzed and interpreted using descriptive statistics. The study found that the secondary schools were quite poor regarding their performance of TPD related activities, most of them had weak TPD status. This finding led to conclude that the concerned authorities need to be more responsible to make improvements in the existing TPD situation at the secondary schools in Nepal.

Assessing instructional strategies in agricultural science to enhance senior secondary school students’ interest in agriculture in Zaria Educational Zone

The study assessed instructional strategies in agricultural science to enhanced senior secondary school’s students interest in agriculture, within Zaria educational zone. Four specific objectives, four research questions and three hypotheses guided the study. Descriptive survey research design was adopted. Structure questionnaire design on 4-point rating scale with 154 teachers and 200 students as sampled respondents was used. The data was analysed using mean, standard deviation and t – test at 5% level of significance. The result revealed that most of the teachers were male (72.08%), with age ranged from 35 – 39 years (35.07%), married (64.29%) and were qualified to teach agricultural science at senior secondary school level (76.63%) with more than five years working experience (81.85%). Use of successful agropreneurs as resource person, use of motivation and less punishment, giving award/rewards to students, taking students for field trips, relating teaching with real life situation outside classroom, exposing students’ on careers opportunities in agriculture, organizing agricultural shows and exhibition among others were acceptable instructional based strategies that could enhance students’ interest in agriculture. However, there was significant difference on the mean responses of teachers and students on the instructional-based strategies that could enhanced students interest in agriculture. Recommendations were made based on the findings of the study.

Interdisciplinary approaches between physics and art using the example of optical experiments and artistic light installations

The disciplines of physics and art are often seen as antithetical in social and educational contexts. However, in recent years, STEAM education has promoted the collaboration of art and STEM. Linking the subjects together offers a wide range of learning opportunities. For example, the design of (video) light installations can develop both artistic and physical skills. Such a teaching approach allows to address different types of interests within the same lesson. In this article, two basic ways of meaningfully combining artistic and physical topics are presented: ‘STEAM design’ and ‘STEAM explanation’. The approaches are described using the example of teaching optics at secondary school level, but in principle they can be applied to other grade levels or physical subjects.

The Use of Metaverse in Providing Interactive Learning Experiences in Schools

The development of digital technology has played an increasingly important role in education, and the concept of the metaverse offers the potential to enhance the quality of learning. The implementation of metaverse in education is gradually taking place, but understanding and utilization are still limited, especially at the primary and secondary school levels. This is further reinforced by the fact that Indonesia still adheres to mass education or education 2.0. This statement reflects the limitations in understanding and utilizing the concept of metaverse in school-based learning. This research aims to explore the utilization of metaverse as an interactive learning tool in the school environment. The research method used is a survey method, with educators at the primary and secondary school levels as respondents. Quantitative descriptive analysis is employed to determine the values of the related variables. The results of this research show that 40.4% of the respondents state that integrating social media with the metaverse can enhance the engagement and relevance of learning, creating interesting and interactive learning experiences. The metaverse also supports virtual social interactions, collaborative learning, and strengthens relationships with learners from diverse backgrounds. However, 47.4% of the respondents state that the integration of metaverse in learning practices is still limited, and learners' understanding of the metaverse needs to be improved. Further efforts are needed to integrate the metaverse into learning practices at schools, develop effective learning materials, and address existing challenges. In conclusion, the use of metaverse in learning has the potential to enhance learner engagement, creativity, collaboration, and motivation, but it requires more intensive efforts to fully integrate it into learning practices at schools.

Adaptation and Psychometric Evaluation of Homework Management, Teacher and Parent Involvement Scales for Middle Schoolers in Turkey

The aim of this research is to adapt the scales "Homework Management, Homework Effort, Teacher Homework Involvement, Teacher Feedback and Parental Homework Support" into Turkish. The research data were collected from 1,698 secondary school students in grades 5 to 8. The sample was divided into four subgroups and explanatory factor analysis was conducted on two groups and confirmatory factor analysis was conducted on two groups. Concurrent validity analyses were carried out on all students. Data were collected from students studying in 24 classes of six different secondary schools in the Maltepe, Kartal and Pendik regions of Istanbul. 49.12% of this group of students are girls and 50.88% are boys, and the mean age of the participants is 11.84 years. In addition to the scales adapted to the Turkish language, homework behavior (homework completion, time spent on homework, going to school without homework) and academic achievement were measured for concurrent validity. The results of the EFA and CFA analyses were similar to the original scales for all scales. These findings regarding the number of sub-dimensions, the placement of scale items within these sub-dimensions, and the concurrent validity scores indicate that the Turkish versions of the five scales are valid and reliable for assessing mathematics homework at the secondary school level.

