Second Year Of Secondary School Research Articles

THE COMMUNICATIVE APPROACH AND THE SKILLS APPROACH: ADVANTAGES, LIMITATIONS, POTENTIAL EXPLOITATIONS IN THE TEACHING/LEARNING OF ORAL LANGUAGE IN FRENCH CLASSES IN MOROCCAN QUALIFYING SECONDARY SCHOOLS

Since the eighties, many pedagogues of the teaching of French as a second language advocate new approaches which change the didactic landscape; among them, are the Communicative Approach and the Competence Approach. In this regard, we wonder if these changes also affected Morocco. In the Communicative Approach, the teaching of a language must have communicative purposes. The Competency-Based Approach focuses on the construction of competencies by practicing in real complex situations. In the field of French as a second language, considering the oral language is an enriching element of the language.Nevertheless, teachers still struggle to consider it a teaching object in its own right. In our investigation, the problematic consists of what the two approaches implemented develop the acquisition of the communicative competence of Moroccan high school students. We aim to prove that the said approaches have caused significant changes in their level of oral production. In this perspective, we propose to proceed, theoretically, to a qualitative analysis of the conception of the teaching/learning of the oral language recommended by the recent institutional texts; it is about the Pedagogical Orientations of 2007. Subsequently, and concerning the practical analysis, we consider two oral production activities following the guidelines of the two approaches. For this purpose, we base ourselves on the communicative textbook "Français" programmed for the second year of secondary school. As for the competency-based approach, our reference is "Les Œuvres Intégrales", a textbook for the first year of the baccalaureate. In this section, we analyze the course of the activities and the strategies used by the teacher to bring his learners to communicate effectively through spontaneous interactions. In this regard, we verify if the adoption of the two approaches is able to reinforce the communication competence of the teachers

Political socialization and legitimation of radical actions in adolescents: evidence from Chile (Socialización política y legitimación de acciones radicales en adolescentes: evidencia desde Chile)

ABSTRACT Can exposure to mass events with the presence of radical actions influence the legitimation of this type of protest in adolescents? How are changes in legitimation levels conditioned by socioeconomic status or by political socialization at home and school? To answer these questions, we used a sample of 1,203 students in their second year of secondary school in Chile who were surveyed as part of the School Citizenship Panel (Panel de Ciudadanía Escolar, PACES). In the middle of fieldwork in this study, the event known as the estallido social (‘social outburst’) stood out for its mass and presence of violence. We compare the students surveyed before and after this event. Contrary to our expectations, the students had similar levels of legitimation of radical actions before and after the estallido. We also found a trend towards moderation in students with a higher socioeconomic status, who had more frequent political conversations with their parents, and in students from schools that conduct civic education activities. In short, experiences of family and school political socialization can help lower an adolescent’s support of radical actions in radicalized contexts.

THE EFFECT OF USING MATHWAY ON DEVELOPING SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN NAJRAN, KINGDOM OF SAUDI ARABIA

This study aimed to identify the effect of using the Mathway application on the development of academic achievement in mathematics among secondary school students in Najran city. The study population consisted of all students in the second year of secondary school who study Mathematics -4- in the second semester of the academic year 1442 AH in Najran city. The study followed the quasi-experimental design, which was conducted on a sample of (83) students divided into (41) students in the experimental group studying using Mathway application, and (42) students in the control group who studied using the traditional method. To ensure that the two groups are equal, a pre-achievement test was prepared before the experiment, and a post-achievement test was prepared to find out the differences between the two groups after applying the experiment. The results of the study showed a statistically significant difference at (∝ ≤ 0.05) between the means of the experimental group and those of the control group in the post-academic achievement test in favor of the experimental group due to the use of Mathway application. In light of the results, the study recommended using Mathway application and similar applications in the processes of teaching and learning mathematics.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /></p>

The development of students\u2019 achievement emotions after transition to secondary school: a multilevel growth curve modelling approach

This empirical study focuses on students’ development of positive and negative achievement emotions during the first year and the beginning of the second year of secondary school. Using multilevel growth curve modelling, the development of the achievement emotions enjoyment, pride, anxiety, hopelessness and boredom during class in general was investigated. Data from 584 students (taken at three different time points during the first year and the beginning of the second year of secondary school in Germany) was analysed by controlling for gender and the type of school. The results confirm the main assumption: positive achievement emotions decline, whereas negative achievement emotions increase after transition to secondary school. The assumption regarding the effects of type of school was also confirmed: students entering a higher track school (German Gymnasium) experience more positive achievement emotions than students in middle track schools (German Realschule) do. However, the decline in these achievement emotions in higher track schools is comparatively worse than for students in middle track schools. The results are discussed with regard to students’ further studies, as well as the wider educational implications.

