Secondary Education Settings Research Articles

COGNITIVE STYLES ON STUDENTS’ ACCEPTANCE OF ARTIFICIAL INTELLIGENCE-BASED TECHNOLOGY (CHATGPT AND KAHOOT!) FOR LANGUAGE LEARNING

The rapid technology evolution has grown other new branches in artificial intelligence particularly chatbots and self-generated output. In order to enhance teaching and learning experiences, the education sector has decided to espouse these advancements for teacher’s and student’s support. Despite the benefits these AI tools attempt to provide, the perceptions towards these technologies vary individually. Therefore, this study’s focal point is to determine the levels of AI-based technologies’ acceptance, specifically ChatGPT 3.5 and Kahoot among secondary school students at SMK Takis Papar. Additionally, this study seeks to identify the influence of Kirton’s Adaptive-Innovative cognitive styles on the process of decision-making regarding technology reception. Fifty students in Forms 1 and 3 at SMK Takis were given questionnaires as part of the data gathering process. In order to have a deeper understanding of secondary school students' opinions and preferences about ChatGPT and Kahoot integration in English language study, the responses were then analysed using SPSS version 28. By investigating the interconnection between cognitive styles and technology acceptance, this study attempts to propose valuable insights to policymakers, researchers, and educators involved in AI integration into secondary education settings.

The Psychosocial Wellbeing of Children with Disabilities in Inclusive Secondary School Education Settings

Purpose. This study examined the psychosocial wellbeing of children with disabilities in inclusive secondary school education setting in Tanzania. The study particularly aimed to explore the psychosocial challenges which children with disabilities face in inclusive secondary school settings, leading to psycho-social impacts on their learning and wellbeing. Methodology. The study employed a mixed methods approach, adopting a case study design. Interviews and questionnaires were used to collect data from 49 students with special needs, 7 special needs education teachers, and 35 regular teachers. Results. The study findings revealed that teachers had low expectations on the academic performance of the students with disabilities, consequently rendering them little support in inclusive classrooms. Additionally, discrimination, stigmatisation were issues faced by students with disabilities in inclusive education settings which adversely affected their psychosocial wellbeing. The study recommends awareness creation among the students and regular teachers about the learning needs of children with disabilities in inclusive schools. Conclusions. The study recommends providing regular teachers who are not knowledgeable about the academic needs of students with disabilities in inclusive education settings with training and providing psychosocial support to students with special needs in inclusive education contexts.

A systematic literature review on software applications used to support curriculum development and delivery in primary and secondary education

The evolution of educational software applications has revolutionised teaching and learning methodologies in primary and secondary education over the past decade. This paper conducts a review of primary studies based on N = 21 papers published between 2013 and 2023, focusing on the diverse landscape of software applications designed for student learning, curriculum development, delivery, and assessment. Findings from this study showcases a range of software solutions ranging from assessment tools to tutoring applications. Distinctive features supporting various aspects of teaching and learning, including lesson planning, delivery, management, assessment, and self-directed learning, were also identified. Regarding the features of software solutions used in primary and secondary schools, some differences were identified in terms of complexity, interactivity, assessment methodologies, and the collaborative functionalities of these tools. While highlighting the potential benefits, findings from this study also showed that challenges such as deployment costs, user self-efficacy, and technology anxiety are influential factors affecting the adoption of these technologies in primary and secondary educational settings. The evidence presented in this study serves as a resource for educational leaders and practitioners, facilitating a deeper understanding of available educational tools and essential considerations in the design and adoption of future tools.

