Secondary School Pupils Research Articles

Microlearning: Innovative Digital Learning for Various Educational Contexts and Groups

Microlearning brings a number of advantages that make it an attractive tool for education. Short and clear lessons minimize the risk of information overload, promote better understanding of the material, and enable quick and easy retention of information. The relevance of microlearning lies in its ability to respond to current educational needs and trends. Microlearning is considered to be a flexible, effective and innovative approach to learning that can be successfully applied in different learning environments, for different learning content and to different target groups. The aim of the research is to describe the impact of microlearning modules on the level of learning outcomes and perceived effectiveness in different target groups. Our research focuses on examining the effectiveness of microlearning on lower secondary school pupils, secondary school students and librarians. In the context of lower secondary schools, specific microlearning units thematically focused on programming and working in Scratch will be presented. This part of the research was carried out using an experiment and a questionnaire survey. In the experiment, the effectiveness of this type of teaching and digital learning materials was investigated. The experiment was conducted in parallel classes of a lower secondary school, and the participants were pupils aged 11 to 12 years old. The aim of the questionnaire survey was to find out the probands' opinions about microlearning. In the context of secondary schools and learning librarians, we conducted a survey of available materials and microlearning modules. In this paper we will introduce general concepts and strategies, with more detailed descriptions of specific modules to be published later. This paper aims to contribute to the growing awareness of the importance of microlearning as an effective educational tool and highlights its potential in different educational settings, especially lower secondary schools, thus providing useful material and inspiration for educators. The results suggest that the implementation of microlearning in lower secondary school settings has led to improved student learning outcomes.

Are school grades correlated with competencies in secondary school pupils with special needs?

IntroductionThe current correlative study investigates whether and to what extent school grades are related to competencies in adolescents with and without special educational needs and disabilities (SEND) in inclusive secondary education.MethodsA sample of N = 2,998 adolescents with a mean age of 12 years were longitudinally assessed in German language and Mathematics in a nationwide project on inclusive schooling in Germany in 2018/19 (T1) and 2019/20 (T2) in secondary school. The hypothesis was that competencies and school grades should be significantly correlated in both adolescents with and without SEND, showing the reliability of school grades for either group.Results and discussionStatistical analyses showed (1) all adolescents improved their competencies independently of their SEND status while school grades were moderately stable over time, (2) more variability of competencies and school grades emerged only at the tail ends of the scales of fail and best scores, (3) correlations between competencies and grades were consistently higher in mathematics than in German language for both pupils with and without SEND indicating a more objective and reliable measure.

Cyber offending in adolescence: The role of knowledge and experiences online on propensity to engage in unauthorised access

Cyber crime is a relatively new but quickly evolving crime type, and there is particular concern about the number of young people becoming involved in cyber crime, who may be at the start of a pathway into more serious and persistent cyber offending. The current study aimed to examine Computer Misuse Act (CMA) experiences and knowledge amongst secondary school pupils. Six-hundred-and-fifty-one pupils in secondary school years 10–13 (ages 14 to 18) took part in one of 29 outreach engagement sessions delivered by police officers. The sessions aimed to deter and divert young people from engaging or persisting in cyber offending and included information about the CMA and the potential consequences of committing CMA offences. Almost a third (30.6%) of pupils who took part reported that they had accessed another person's account without permission, two-thirds (62.5%) reported that they had been booted off a game previously, and 37.6% had experienced a data breech. As predicted, previous experience of online victimisation was associated with a greater likelihood of an individual going onto engage in unauthorised access themselves. Contrary to predictions, there was no association between pupils' online presence (as determined by their use of more than five online services) and engaging in authorised access. Surprisingly, better knowledge of the CMA was associated with an increased likelihood of engagement in unauthorised access. It may be that perceived risk, rather than awareness of illegality, is key, although further research is needed to confirm this. Empirical and policy implications of findings are discussed.

Feedback in Linear Programming: Students’ Perceptions at AYO Secondary School of Nkeyema District in the Western Part of Zambia: A Hermeneutic Tactic

Abstract: The foundation of teaching strategies in school environments is feedback. Nonetheless, it needs to be communicated clearly because it is frequently misinterpreted. Due to the negative comments, they gained through their actual internships, students lacked confidence and felt unable to practice their talents. They also felt that receiving comments made it difficult for them to finish their useful exercises. In the western Zambian region of Nkeyema, AYO Secondary School was the site of this investigation. An interpretivist approach was used in an exploratory qualitative design. Eleven (11) secondary school pupils in total and each student was questioned separately. With the participants' consent, all interviews were audio recorded using a digital voice recorder and then verbatim transcriptions were made. After that, qualitative content analysis was used to analyse the data thematically.

