Secondary School Level Research Articles

EDI&S SO02 The Aspire Initiative: A Community-Based Intervention to Champion Equality, Diversity and Inclusion in the Future Surgical Workforce

Abstract Background In March 2021, the Royal College of Surgeons of England published The Kennedy Report, an independent and powerful review addressing the critical issues surrounding equality, diversity and inclusion within the surgical profession. Chapter 5 of the review states that aspirations to become a surgeon can begin whilst at secondary school, yet students from diverse ethnic and social backgrounds felt discouraged by teachers who doubted their potential. We describe the development and implementation of a strategic careers outreach initiative across the state-funded secondary schools in our diverse community, aiming to engage and support aspiring surgeons early in their journey. Method In June 2023, The Aspire Initiative was launched as an independent entity supported by surgeons from the local Hepato-Pancreato-Biliary Unit and sponsorship from the Royal College of Surgeons of England. Targeting students aged 13 to 17, the initiative offers community open events, inspiring video content, surgical work experience for those over 16, and outreach careers assemblies. Between November 2023 and March 2024, 13 assemblies were delivered at various state-funded secondary schools across Leicester. These sessions were led by surgeons reflecting ethnic, gender, and socio-economic diversity. Students were invited to complete surveys before and after the assembly to assess their impact. Results The pre-session survey, completed by 874 students from Years 8-11, revealed that 149 aspired to be doctors or surgeons, while 243 were considering this (n=392). Of the 392 students, 57% reported that their parents had not attended university. Only 19% had a good understanding of the medical school application process, and 21% knew about the support available. Furthermore, 31% felt knowledgeable about the daily responsibilities and training pathways of medical professionals. The post-session survey, with 420 responses, showed significant improvements: 91% gained a better understanding of a surgical career and 52% felt more inspired and motivated to pursue their aspirations. Conclusion The Kennedy Report recommended that careers outreach to diverse communities should be planned for as a strategic priority. This study highlights the impact of such initiatives in state-funded secondary schools, showing how they provide students from diverse social backgrounds with crucial insights into surgical careers. These programs help students make informed decisions and inspire them to pursue their aspirations by connecting with relatable role models. We propose that engaging with students at the secondary school level offers an ideal opportunity for surgeons to foster and sustain professional relationships with a diverse future workforce, laying foundations for continued support and mentorship.

Students’ ratings to evaluate effective teaching practices of secondary schools in Bangladesh

PurposeInternational studies have emphasised the importance of effective teaching for student learning. However, few studies have investigated teaching practices in Bangladesh. The purpose of the study set out to explore the mathematics teaching behaviour of secondary school level of Bangladesh.Design/methodology/approachA convenient sampling strategy was used to collect 502 grade nine students’ perceptions from 15 mathematics classes within Dhaka Metropolitan City (DMC). A valid and reliable student questionnaire was used where the students rated their mathematics teachers' teaching behaviours identified in the dynamic model of educational effectiveness (DMEE).FindingsThe findings from the quantitative analysis of the student evaluations revealed that the mathematics teachers demonstrated structuring, modelling, questioning, teacher–student interactions and teacher dealing with misbehaviours in their daily classroom teaching.Research limitations/implicationsA small sample of mathematics classes were chosen in the study; hence, the findings may not be totally representative nor generalisable to the population of secondary mathematics teachers within Dhaka, Bangladesh.Practical implicationsThe study conducted in Bangladesh contributes to the international dimension to educational effectiveness research. The findings from the study provide partial support for teaching factors and dimensions in DMEE (Creemers and Kyriakides, 2008), and emphasise the need for further studies, particularly in cross-cultural contexts.Originality/valueThis is the first study to evaluate teaching behaviours of secondary mathematics teachers through students’ perceptions in Bangladesh. It contributes important insights about teaching behaviours to inform the development of evidence-based policy and practice on quality teaching in the region.