The Efficacy of Primavera, a Prevention Programme on Alcohol and Tobacco Use among 10-12-Year-Old Schoolchildren: A Randomized Controlled Cluster Study.

Alcohol and tobacco use is a major health problem and one of the first causes of the burden of disease and mortality. School-based alcohol and tobacco use prevention programmes that have demonstrated efficacy are most often based on psychosocial skill development, individuals’ experiential learning strategies, and community resources. Furthermore, early and prolonged interventions have been recommended. Primavera is a pluri-annual, generic, multimodal, experiential-oriented prevention program. It runs over a three-year period from the last year of primary school to the second year of secondary school. This randomized controlled cluster study aimed at assessing the effects of the Primavera programme compared to a control prevention intervention among schoolchildren from 10 to 12 years in eight secondary schools in a particular French geographical area. The primary outcomes were lifetime tobacco use and past-month alcohol use. Data were collected at baseline and over three follow-up time points. In all, 287 and 266 questionnaires, respectively, were collected at baseline from the Primavera group and from the control group. Attrition was 45% and 41%, respectively. The SARS-COV2 pandemic crisis made it impossible for questionnaires to be collected during the final year. After adjustment, children from the Primavera group were less likely to report current alcohol use at the end of the first year (odds ratio = 0.39, 95% CI: 0.18–0.78) and past-month alcohol use at the end of the second year (odds ratio = 0.07, 95% CI: 0.01–0.66) compared to those from the control group. The results for psychosocial skills and alcohol and tobacco use denormalization were contrasted. Primavera is shown to be effective in reducing alcohol use among schoolchildren.

The Role of Schools in Early Adolescents’ Mental Health: Findings From the MYRIAD Study

ObjectiveRecent studies suggest mental health in youths is deteriorating. The current policy in the United Kingdom emphasizes the role of schools for mental health promotion and prevention, but little data exist on what aspects of schools influence mental health in pupils. This study explored school-level influences on the mental health of young people in a large school-based sample from the United Kingdom. MethodBaseline data from a large cluster randomized controlled trial collected between 2016 and 2018 from mainstream secondary schools selected to be representative in relation to their quality rating, size, deprivation, mixed or single-sex pupil population, and country were analyzed. Participants were pupils in their first or second year of secondary school. The study assessed whether school-level factors were associated with pupil mental health. ResultsThe study included 26,885 pupils (response rate = 90%; age range, 11‒14 years; 55% female) attending 85 schools in the United Kingdom. Schools accounted for 2.4% (95% CI: 2.0%‒2.8%; p < .0001) of the variation in psychopathology, 1.6% (95% CI: 1.2%‒2.1%; p < .0001) of depression, and 1.4% (95% CI: 1.0%‒1.7%; p < .0001) of well-being. Schools in urban locations, with a higher percentage of free school meals and of White British, were associated with poorer pupil mental health. A more positive school climate was associated with better mental health. ConclusionSchool-level variables, primarily related to contextual factors, characteristics of pupil population, and school climate, explain a small but significant amount of variability in mental health of young people. This information might be used to identify schools that are in need of more resources to support mental health of young people. Clinical trial registration informationMYRIAD: My Resilience in Adolescence, a Study Examining the Effectiveness and Cost-Effectiveness of a Mindfulness Training Programme in Schools Compared With Normal School Provision; https://www.isrctn.com/; 86619085.

Epistemic Cognitive Beliefs and Academic Help Seeking

This study aims to identify the levels of Epistemic Cognitive Beliefs (ECB) and the behaviour of Academic Help Seeking (AHS) among secondary school students in Jordan and detect the ability of ECB to predict AHS behaviour. It also aims to identify differences in the levels of ECB due to the variables of gender, academic branch and the interaction between gender and academic branch. The sample of the study consisted of 330 students who were in their second year of secondary school. To achieve the aims of the study, the ECB scale (Wang et al., 2013) and the AHS scale (White, 2011) were used. The results indicated that the levels of both ECB and AHS were high among secondary school students in Jordan. There were statistically significant differences in the levels of ECB due to the gender of the students, which favoured males, and due to academic branch, which favoured the sciences. Finally, there were no statistically significant differences in the levels of ECB due to the interaction between gender and academic branch. Furthermore, ECB contributed to the explanation of 34.9% of the AHS behaviour.