Exploring longitudinal patterns of absences, exclusions and attainment in secondary schools in Scotland

Objective and ApproachWe seek to understand the impacts that absences and exclusions have on educational outcomes in secondary school pupils in Scotland. We adopt a Multilevel Structural Equations Modelling approach to analyse data from the newly linked administrative database created under the “Children’s Lives and Outcomes” research strand of the Scottish Centre for Administrative Data Research (SCADR), which includes data from Education Analytical Services (Scottish Government) and Public Health Scotland (NHS) from the period between 2007-2019, and the 2001 and 2011 Census. ResultsWhile exclusions, absences and attainment are known to be associated with each other and with individual and structural factors, less is known about how these phenomena play out over time in the Scottish education system. Our analyses focus on a particular cohort of students followed up over their entire schooling period to understand how longitudinal patterns of school absences and exclusions, and other relevant individual and structural factors are interrelated over time. We show that variation across schools and local authorities in these outcomes is significant and substantial in Scotland. We also analyse the impact of these longitudinal patterns on attainment, with an emphasis on mental health wellbeing and familial socioeconomic circumstances. Conclusions and ImplicationsBy elucidating further these relationships and interrelationships, we expect our findings to be pertinent to policymakers and practitioners, contributing to inform strategies, policies and/or interventions to reduce the inequalities in exclusions, absences and attainment, ultimately helping to improve children and young people’s school experiences and outcomes.

Behaviour change intervention (education and text) to prevent dental caries in secondary school pupils: BRIGHT RCT, process and economic evaluation.

The presence of dental caries impacts on children's daily lives, particularly among those living in deprived areas. There are successful interventions across the United Kingdom for young children based on toothbrushing with fluoride toothpaste. However, evidence is lacking for oral health improvement programmes in secondary-school pupils to reduce dental caries and its sequelae. To determine the clinical and cost effectiveness of a behaviour change intervention promoting toothbrushing for preventing dental caries in secondary-school pupils. A multicentre, school-based, assessor-blinded, two-arm cluster randomised controlled trial with an internal pilot and embedded health economic and process evaluations. Secondary schools in Scotland, England and Wales with above-average proportion of pupils eligible for free school meals. Randomisation occurred within schools (year-group level), using block randomisation stratified by school. Pupils aged 11-13 years at recruitment, who have their own mobile telephone. Two-component intervention based on behaviour change theory: (1) 50-minute lesson delivered by teachers, and (2) twice-daily text messages to pupils' mobile phones about toothbrushing, compared with routine education. Primary outcome: presence of at least one treated or untreated carious lesion using DICDAS4-6MFT (Decayed, Missing and Filled Teeth) in any permanent tooth, measured at pupil level at 2.5 years. Secondary outcomes included: number of DICDAS4-6MFT; presence and number of DICDAS1-6MFT; plaque; bleeding; twice-daily toothbrushing; health-related quality of life (Child Health Utility 9D); and oral health-related quality of life (Caries Impacts and Experiences Questionnaire for Children). Four thousand six hundred and eighty pupils (intervention, n = 2262; control, n = 2418) from 42 schools were randomised. The primary analysis on 2383 pupils (50.9%; intervention 1153, 51.0%; control 1230, 50.9%) with valid data at baseline and 2.5 years found 44.6% in the intervention group and 43.0% in control had obvious decay experience in at least one permanent tooth. There was no evidence of a difference (odds ratio 1.04, 95% confidence interval 0.85 to 1.26, p = 0.72) and no statistically significant differences in secondary outcomes except for twice-daily toothbrushing at 6 months (odds ratio 1.30, 95% confidence interval 1.03 to 1.63, p = 0.03) and gingival bleeding score (borderline) at 2.5 years (geometric mean difference 0.92, 95% confidence interval 0.85 to 1.00, p = 0.05). The intervention had higher incremental mean costs (£1.02, 95% confidence interval -1.29 to 3.23) and lower incremental mean quality-adjusted life-years (-0.003, 95% confidence interval -0.009 to 0.002). The probability of the intervention being cost-effective was 7% at 2.5 years. However, in two subgroups, pilot trial schools and schools with higher proportions of pupils eligible for free school meals, there was an 84% and 60% chance of cost effectiveness, respectively, although their incremental costs and quality-adjusted life-years remained small and not statistically significant. The process evaluation revealed that the intervention was generally acceptable, although the implementation of text messages proved challenging. The COVID-19 pandemic hampered data collection. High rates of missing economic data mean findings should be interpreted with caution. Engagement with the intervention and evidence of 6-month change in toothbrushing behaviour was positive but did not translate into a reduction of caries. Future work should include work with secondary-school pupils to develop an understanding of the determinants of oral health behaviours, including toothbrushing and sugar consumption, particularly according to free school meal eligibility. This trial is registered as ISRCTN12139369. This award was funded by the National Institute for Health and Care Research (NIHR) Health Technology Assessment programme (NIHR award ref: 15/166/08) and is published in full in Health Technology Assessment; Vol. 28, No. 52. See the NIHR Funding and Awards website for further award information.