Variation theory as a teaching theory in the theatre classroom

PurposeThe paper presents and discusses an example of findings from a research project. Filmed material from teaching situations in theatre has been the starting point for analysing and planning similar teaching situations in research lessons, where variation theory was used. The aim of using variation theory is to develop teaching practices in the school subject of theatre at upper secondary school level in Sweden.Design/methodology/approachIn the article, one example from the last part of a three-step research project design is discussed. In the third part of the design five research lessons, based on variation theory, were conducted. The starting point for planning the research lessons was teaching situations called didactic interventions, when the teacher interrupts the theatre rehearsals of a stage production and gives response on the student´s acting. The specific situations are used when planning five research lessons based on variation theory. In this paper, one example from one of the research lessons is presented, exemplifying how variation theory has been applied.FindingsThe example shows how variation theory was used in analysing and facilitating teaching in the classroom. The findings suggest that teachers can use variation theory as a way to strengthen the student’s experience of specified objects of learning, in this case, interplay in acting. Another conclusion is that variation theory is helpful when planning whole class teaching situations in the school subject of theatre.Originality/valueThis paper fulfils an identified need to study how to develop teaching practices in the school subject of theatre.

Internet addiction prevalence and associated factors among secondary-level private school students in urban Nepal: a cross-sectional study

ObjectiveTo estimate the prevalence of internet addiction and its associated factors among secondary-level private school students in an urban municipality in Nepal.DesignCross sectional.SettingPrivate schools in Budhanilkantha Municipality, Kathmandu District in...

Integrative Learning Strategies for Enhancing Critical Thinking in Islamic Religious Education

This research employs a qualitative approach to explore integrative learning strategies aimed at enhancing critical thinking skills in Islamic Religious Education at the secondary school level in Padang, Indonesia. The study involved four teachers and 120 students from various classes to provide a comprehensive perspective. Given the increasing importance of critical thinking in education, especially in subjects that shape students' moral and ethical foundations, this research emphasizes the crucial role of developing these skills within Islamic Religious Education. Data were collected through direct classroom observations, in-depth interviews with teachers and students to capture their experiences and insights on the strategies used, and a detailed analysis of relevant teaching materials. The findings reveal that group discussions create a dynamic environment where students can exchange ideas, broaden perspectives, and develop critical arguments. Case study analyses enable students to connect religious concepts to real-life situations, reinforcing the practical significance of religious teachings. Problem-solving activities promote logical, systematic, and reflective thinking skills, especially when addressing complex moral and ethical dilemmas. The study also highlights that these strategies not only enhance students' critical thinking but also increase their active engagement in learning, deepen their understanding of religious teachings, and foster a reflective approach toward moral values. This research offers an in-depth understanding of the effectiveness of integrative learning strategies in Islamic Religious Education and underscores their relevance in preparing students to meet the demands of modern education, which prioritizes critical thinking skills.

Non-completion of primary and secondary levels of schooling among India’s youth: evidence from a national survey

Non-completion of primary and secondary levels of schooling among India’s youth: evidence from a national survey

Investigating the Effect of Internet-Based Applications on Secondary School Students' Academic Achievement in Science, Motivation and Awareness of Web 2.0 Tools

In this study, the effect of internet-based applications on the academic achievement, motivation, and awareness of Web 2.0 tools of 6th grade middle school students on "Matter and Heat" was examined. The study group consisted of 73 (experimental: 50, control: 23) 6th grade students from a public school in Istanbul, Turkey. The study was conducted with an experimental design with pretest-posttest control group among quantitative research models. In the experimental group, science lessons were taught with the support of web 2.0 tools such as Nearpod, Canva and Quizizz, while in the control group, no additional application was made and the lessons were taught as specified in the curriculum. The data of the study were collected with the “Motivation Scale in Science Education”, “Matter and Heat Achievement Test” and “Awareness Scale for Web 2.0 Tools”. T-test and one-way factor analysis (ANCOVA) test were used to analyze the data. The results of this study showed that the academic achievement test scores of the experimental group students were higher than the control group and there was a significant difference between the academic achievement test scores of the experimental and control groups. The results showed that the science motivation scores showed a significant difference in favor of the experimental group and the science motivation scores of the experimental group students who were supported with web-based applications were higher than the control group. In addition, according to the results of the one-way analysis of covariance regarding the awareness of web 2.0 tools, there was a significant difference between the experimental group and the control group in favor of the experimental group in the post-test scores. In this study, the importance of planning and implementing science lessons supported by internet-based applications at the secondary school level was revealed.