Effects of the association of registers of semiotic representation on the resolution of problems of direct proportionality

This research focuses on the two main registers of semiotic representations in direct proportionality. Based on the theory of registers of semiotic representation, we examine the effects of tabular and graphical registers in solving problems of direct proportionality. We hypothesize that mobilized registers will have an impact on the performance of our learners. Using a factorial design, our study of ninety-two learners in the second year of secondary school (13-14 years old) evaluates the implementation of four pedagogical scenarios characterized by an identical discovery task, but mobilizing different semiotic registers.

Enhancing visual literacy in the mathematics classroom: the case of Dar es Salaam

Visual literacy is defined as competencies that enable an individual to understand, interpret, use, generate, and evaluate visual images or messages. The role of visual literacy in teaching mathematics is to enhance learners’ understanding of complex concepts, accommodate their needs, promote their logical and critical thinking, and develop their communication skills. To develop learners’ visual literacy, teachers need to use meaningful teaching styles and strategies in mentoring and guiding their learners, giving them sufficient opportunities to engage in meaningful tasks. This study therefore aimed to answer the research questions regarding what mathematics teachers’ understanding of the role of visual literacy in mathematics teaching is; and how their instruction in terms of teaching styles and strategies facilitated the development of visual literacy. A two-part conceptual framework was used: the first part focuses on teachers’ styles and strategies and the second part on the integration of different visual media with text during instruction. This article reports on an explorative case study conducted with three Form 2 (second year of secondary school) mathematics teachers who were required to facilitate visual literacy in their classrooms. The data were collected through classroom observations and semi-structured interviews and a deductive analysis approach was implemented. The study revealed that a teacher-centred teaching style and direct instruction as teaching strategy dominated all three teachers’ instruction. Information was provided to the learners in the form of demonstrations through the use of still media, and oral explanations, with inadequate opportunities for learners to engage in encoding and decoding visual information. We make the recommendation that teacher training programmes should focus on how teachers can use various teaching strategies in a learner- and teacher-centred style, but also how visual media can be made and effectively used by both the teacher and learners to develop their visual literacy.

The Role of Prosocial and Aggressive Popularity Norm Combinations in Prosocial and Aggressive Friendship Processes

Prior work has shown that popular peers can set a powerful norm for the valence and salience of aggression in adolescent classrooms, which enhances aggressive friendship processes (selection, maintenance, influence). It is unknown, however, whether popular peers also set a norm for prosocial behavior that can buffer against aggressive friendship processes and stimulate prosocial friendship processes. This study examined the role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Three waves of peer-nominated data were collected in the first- and second year of secondary school (N = 1816 students; 81 classrooms; Mage = 13.06; 50.5% girl). Longitudinal social network analyses indicate that prosocial popularity norms have most power to affect both prosocial and aggressive friendship processes when aggressive popularity norms are non-present. In prosocial classrooms (low aggressive and high prosocial popularity norms), friendship maintenance based on prosocial behavior is enhanced, whereas aggressive friendship processes are largely mitigated. Instead, when aggressive popularity norms are equally strong as prosocial norms (mixed classrooms) or even stronger than prosocial norms (aggressive classrooms), aggression is more important for friendship processes than prosocial behavior. These findings show that the prosocial behavior of popular peers may only buffer against aggressive friendship processes and stimulate prosocial friendship processes if these popular peers (or other popular peers in the classroom) abstain from aggression.

Schooling and Labor Market Impacts of Bolivia's Bono Juancito Pinto Program

Schooling and Labor Market Impacts of Bolivia's <i>Bono Juancito Pinto</i> Program

Mejorando el aprovechamiento de las actividades colaborativas por pares de estudiantes utilizando tecnología educativa en matemática

There are currently a myriad of tools that are used as a complement to educational technology to assist and encourage learning. In Mexico in mathematics area, the schools have not had a sufficient performance, so the interest of this research, is to give a tool to the students of basic level of secondary, to improve in this area. This article describes the results of two exploratory studies carried out during a school year 2016/2017 among students of the mathematics course of the Federal Secondary School No. 2 “Julio Zarate” from the city of Xalapa de Enriquez, Veracruz, Mexico. The studies aim was to find out which pairs of students in a collaborative activity obtained higher learning gains by using an intelligent tutoring system. The methodology consisted in working on students to the first and second year of secondary school, to which they were applied a battery of instruments like pre and post-test to measure the initial and final knowledge, the collaboration test and learning styles test, used as instruments of data collection. Getting results that show that students with the same learning style who work in pairs get significantly higher learning gains (higher score in their pre-test to post-test) than those who work different learning styles, it is concluded that to form teams in pairs for a collaborative activity, students must coincide with the same learning style.