Simulating alternative internationals: Geopolitics role-playing in UK schools

Simulation and role-play have a proven track record as pedagogic techniques to provide students with insights into geopolitics, diplomacy, and international relations. Since the first Model United Nations (MUN) in 1947, simulations have proliferated within secondary and tertiary educational settings. However, these activities overwhelmingly focus on recognised nation-states, neglecting polities that are not UN member states, but that are often acutely affected by conflict and human rights abuses. This paper is part of a broader project that is seeking to bring the realities and stories from such communities, territories, and peoples – a number of which have come together as the ‘Unrepresented Nations and Peoples Organization’ (UNPO) – to a wider audience. Loosely based on MUN simulations, the ‘Model UNPO’ exercise involves participants being assigned a UNPO member, researching that polity’s context and rights claims, and coming together for a structured role-play debate. Drawing on participant observation of Model UNPO exercises with 16–18 year old students at thirteen UK secondary schools we examine how geopolitics can be taught and learned within school classroom settings, how young people make sense of geopolitics, and how they imagine and articulate alternative internationals. We assess what simulation exercises can offer to understandings of the intersection of young peoples’ geopolitics and geographies of education. In doing so, we analyse how students draw on ‘known worlds’ and advocate for possible worlds through role-playing unrepresented diplomats, and examine the role of clause writing in the scripting of geopolitical imaginaries, and how role-playing forges empathy and solidarities. We conclude by making the case for foregrounding young people as critical and creative geopolitical thinkers.

Curbing Students' Bullying Among Secondary School Learners: The Effectiveness of School Bullying Interventions

This study investigates the effectiveness of bullying interventions in addressing student bullying within secondary schools in Machakos County. Anchored on social learning theory, which elucidates the role of behavior in fostering bullying among learners, the research employed a descriptive survey research design to gather and analyze primary data. A sample of 333 respondents was drawn from a population of 116,053 individuals across 36 schools. Questionnaires and interview guides served as the primary research instruments. The analysis encompassed both qualitative and quantitative methods. Results revealed persistent student bullying despite intervention efforts, with disciplinary measures like suspensions and punishments predominantly employed. Conversely, restorative interventions, anti-bullying programs, and supportive measures were underutilized, demonstrating ineffectiveness in bullying eradication. The study underscores the prevalence of student bullying in secondary schools, attributing it to the inadequate implementation of interventions. Recommendations urge school principals and stakeholders to enhance the efficacy of bullying interventions in secondary education settings.

The State of Special Needs in the Iraqi Higher Education Context

This paper delves into a comprehensive investigation of the current situation faced by students with special needs (SSNs) and learning disabilities (LDs) across various educational levels. It aims to shed light on the existing challenges experienced by these learners in primary, secondary, and higher education settings. To ensure the validity of the findings, this study adopts a multi-method approach that combines observation, interviews, and an extensive review of relevant literature in the field. By employing observational techniques, researchers closely observe the daily experiences of SSN students within educational environments. Interviews are conducted with students, teachers, and parents to gain valuable insights into their perspectives and understand the specific difficulties they encounter. In addition, the study thoroughly examines prior scholarly works and research papers related to SSN and LD, enhancing the breadth and depth of the investigation. Upon culmination, this paper presents a set of recommendations directed toward the teaching staff, administrative personnel, and the Ministry of Higher Education and Scientific Research. These suggestions aim to foster an inclusive and supportive educational ecosystem that caters to the unique needs of SSN students. They encompass strategies for curriculum development, teacher training, classroom accommodations, and administrative policies, which collectively contribute to enhancing the learning experience and overall well-being of SSN learners.

Bringing Real Inquiry-Based Science to Diverse Secondary Educational Environments: A Virtual Zebrafish Laboratory to Investigate Environmental Health.

The goal of the University of Wisconsin-Milwaukee WInSTEP SEPA program is to provide valuable and relevant research experiences to students and instructors in diverse secondary educational settings. Introducing an online experience allows the expansion of a proven instructional research program to a national scale and removes many common barriers. These can include lack of access to zebrafish embryos, laboratory equipment, and modern classroom facilities, which often deny disadvantaged and underrepresented students from urban and rural school districts valuable inquiry-based learning opportunities. An online repository of zebrafish embryo imagery was developed in the Carvan laboratory to assess the effects of environmental chemicals. The WInSTEP SEPA program expanded its use as an accessible online tool, complementing the existing classroom experience of our zebrafish module. This virtual laboratory environment contains images of zebrafish embryos grown in the presence of environmental toxicants (ethanol, caffeine, and nicotine), allowing students to collect data on 19 anatomical endpoints and generate significant amounts of data related to developmental toxicology and environmental health. This virtual laboratory offers students and instructors the choice of data sets that differ in the independent variables of chemical concentration and duration of postfertilization exposure. This enables students considerable flexibility in establishing their own experimental design to match the curriculum needs of each instructor.