IMPLEMENTASI METODE DHARMA CARITA PADA MATA PELAJARAN PENDIDIKAN AGAMA HINDU DI SEKOLAH DASAR

Learning Hindu Religious Education at the elementary school level presents its own challenges compared to learning at the secondary school level. Differences in student characteristics, especially in terms of cognitive, affective, and psychomotor development, require teachers to use learning methods that suit the needs and abilities of students. One method that is considered relevant is the Dharma Carita method, which is based on Dharma Carita that contain moral and spiritual values. This study aims to exploratively analyze the use of the Dharma Carita method in an effort to improve the quality of Hindu Religious Education learning in elementary schools. The method used in this research is a literature study or literature review, which involves a critical review of the academic literature relevant to the topic. The study reviewed existing ideas, findings and knowledge related to the implementation of the Dharma Carita method in the context of religious education in primary schools. The results show that the Dharma Carita method has great potential in shaping students' character and spirituality. Through Dharma Carita , students can learn about important moral values, such as truth, honesty and responsibility. This method is considered effective in conveying moral messages in an interesting and easy-to-understand manner for elementary school students, thus making it the right choice to be used in the classroom.

Practices and Challenges Regarding Mathematics Laboratory for Pedagogical Purposes at Secondary School Level

Practices and Challenges Regarding Mathematics Laboratory for Pedagogical Purposes at Secondary School Level

Effectiveness of Computer Assisted Instruction on Secondary School Students’ Achievement in Biology: A Case Study in Samtse Dzongkhag

This study investigated the effectiveness of the use of Computer Assisted Instruction as an innovative instructional approach in enhancing students’ achievement in Biology. Study was conducted at two Bhutanese secondary level schools under Samtse district in southwest Bhutan. Sample size consisted of a total of 120 students and four Biology teachers. The study employed mixed methods since this method is particularly useful in understanding any contradictions between quantitative and qualitative findings. Quantitative data was collected based on test-retest approach (quasi-experiment) to establish a cause-and-effect of the interventions while qualitative data was collected based on semi-structured interview for both biology teachers and students. The simulation and animation were used as a mean of intervention for biological concepts teaching for the experimental group while the traditional method was applied for teaching the control group. Findings were analyzed descriptively and inferentially. Study revealed that Computer Assisted Instruction has positive impacts on students’ performance, evidenced by the findings that the students who were exposed to Computer Assisted Instruction (Experimental Group) have significantly outperformed the students who were taught using the Traditional teaching method (Control Group). The findings on gender difference revealed no significant difference in terms of academic performance in CAI. Further, both the teachers and students showed positive perceptions towards the use of CAI in teaching Biology. Therefore, the findings of this study would encourage Biology teachers to use CAI to enhance students’ achievement.

The relationship between mindfulness and childhood trauma with suicide: The mediating role of cognitive bias

The purpose of this study is to investigate the relationship between mindfulness, childhood trauma, and suicide, specifically focusing on the mediating role of cognitive bias. Suicide is a pressing issue that poses a significant threat to public health in society, and understanding the factors that contribute to it is crucial. The research design employed in this study is a correlation-based structural equation model. A total of 370 students from the second level of secondary school in Iran city were selected as participants using an available sampling method during the academic year of 2023. To gather data, several questionnaires were utilized, including the Kentucky Mindfulness Questionnaire, Bernstein et al.'s Childhood Trauma Questionnaire (1994), Hammachi and Ozturk's Cognitive Bias Questionnaire (2004), and the Multi-attitude Suicidal Tendency Questionnaire (MAST). Data analysis was conducted using SPSS-23 and Amos software, encompassing both descriptive and inferential levels. The findings of this research revealed several significant relationships. Firstly, there is a positive and significant direct path from childhood trauma to cognitive bias. Secondly, mindfulness has a negative and significant direct path to cognitive bias. Thirdly, childhood trauma has a direct and significant path to suicide. Additionally, cognitive bias has a positive and significant path to suicidality, while mindfulness has a negative and significant path to suicide. Moreover, there are positive and significant indirect paths from suicide to childhood trauma and negative and significant indirect paths from suicide to mindfulness. In conclusion, this study highlights the importance of mindfulness and cognitive bias as variables related to adolescent suicide. Adolescents who have experienced childhood trauma are more likely to consider suicide as a solution when faced with life problems. These findings emphasize the need for interventions and support systems that address mindfulness, cognitive bias, and childhood trauma to prevent and mitigate the risk of suicide among adolescents.