Science in my life

Abstract This paper presents an overview of my career from my first contact with chemistry in 1948, when I was in the second year of secondary school and realized, for the first time, the importance of this science. This discovery led me to focus my university studies toward a bachelor’s degree in Chemistry. It was then that I had my first experience with the discipline of Crystallography, taught by Elisiário Távora, a young mineralogist who received his doctorate from MIT. Recognizing the importance of X-ray Crystallography for the elucidation of the molecular and crystal structure of all substances and for the understanding of their chemical and physical properties, I decided to dedicate myself to improving my knowledge of this subject with several visits to excellent international research groups working under the supervision of well-known crystallographers. Along with my scientific activities in Crystallography, another of my interests was to contribute to efforts to increase the number of crystallographers in Brazil and Latin-America, orienting several Master and PhD students. The support given by foreign visiting scientists and by those that became permanent members of our Institute and of other Brazilian research groups have been very important throughout my career.

Impact of the Friendly Schools whole‐school intervention on transition to secondary school and adolescent bullying behaviour

AbstractPeer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long‐term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three‐year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi‐level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school‐home‐community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole‐school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects.

Pouzdanost i faktorska struktura juš-upitnika

On a sample of 243 pupils from the first and second year of secondary school, the reliability and factor structure scale of the newly designed JUS-ques- tionnaire for the measurement of general school self-concept of young people, as well as their self-concept in specific subjects, was testedOn the basis of the obtained reliability co-efficients (type Cronbach—Alpha) it was established that all the scales in the questionnaire had satisfactory reliability. The factor analysis showed two factors, flinguistic—historical and mathematical —physical) which explains 57.44% of the common variance of all the results.

THE SYNDROME OF OVERTRAINING AMONG THE ALGERIAN ELITE JUDOKAS (YOUNGER MEMBERS OF THE ALGERIAN NATIONAL TEAM) DURING A COMPETITION FOLLOW-UP

Introduction: The main objective of this study is to detect the existence of a state of fatigue and a syndrome of overtraining among Algerians judokas of the youngest category (girls and boys) by the use of the questionnaire of fatigue among the child athlete (QFES) and to evaluate the variations of the score by report has its 07 dimensions. Method: 24 judokas cadets of the national team, 14 boys 58.3% and 10 girls 41,7%. The boys are an average age of 16.21±0.21 years, an average weight of 67±16,40kg and a stature of 171,64±9,49cm. They have a body mass index(BMI) of 22.69±4.94 kg/m².girls have an average age of 16.20±0.78 years, a weight of 59.1±7.89 kg and a stature of 163.9±3,14cm.The BMI is equal to 21,95±2.50 kg/sq. m. The athletes are attending school between the fourth average year at the College and the second year of secondary school. During the period of the microcycle stage of competition which is taking place between 01 March 2017 and 31 May 2017, we distributed the questionnaire at the end of the competition at the Championship in Algeria (Algiers, 27/05/2017). Results: The score of the questionnaire was to 40.01±8.58 (minimum=27, 00, maximum=54), 33.33% of athletes their scores to the QFES≥45. The average score for an item is 1.1±0.11. The ranking of items of the QFES by average quotation with significant threshold retained of p<0.05. The results are expressed in average ± standard deviation. Conclusion: The main results show that in the questionnaire QFES fatigue is a sensitive tool to detect a state of fatigue. However, a biological study is imperative in order to establish the correlation between syndrome of the overtraining and oxidative stress among young judokas Article visualizations:

Uruguayan secondary school students speak up about tobacco: results from focus group discussions in and around Montevideo.