DIURNAL PREFERENCES AND SCHOOL ACHIEVEMENT IN SECONDARY SCHOOL PUPILS

Diurnal preferences, also known as chronotypes, are individual differences in biological rhythms that influence physical and mental activity during certain parts of the day. This study investigates the relationship between diurnal preferences and school achievement in students in vocational engineering subjects, with a focus on the practical implications for educational strategies. The research population comprised 209 (100%) pupils from a vocational engineering school. We identified chronotypes (morning, evening and neutral chronotypes) using the Morning and Evening Types Questionnaire - The Morningness-Eveningness Questionnaire (MEQ) (Horne, Östberg, 1976). We assessed school achievement (study results) by the arithmetic mean of school grades in vocational engineering subjects. The results showed that pupils with the morning chronotype performed significantly better in school achievement than those with the evening chronotype (p = 0.015). These findings underscore the need to consider individual biological rhythms in educational strategies.

The Effect of Using Mini-Drama on Writing Proficiency among Iraqi EFL Secondary School Pupils

This research aims to investigate the effect of mini-drama to enhance the writing proficiency of Iraqi EFL secondary school pupils. To achieve the aim of the research, the following hypothesis has been put in. There is no statistically significant difference between the mean score of the experimental group, taught using mini-drama to improve writing proficiency, and that of the control group, taught using the traditional way in the posttest. The data has been collected from Iraqi EFL secondary pupils at Al-Qabas secondary school for girls during the academic year (2023-2024), through a pre and post-test. The study is quantitative and experimental design and the results are analyzed through descriptive statistics of the data through the SPSS 22 software program. Finally, the research ends with some conclusions, recommendations, and suggestions for further research.

Methods for Developing Reading Competence of Secondary School Pupils in English Lessons

Methods for Developing Reading Competence of Secondary School Pupils in English Lessons

Building narrative huts, reading in the active voice in secondary school

In her book Croire aux fauves, Nastassja Martin recounts her encounter with the wild world. This initiatory tale is part of what Jean-Christophe Cavallin, in his climatic map of literature, has called the pole of otherness. There are a number of advantages to offering it as a cursive reading to secondary school pupils, since as well as being an autobiographical story, a genre favoured by teenagers, it can help to transform their representations. In this article, we will first show that the reader is confronted with a narrative that imposes a triple displacement: geographical, anthropological and ontological. We will then consider the ways in which readers can become part of an ecocritical literary transmission. Finally, we will look at the possibility of constructing narrative huts, textual shelters as well as places capable of housing the beginnings of a new literary and ecological paradigm.