Secondary school learners’ academic achievement in mathematics through a practical instruction teaching approach in the Kigezi and Ankole regions of Uganda

Addressing the challenge of subpar mathematics achievement levels in secondary education has gained global attention. Due to teachers’ inability to teach mathematics without real objects to explain it in real life, learners take the subject as very abstract, hence the poor academic achievement in national examinations. This qualitative case study investigates the impact of practical instruction on the mathematics achievement of secondary school students in Uganda. The research involved interviews with sixteen teachers from selected secondary schools in the Kigezi and Ankole regions to gain insights into their perspectives on the utilization and advantages of practical instruction in mathematics. Thematic analysis was employed to analyze the data. Regarding assessment strategies, the study found that there is a need to incorporate alternative assessment methods that can effectively assess the range of learners’ mathematics abilities. The study’s findings highlight that teachers view practical instruction as a valuable approach that enhances students' mathematics achievement by involving them in hands-on experience with real objects and learner-centered activities. Based on these results, the study recommends the widespread adoption of practical instruction as a means to elevate the quality of mathematics education in Uganda, ultimately addressing the prevalent challenges in mathematics achievement at the secondary school level.

Realizacja edukacji zdrowotnej w szkołach podstawowych i ponadpodstawowych z perspektywy doświadczeń i oceny studentów

Health education is an essential component of health promotion, constituting a process through which individuals and communities learn to prioritize and maintain their own and others’ health. Furthermore, it constitutes a pedagogical and didactic process conducted at all levels of education. It is unfortunate that, given that health education is integrated into other teaching subjects in Poland, there may be considerable doubt as to its reliable implementation and effectiveness. This article presents the findings of a study conducted among students regarding their experiences and perceptions of the implementation of health education at the primary and secondary school levels. The findings of the research demonstrate that health education was implemented in only 30% of cases at both levels of education. Furthermore, the content of these instances was limited to traditional topics related to a healthy lifestyle, without consideration of the numerous other factors that contribute to human health. Consequently, there is a pressing need to introduce health education as a separate subject, taking into account the socio-cultural and environmental contexts.

ENHANCING ESL LEARNERS READING COMPREHENSION AND MOTIVATION VIA AI-GENERATED PERSONALISED READING TEXTS

This study identifies the effect of AI-generated personalised reading texts on ESL learners’ reading comprehension and motivation at the secondary school level in Sabah, Malaysia. Drawing on the research of Jendia and Ismail (2023), the current study extends the exploration of AI’s potential in tailoring reading materials to cater to individual learner needs. Conducted with 20 students from SMK Desa Kencana, Lahad Datu, the study employed a mixed-methods approach that incorporates both quantitative (pre-assessment and post-assessment scores) and qualitative (open-ended questions) data. The findings reveal significant improvements in reading comprehension, specifically among low and intermediate-proficiency groups. Advanced learners, however, failed to show maximal gains from the intervention which suggests the need for materials challenging materials yet suitable for higher proficiency levels. The intervention’s effectiveness is due to the personalised and engaging nature of the AI-generated texts, which enhanced learners’ motivation and engagement. Qualitative feedback obtained from the students also indicates the relevance of the personalised materials in the classroom. Despite the positive outcomes, limitations such as small sample size, external factors, and convenience sampling that may affect the generalizability of data are recognized. The study concludes with practical and theoretical implications, recommending integrating AI-based personalised materials in ESL education to support differentiated instruction and meet diverse learning needs. Future research should consider more extensive yet diverse samples and control for external variables to validate and broaden these findings.

Artificial intelligence literacy in primary education: An arts-based approach to overcoming age and gender barriers

Artificial Intelligence (AI) literacy education was previously taught primarily at the university and secondary school levels but has recently started to be expanded to primary school settings. When available at the primary school level, AI literacy is often taught within computer science courses, which may potentially reinforce gender stereotypes and discourage female students' engagement. In AI literacy education, the predominant teaching methods are constructivist approaches, which, while effective in fostering active learning, heavily emphasize technical skills and are therefore limited in their pedagogical scope, as they underplay other important questions, such as disinformation, data justice, and AI's ethical and societal implications. The lack of a clear definition of AI literacy for primary education also raises questions about what to teach and how to teach it. Additionally, little attention has been devoted to understanding gender differences in learning outcomes within AI literacy primary education.This study advocates the use of an arts-based transdisciplinary approach for teaching AI literacy to 25 primary school students. A pilot study utilizing mixed methods was conducted to assess the effectiveness of this arts-based approach. Quantitative analysis through a paired t-test revealed a statistically significant improvement in AI literacy among students participating in knowledge tests. Moreover, the results of the Mann‒Whitney and Kruskal‒Wallis tests indicated that gender and age did not impact pre- and post-knowledge test scores. Qualitative analyses further revealed the pedagogical benefits of the arts-based approach, demonstrating that students enhance their conceptual understanding of AI literacy by reflecting on their artifacts. This study contributes to the literature by providing evidence with a small sample size that the arts-based approach can overcome age and gender barriers to accessing AI literacy education and can serve as a means to teach AI thinking.