Problems of the Merdeka Curriculum Policy in Efforts to Improve the Academic Quality of Students at SMPN

An educational concept known as the Independent Curriculum allows schools more latitude in creating curriculum that meet the requirements of their communities. The goal of this policy is to raise the academic caliber of SMPN students, however there are several obstacles in the way of its execution. Information gathered and acquired by library research. This article analyzes a few of the major obstacles encountered while attempting to raise SMPN students' academic standards. The issues with the autonomous curriculum policy in attempts to raise SMPN students' academic standards are the research's results. These challenges involve differences in quality between schools, difficulties in maintaining consistent educational standards, the readiness of teachers and stakeholders, as well as the need for proper evaluation and monitoring. appropriate. Apart from that, the involvement of parents and other stakeholders as well as an emphasis on local skills are also important aspects in overcoming these problems. This article provides a holistic picture of the condition of the Merdeka Curriculum in the context of efforts to improve academic quality in junior secondary schools, with the hope of contributing to further understanding of the dynamics and improvement of educational policies at the junior secondary school level.

외국 교육과정 자료 및 공학 도구 사례 분석을 통한 사분위수 지도 방안 탐색

Objectives This study examined elementary and secondary school level curriculum materials from major contries and technological tools and attempted to derive pedagogical implications for teaching the concept of quartile in mathematics education in Korea. Methods To this end, this study collected primary and secondary curriculum data from nine representative countries and examined how each country deals with quartiles from various aspects. In addition, 13 types of technologicla tools were selected for analysis and then it was confirmed which quartile calculation method each technology follows. Results As a result, most countries first introduced the concept of quartile in the 8th and 9th grades of middle school. In addition, it was confirmed that the concept of quartile was included in the ‘spread of data’ or ‘measure of dispersion’ section. Also, it was confirmed that the method of stating the definition of quartile in most countries' curriculum materials is common, and the method of calculating quartile is also the same as M2. Meanwhile, differences were identified in the way each technology defines the calculation of quartile, but when analyzed by dividing them into three categories according to the purpose of use, several common characteristics were discovered. Conclusions Based on the results of this study, suggestions for quartile instruction were presented in mathematics classes and the writting of middle school textbooks according to Korea's 2022 revised mathematics curriculum.

Expanding Youth-Friendly HIV Self-Testing Services During the COVID-19 Pandemic: Qualitative Analysis of a Crowdsourcing Open Call in Nigeria.

HIV self-testing (HIVST) among young people is an effective approach to enhance the uptake of HIV testing recommended by the World Health Organization. However, the COVID-19 pandemic disrupted conventional facility-based HIV testing services, necessitating the exploration of innovative strategies for the effective delivery of HIVST. This study analyzed the outcomes of a digital World AIDS Day crowdsourcing open call, designed to elicit youth responses on innovative approaches to promote HIVST among young people (14-24 years) in Nigeria during COVID-19 restrictions. From November 2 to 22, 2020, a World AIDS Day 2020 crowdsourcing open call was held digitally due to COVID-19 restrictions. The crowdsourcing open call followed World Health Organization standardized steps, providing a structured framework for participant engagement. Young people in Nigeria, aged 10-24 years, participated by submitting ideas digitally through Google Forms or email in response to this crowdsourcing open call prompt: "How will you promote HIV self-testing among young people during COVID-19 pandemic?" Data and responses from each submission were analyzed, and proposed ideas were closely examined to identify common themes. Four independent reviewers (AE, SM, AZM, and TG) judged each submission based on the desirability, feasibility, and impact on a 9-point scale (3-9, with 3 being the lowest and 9 being the highest). The crowdsourcing open call received 125 eligible entries, 44 from women and 65 from men. The median age of participants was 20 (IQR 24-20) years, with the majority having completed their highest level of education at the senior secondary school level. The majority of participants lived in the South-West region (n=61) and Lagos state (n=36). Of the 125 eligible entries, the top 20 submissions received an average total score of 7.5 (SD 2.73) or above. The panel of judges ultimately selected 3 finalists to receive a monetary award. Three prominent themes were identified from the 125 crowdsourcing open call submissions as specific ways that HIVST can adapt during the COVID-19 pandemic: (1) digital approaches (such as gamification, photoverification system, and digital media) to generate demand for HIVST and avoid risks associated with attending clinics, (2) awareness and sensitization through existing infrastructures (such as churches, schools, and health facilities), and (3) partnerships with influencers, role models, and leaders (such as religious and youth leaders and social influencers in businesses, churches, organizations, and schools) to build trust in HIVST services. The crowdsourcing open call effectively engaged a diverse number of young people who proposed a variety of ways to improve the uptake of HIVST during the COVID-19 pandemic. Findings contribute to the need for innovative HIVST strategies that close critical knowledge and practice gaps on ways to reach young people with HIVST during and beyond the pandemic. ClinicalTrials.gov NCT04710784; https://clinicaltrials.gov/study/NCT04710784.