THE EXPANDED DIGITAL MEDIA EMPOWERMENT ON SECONDARY EDUCATIONAL SETTING

Background: Digital media empowerment by ensuring equitable access to digital technologies and safeguarding against digital divide issues. Legal measures also ensure that digital platforms are not misused for spreading misinformation or engaging in unlawful activities. This study expanded the digital media empowerment construct for Jakarta's senior high school students to eight dimensions, blending awareness, motivation, technical access, empowerment, and gratification dimension with three dimensions of social contract utilitarianism, egalitarianism, and real equality of opportunity.
 
 Method: This study applied an explanatory quantitative approach and conducted a survey. Six hundred respondents were online surveyed and analyzed to confirm the integration of eight dimensions of digital media empowerment. Eight dimensions were validated by Person’s correlation of validity and assessed by Cronbach’s Alpha of reliability. The integrated dimension was tested as a hypothesis by Confirmatory Factor Analysis by showing the value of Kaiser-Meyer-Olkin Measure of Sampling and Barlett’s Test of Sphericity.
 
 Results: The result of validity, reliability, and confirmatory factor analysis proved the integration of eight dimensions of digital media empowerment. The results highlighted a significant correlation among all eight dimensions with the digital media empowerment construct. The gratifications dimension is the most dominant dimension of digital media empowerment from students’ perspectives on digital technology usage.
 
 Conclusion: The integration offers a more holistic understanding of justice distribution in the secondary educational setting. It underscores the importance of considering both technological and ethical-social factors in shaping students' digital experiences and competencies, paving the way for more targeted and sustainable educational development in the digital era.

Home-school Communication in Greek Secondary Multicultural Educational Settings: Parents’ and Teachers’ perspectives

Although it is widely acknowledged that home-school communication, as an aspect of parental involvement, plays a decisive role in children’s educational and socioemotional development, while it promotes social inclusion, especially in multicultural educational settings, the topic has not been adequately explored in Greece, especially in Lower High School. We qualitatively explored teachers’ and parents’ perceptions on home-school communication. The aims of this research were to examine (1) what kind of experiences teachers and parents have from home-school communication, (2) how does gender affects the entire process, and (3) which are the practical suggestions for improvement. The results of this research are the following: different perceptions of effective home-school communication, passive parental involvement, the immigrant status, structural obstacles, cultural and linguistic language diversity, stereotypes, and gender function as obstacles against effective home-school communication. Participants highlighted that possible solutions involve regular home-school communication, home-school collaboration, holistic and flexible practices, translators, and support toward families, especially mothers.

A systematic review of Drone integrated STEM education at secondary schools (2005–2023): Trends, pedagogies, and learning outcomes

As the prominence of drone technology continues to captivate interest for its myriad applications in education, an understanding of the current status of drone-integrated education becomes imperative. This systematic review endeavors to furnish an updated and comprehensive analysis of the drone education studies across academic levels, with a specific emphasis on secondary education settings. To accomplish this objective, a review study with 181 publications was conducted, with a particular focus on 41 publications explicitly addressing the integration of drones in secondary STEM education. Employing a systematic approach, this review identifies, analyzes, and synthesizes pertinent literature, ensuring a thorough comprehension of the current state of the field. The key findings of this review can be summarized as follows: 1) Among the diverse array of subjects incorporating drones, STEM disciplines emerge as the most prominently featured. 2) Experiential and project-based learning stand out as the most commonly adopted pedagogical methods in drone-integrated STEM education. The incorporation of teamwork and hands-on activities is frequently cited as instructional strategies aimed at enhancing drone-integrated STEM learning experiences. 3) Beyond the acquisition of drone-related technical skills, the reported learning outcomes encompass a spectrum of aspects, including heightened STEM career awareness, increased engagement and learning interest, and collaborative problem-solving abilities. The findings underscore the potential of drones to ignite passion for STEM subjects among secondary students, achieved through interdisciplinary, hands-on applications that foster problem-solving and design competencies.