This qualitative research study investigated intrapersonal, interpersonal, and environmental factors that shape young adolescent tobacco use behaviors in Uruguay. Focus groups were conducted in the summer of 2012 and fall of 2013 in four secondary schools in Montevideo, Uruguay, including two private schools and two public schools. A total of four focus groups were led in each school, composed of 4-6 students each, 16 focus groups in total. Data analysis utilized NVivo software and included deductive and inductive content analysis. Overwhelmingly, students reported that the onset of smoking occurred in the second year of secondary school. The primary intrapersonal factors that were found to be universal among respondents identified that smoking was a performance in groups, to garner attention from their peers. Students interviewed most often stated that the greatest interpersonal factors for smoking were to look older, as a rite of passage, and for group membership. Environmental factors cited most often indicate that they smoked during unsupervised time, either at night or around the short Uruguayan school day. Focus group interviews revealed that adolescents had easy access to cigarettes for purchase through small family owned grocery stores, even though laws exist preventing the sale of cigarettes to minors. Few differences were cited between strata related to cigarette use in adolescents. The differences that do exist are most apparent across gender, though there were a few observed differences when stratified by public and private school. Findings from this study indicate that key factors across ecological levels (intrapersonal, interpersonal, and environmental) should be taken into consideration when designing tobacco prevention programs for youth in Uruguay. A multiple-component approach which addresses risk factors at all of these levels, implemented in schools, may be particularly well-suited to this setting.

First selection, then influence: Developmental differences in friendship dynamics regarding academic achievement.

This study concerns peer selection and influence dynamics in early adolescents' friendships regarding academic achievement. Using longitudinal social network analysis (RSiena), both selection and influence processes were investigated for students' average grades and their cluster-specific grades (i.e., language, exact, and social cluster). Data were derived from the SNARE (Social Network Analysis of Risk behavior in Early adolescence) study, using 6 waves (N = 601; Mage = 12.66, 48.9% boys at first wave). Results showed developmental differences between the first and second year of secondary school (seventh and eighth grade). Whereas selection processes were found in the first year on students' cluster-specific grades, influence processes were found in the second year, on both students' average and cluster-specific grades. These results suggest that students initially tend to select friends on the basis of similar cluster-based grades (first year), showing that similarity in achievement is attractive for friendships. Especially for low-achieving students, similar-achieving students were highly attractive as friends, whereas they were mostly avoided by high-achieving students. Influence processes on academic achievement take place later on (second year), when students know each other better, indicating that students' grades become more similar over time in response to their connectedness. Concluding, this study shows the importance of developmental differences and specific school subjects for understanding peer selection and influence processes in adolescents' academic achievement. (PsycINFO Database Record

Executive functions predict conceptual learning of science.

We examined the relationship between executive functions and both factual and conceptual learning of science, specifically chemistry, in early adolescence. Sixty-three pupils in their second year of secondary school (aged 12-13years) participated. Pupils completed tasks of working memory (Spatial Working Memory), inhibition (Stop-Signal), attention set-shifting (ID/ED), and planning (Stockings of Cambridge), from the CANTAB. They also participated in a chemistry teaching session, practical, and assessment on the topic of acids and alkalis designed specifically for this study. Executive function data were related to (1) the chemistry assessment which included aspects of factual and conceptual learning and (2) a recent school science exam. Correlational analyses between executive functions and both the chemistry assessment and science grades revealed that science achievements were significantly correlated with working memory. Linear regression analysis revealed that visuospatial working memory ability was predictive of chemistry performance. Interestingly, this relationship was observed solely in relation to the conceptual learning condition of the assessment highlighting the role of executive functions in understanding and applying knowledge about what is learned within science teaching.

The No-Participation of Students in Physical Education: A Comparative Study of Tunisian Trainee Teachers

Although most students are conscious of the benefits of physical activity, there is a small proportion that practices sufficiently physical activity. Firstly, our studies aimed to find out the degree of importance of the problematic of no-participation of students in physical education. For this reason, we based our analysis on a questionnaire consisting of eighteen questions that were variables to clarify the latent construct “the no-participation of students”. The value of Cronbach alpha index is 0.723. For this, we had used a questionnaire consisting of eighteen variables in order to find out the degree of importance of the variables associated to the no-participation of students. Our data were collected in the end of the course with 150 physical education student teachers (PE-STs) at the Higher Institute of Sport and Physical Education (ISSEP) in Tunisia. They are all mixed classes of Level 1 and 2 (first and second year of secondary school) teachers. These questions are constructed to give the PE-STs the opportunity to distribute their responses to the no-participation variables such as the physical complex, motivation, hourly, Injury, study sector, teacher Characteristics, external influences, and relationship with other students, infrastructure, lesson content and sport taught. The major response of PE-STs response is in the following order: 1) Teacher Characteristics (72.7%), 2) Relationship with other students and Motivation (69.3%), 3) Relationship with teacher (66.7%).