Development Of Speed Motor Quality Using Complex Motor Actions In Secondary School Students

One of the priority objectives of school physical education, specified in school programs for all education cycles, is the development of motor skills. The topic addressed by us in this paper was born from the need to have the greatest possible efficiency in the teaching of physical education in grades V-VIII, where the instructional-educational process must pursue concrete goals regarding the system of knowledge, skills and motor skills in order to concretize the model of each class in gymnasium physical education and sports. The study of this topic aims to establish the most effective exercise structures regarding the development of speed motor quality in secondary school students. Using the means proposed by us, after a well-established program in the physical education lesson for secondary school students, in order to develop the speed motor quality, I believe that it will develop obviously, during the whole school year. The data resulting from the scientific investigation regarding the development of speed motor quality through the use of movement games at the secondary school level were implemented in school units in the municipality of Arad. They can be used in the instructional-educational process by the specialists in the field and as methodical material by the students of the faculties of physical education and sport in the disciplines "Theory of physical education and sport" and "Practice and methodology of motor activities by age groups" . The research was conducted during the 2022-2023 school year. Following the application of the experiment, it was found that major differences in student performance were obtained, they had a significant increase between the initial testing and the final testing, which allows us to state that the methodology used in the lessons was adequate. The exercises and games used had a positive influence in obtaining the results of the experiment. Of course, the experiment should be continued and possibly extended to a larger sample of children in order to further improve motor quality, speed in particular, as well as harmonious physical development in general. Keywords: motor qualities, methods, means, physical training, program.

Relationship of Teachers' Social Recognition with their Self-Esteem at the Secondary School Level

This study investigated the potential link between social recognition and self-esteem among secondary school teachers in Punjab, Pakistan. Employing a descriptive correlational design, the research explored the participants' perceptions and the correlation between the two variables. A multi-stage random sampling technique yielded a sample of 450 teachers from 100 schools across four randomly chosen districts (Lahore, Multan, Rawalpindi, and Okara). Data collection involved administering two questionnaires (Social Recognition Scale (SRS) and the Self-Esteem Measurement Scale (SMS)), and statistical analysis utilized techniques such as mean scores, Correlation coefficient r, t-tests, and one-way ANOVA with post-hoc tests. The results revealed that teachers' self-esteem and their perceived social recognition were not correlated. Based on these results, the study recommends the implementation of specific psychological practices such as praise, thanks, and respect that are aimed at enhancing social recognition and its potential association with increased self-esteem among teachers. Further research in this area, particularly.

Knowledge, Attitudes and Practices of Pregnant Women on Oral Health in the University Hospitals of Ouagadougou, Burkina Faso

Knowledge of the relationship between pregnancy and oral health is a public health issue. The aim of this study was to assess the knowledge, attitudes and practices of pregnant women regarding oral health in the University Hospital Centers (UHC) of Ouagadougou in 2023. This was a descriptive cross-sectional study from July to September 2023. Data were collected prospectively, and knowledge, attitude and practice scores were generated. A total of 400 pregnant women were included. The [25-34] age group was the most represented at 54%, and 56.3% of women were in their 3rd trimester of pregnancy. The majority had a secondary level school and didn’t have a treating dentist. More than half (51.2%) of the respondents had poor overall knowledge of the relationship between oral health and pregnancy, 76.3% had poor attitudes and 79.5% poor practices, resulting in a poor overall KAP level for their oral health (60.5%). There was a significant variation in KAP level according to level of education (p= 0.015) and according to the information received on oral health and its implications for pregnancy (p = 0.028). Pregnant women's knowledge, attitudes and practices regarding their oral health are inadequate. Most women were unaware of the potential consequences of oral health neglect on pregnancy and their unborn child. Efforts must be made to educate them about oral health, with a focus on prevention.