Blended learning implementation of outcome-based education curriculum in learning management systems

This research explores the integration of Outcome-Based Education (OBE) into the curriculum through a blended learning approach within the Learning Management System (LMS) in secondary education. The study employs a systematic methodology, commencing with an in-depth literature review to establish a robust theoretical framework. The focused observational technique involves participant observation with student groups. The research aims to observe the direct implementation of outcome-based education through a blended learning platform, emphasizing student interactions and teaching effectiveness. The primary contribution of this study lies in discovering the implementation methods of outcome-based education on an LMS platform, which has a significant impact on integrating more effective assessment methods for student learning outcomes. The holistic approach of this study provides a comprehensive understanding of the dynamics and effectiveness of outcome-based curricula through blended learning in the Learning Management System in secondary education settings. The research findings indicate a success rate, demonstrating an average increase in student interest of 11.93122.

Language–Authentic Literature Integration in an EFL Secondary Education Setting: Impact on Writing Skills

Language–Authentic Literature Integration in an EFL Secondary Education Setting: Impact on Writing Skills

Assessing Emotional Intelligence as An Innovative Dimension in The Attainment of Quality Education: A Mauritian Insight

This paper aims primarily to report the findings of the research project which attempted to explore the extent to which Emotional Intelligence (EI) influences the attainment of Quality Education (QE) within the public secondary educational setting in Mauritius. This paper is motivated by the fact that reason and emotions need to be aligned with a view of cultivating the integrated development of the powers of both the mind and the heart to ensure a sustainable education pathway. This study espoused an iterative approach to research design, subscribing to a mixed method while targeting a large population sample for generalisation of results. The perception of QE and EI were assessed through quantitative and qualitative data which were collected through survey questionnaires for educators and school leaders and discourses from regional directors following semi-structured interviews conducted. Analysis of results gathered from educators, school leaders and zone directors related to state-owned secondary schools indicated a positive impact of EI on QE in contemporary times.

Evaluating STEAM-competence of prospective natural science teachers

Introduction. The article studies the problem of developing STEAM competence in undergraduates pursuing their first degree in natural science education. The authors justify the necessity of introducing the discipline called ‘STEAM-approach in natural science education’ into the curriculum. The purpose of the article is to assess the readiness of future teachers of natural science subjects to implement STEAM education. Materials and Methods. The research methodology follows integrative, complex and contextual principles and the essential ideas of STEAM education aimed at the formation of STEAM-competencies in future natural science teachers. The authors summarized existing approaches to identifying key competencies, developed the structure of STEAM competence and designed the syllabus for ‘STEAM approach in natural science education’ discipline. The academic discipline ‘STEAM approach in natural science education’ was integrated in the curriculum of ‘Biology and Geography’ undergraduate programme and tested in the educational process. Final evaluating procedures which assessed the level of developing the components of STEAM competence included the comparative analysis of data obtained by means of questionnaires of teachers and students and the comparative assessment of some components of the STEAM competence in the control and experimental groups. Experimental work was conducted in secondary education settings in the Republic of Belarus and in the Faculty of Natural Sciences at Belarusian State Pedagogical University named after Maxim Tank. The study involved 33 natural science teachers and 70 undergraduates doing their first degrees in the Faculty of Natural Sciences at BSPU named after Maxim Tank. The methods of theoretical analysis, comparison, questionnaire, testing, and statistical data processing were used in the study. Results. In the course of the research, the need for the formation of STEAM competence in future teachers of natural science subjects is substantiated; a system of their preparation for the implementation of STEAM education is developed and justified. The results of experimental work confirm that the effectiveness of training future natural science teachers to implement STEAM approach is determined by academic disciplines, which involve students in STEAM education. Conclusions. The results obtained prove the effectiveness of developing STEAM competence in future natural science teachers by means of targeted method training provided at the first stage of higher education. Teaching ‘STEAM approach in natural science education’ discipline as one of the elements of future teachers’ method preparation for implementing STEAM education contributes to the improvement of their STEAM competence.