Socio-psychological Paradigms and Economic Metrics of the Beneficiary Farmers of Centrally Sponsored Agricultural Schemes: A Comprehensive Evaluation of PKVY, PMKSY and SHC in Maharashtra

The present study focused on assessing the socio-psychological constructs and economic variables of beneficiaries of centrally sponsored agricultural schemes namely Paramparagat Krishi Vikas Yojana (PKVY), Pradhan Mantri Krishi Sinchayee Yojana (PMKSY), and the Soil Health Card Scheme (SHC). An ex post facto research design was employed in the present study. Amravati and Buldhana districts in Vidarbha region of Maharashtra was selected for the study. For the proposed study 60 beneficiary farmers were selected from Amravati districts and 60 beneficiary farmers were selected from Buldhana districts for each scheme. Thus, for the three schemes, a total of 360 beneficiary farmers were selected from seven selected talukas of two districts of Vidarbha for three schemes. Majority of the middle aged respondents (61.11%) having secondary school level of education (39.44%) received low level of training (59.00%), but PKVY beneficiaries received high level of training (73.33%). Majority of the overall respondents had small land holdings (40.28%) with 1.01 to 1.50 ha. of irrigation potential (41.39%) having biseasonal cropping system (96.94%). Beneficiary farmers had sound financial background with 35.83 per cent of PKVY respondents with annual income in the range of Rs. 2,07,901 to 3,35,301/-, 56.67 per cent of PMKSY respondents in an annual income range of Rs. 2,86,962 to Rs. 4,77,753/-, and 40.83 per cent of SHC respondents in the range of Rs. 2,10,101 to 3,29,701/- annual income respectively. In overall beneficiaries of centrally sponsored agricultural schemes, 63.89 per cent of the respondents had medium level of social participation, source of information (65.00%), innovativeness (58.33%), economic motivation (47.50 %) and benefits accrued (43.06%). The study revealed lower participation of older farmers, indicating a need for targeted outreach and simplified training. Educated farmers benefited more, suggesting their role in promoting new technologies. Local information sources, like friends and relatives, were crucial, emphasizing the need for Gram Sabhas and exhibitions to improve awareness and participation.

Science Curriculum at Secondary School Level of India and Singapore: A Comparative Study

Science Curriculum at Secondary School Level of India and Singapore: A Comparative Study

Inequality in participation in shadow education in mathematics in Europe: An intersectional perspective

There is a growing body of research on participation in shadow education (SE), reflecting the global growth of this sector. However, less is known about the topic from an intersectional perspective. Drawing on TIMSS 2019 and PISA 2012 data for European countries, this paper explores the way in which social background, gender and migration background interact to shape participation in mathematics SE. Our findings show that across European Economic Area (EEA) countries, migrant females from socioeconomically disadvantaged families have the highest probability of participating in SE at the primary school level, while native males from socioeconomically advantaged families have the lowest probability of doing so. At the secondary school level, regardless of their socioeconomic background, migrant female students have the highest likelihood of participating in SE compared to other groups. Our research reveals that contrary to common understanding, participation in SE is not solely determined by high socioeconomic status, especially for specific demographics like migrant girls, indicating the need for future studies to delve deeper into the various factors influencing such involvement beyond just financial means.

The Students’ Problem-Solving Abilities in Mathematics and English at the Secondary School Level

The Students’ Problem-Solving Abilities in Mathematics and English at the Secondary School Level

Implementasi Metode Pembelajaran Mufrodat pada Pelajaran Bahasa Arab di SMP Islam Al Fadli Medan

This study aims to analyze the implementation of vocabulary learning methods in Arabic language instruction at SMP Islam Al Fadli Medan. Using a descriptive qualitative approach, data were collected through interviews, observations, and document analysis from five Arabic language teachers. The findings indicate that teachers employ interactive methods, such as language games, to enhance student interest. Additionally, the integration of technology, like digital learning applications, aids students in better remembering vocabulary. However, challenges such as limited resources and diverse student abilities persist. Teachers need to adjust methods to accommodate all students' needs and enhance professional training for effective teaching. In conclusion, interactive methods in vocabulary instruction have significant potential to improve the quality of Arabic language teaching. This research is expected to serve as a reference for further development in Arabic teaching at the secondary school level.