“It's a preventable type of harm”: Evidence-based strategies to prevent sexual abuse in schools

The last two decades have seen global public recognition of the scale and impact of adult-perpetrated institutional child sexual abuse. A sizeable body of knowledge about generalized safeguarding measures has since been generated to inform organizations' prevention efforts. Apparent in the extant literature, however, is a notable lack of evidence-based and context-specific prevention strategies targeting perpetration in distinct institutional environments. This absence extends to educational settings where most reported contemporary cases occur or originate. The recommendations outlined in this article contribute to this gap. Derived from empirical findings establishing the role of context-specific rather than person-specific factors, a range of prevention strategies framed by Situational Crime Prevention are proposed for secondary educational settings. These recommendations are supplemented by the unique insights of interviewed experts with specialist professional knowledge. Recommendations center around targeting features of the environment such as high-risk locations, available guardians, and intimacy-promoting situations available in educational contexts. Taken together, this robust prevention and control agenda can create conditions for safer educational environments.

Connecting form with function: Model texts for bilingual learners’ narrative writing

The linguistic influence of first language (L1), finding the appropriate words or expressions in the target language, and the lack of genre awareness are the major challenges for second language (L2) writers. For many English as a Foreign Language (EFL) students in secondary educational settings, narrative writing is an important genre in the English education curriculum. In this paper, we introduce an Expert Narrative Texts Corpus that provides EFL learners whose L1 is Chinese with model texts to address the above challenges in their narrative writing. Three key features of the tool are identified, namely, cross-linguistic comparisons for bilingual writers, model texts by expert writers, and learning to search. Taking these three key features into consideration, this paper also explores the pedagogical values of the corpus, through which bilingual writers can draw upon their L1 language resources, explore appropriate expressions within authentic example sentences, and search for both lexical items and rhetorical patterns.

The nature and scope of Outdoor Education in Western Australia

Outdoor Education has evolved as a learning area in Western Australia over many years. In this paper we document historical elements of an investigation into the nature and scope of Outdoor Education in Western Australia. Previous investigations conducted by other researchers on the nature and scope of Outdoor Education focused on Victoria, South Australia, and New Zealand guided the design and conduct of this study. We examine the introduction of the Outdoor Education course offered as an option in the Western Australian Certificate of Education. We provide signposts of significant events with consideration of the secondary and tertiary education settings. Outdoor Education, in its many formats, has a strong historical presence in Western Australia and continues to hold great potential within the curriculum.

The Power of Play: Game Pedagogy and Engaged Learning

It is challenging to balance content delivery while also inspiring student engagement. This article discusses how instructors in secondary and higher education settings can equip students with content knowledge, improve critical reading and communications skills, and help them engage with one another by using story cubes and role-playing games. It also addresses the academic benefits of game pedagogies in liberal arts classrooms.

Youth at Risk in Higher Levels of Upper Secondary Education: A Supportive Intervention to Prevent School Failure and Drop Out

This study addresses the question of how learners whose parents have a migration background can be supported in upper secondary education to prevent their dropping out of education. To that end, we conducted interventions in an upper secondary education setting in order to improve school grades, subject-specific self-conceptions of ability in mathematics and German, motivation to study, and perceived self-efficacy and we evaluated the effects on learner achievements. We applied a two-phase process: a more virtual approach during restrictions imposed during COVID-19 and a more face-to-face approach in which learners were tutored by teachers. The intervention showed an improvement in grades in German and in the self-conception of ability in mathematics. However, this was only established during the face-to-face intervention phase. During the COVID-19 phase, and thus when there was no possibility of standardized intervention, no specific effects were observed.

Three policy problems: biocreep and the extension of biopolitical administration

ABSTRACT This paper critiques recent developments in educational discourse through an analysis of two UK Government White Papers and three specific problems. We argue that the latter herald forms of ‘biocreep’. Echoing the analysis of such phenomena in the work of Michel Foucault, this gradual extension of ‘biopolitics’ into the field of education is a tendency which has accelerated with the Coronavirus pandemic and raises many questions for policy analysis. First, we show how the White Papers’ approach to life and its related assumptions embody an attempt to further entrench the techniques of biopolitical population management in secondary and further education settings. Second, our analysis of the two Papers shows not just a deepening discursive shift towards ways of instrumentalising educational processes, but also identifies a triple problem of political assemblage: primo, this shift relies on the assemblage of a ‘problematic subject’; secondo, it simultaneously assembles the problem of value extraction; and tertio, it obscures the problem of desire or unruliness of the assemblages created. Just as discursive practices of instrumentation, administration and evacuation try to manage these assemblages, they remain unable to contain the three problems they enshrine.