O-109 Reproductive health education: collaborative design of a learning platform for secondary school education involving reproductive health experts, pupils, and teachers

Abstract Study question Which reproductive health information do pupils miss in their education and what is the optimal way of building a learning platform to close that gap? Summary answer Teachers and students alike would welcome a novel fertility education platform. Ideally, the platform should organize information based on the educational objectives for enhanced usability. What is known already Research on fertility awareness in the general population reveals lack of understanding among young people regarding crucial aspects of reproductive health, for example the age-related impact on fertility. Literature suggests that this knowledge gap should be addressed through diverse channels, including schools. Presently, school sexual education predominantly concentrates on preventing unwanted pregnancies and sexually transmitted diseases. Notably, the updated educational objectives in Flemish Secondary Education have recently incorporated the influence of lifestyle factors on fertility. Consequently, teachers have been urged to create novel instructional materials centered on this crucial theme. Study design, size, duration This mixed-method observational study encompassed a baseline measurement with open and closed questions among 1700 third-grade secondary education pupils. Additionally, it involved focus group discussions with 6 teachers and 24 pupils. The baseline measurement occurred between February and April 2022, while the focus group interviews took place in April and May 2022. Participants/materials, setting, methods A baseline measurement examined the knowledge of secondary school pupils aged between 15 and 19 years in Flanders (Belgium), explored current sexual education topics, their evaluations, and preferences for future reproductive health education. Focus group discussions investigated optimal delivery methods and structural frameworks for fertility learning materials. Main results and the role of chance Survey results revealed that most pupils desired more information on reproductive issues, with some expressing a preference for a dedicated weekly course. Over 50% noted the absence of discussions about infertility, IVF, and egg freezing topics in school and expressed a desire for more information, a sentiment that was echoed in the focus groups with pupils. Teachers, in their focus groups, favored an online platform with structured teaching materials aligned with learning goals. With anticipated new learning goals by September 2023, teachers welcomed fertility-specific learning materials. Their preference went out to versatile resources (videos, quizzes, infographics) rather than ready-made courses or presentations, providing flexibility in lesson integration. Considering these insights, the following platform was developed: www.allesovervruchtbaarheid.be/en. Ongoing refinement occurred through workshops where teachers provided feedback for further enhancements to meet their instructional needs. Limitations, reasons for caution A limited number of motivated teachers participated in the focus group discussions. Structured feedback collection has not taken place yet but is scheduled for February 2024. Wider implications of the findings Implementing fertility education in secondary schools poses challenges due to an overloaded curriculum. The introduction of new learning goals, including one on the impact of lifestyle on fertility, provided an opportune momentum to integrate a fertility education learning platform. Trial registration number not applicable

Comparative Study of Adjustment of Boys and Girls at the Secondary Level

Education is the capacity to navigate and fulfill one's existence. How well a young person adapts to various environments determines their level of success in life. The child's adaptation is influenced by several aspects, such as domestic, social, educational, and financial adjustment. The objective of the investigator is to do a comparative analysis of the adaptation of secondary school pupils. The investigation was done utilizing the survey methodology. The investigator utilized a standardized inventory to assess the adjustment of secondary school students. The study employed percentage analysis and a t-test as statistical approaches.The investigation indicated that the level of adjustment among secondary school pupils is moderate. A notable disparity was seen in the emotional adaptation of boys and girls, whereas no significant distinction was detected between male and female secondary school pupils in terms of their adjustment in the family, social, educational, and financial domains.

IMPATTING LIFE SKILLS THROUGH ACTIVITIES AMONG SECONDARY SCHOOL STUDENTS: A STUDY

In the context of secondary school pupils, the purpose of this research is to assess the effectiveness of life skills training that is being delivered via activities. Communication, problem-solving, decision-making, and greater self-awareness were some of the essential life skills that were emphasized throughout the training program. There was a total of ninety students that took part in this research. Using an approach that included both a pre-test and a post-test, the data was evaluated in order to discover fluctuations in the students' capabilities. Activity-based learning has been shown to be an effective method for enhancing students' life skills, as seen by the results, which demonstrate a considerable increase in a number of different life skill areas.

What Are the Reasons Why Students Are Uninterested in Social Studies Course? A Pareto Analysis Example*

The study aimed to evaluate what the underlying reasons were for the low level of interest among lower secondary school pupils in the social studies course. The phenomenology was adopted in the research. The study group of the research consisted of academics, teachers, and parents of lower secondary school pupils. Pareto analysis was used to assessment the data. In accordance with academics’ views, the research found that 80% of the reasons of the low level of pupil interest in the social studies course were as follows: the uniform/conventional methods and techniques used in the course, and irrelevance of subjects to daily life. While the teachers stated that the abstract content was the main reason for the low level of interest that needed to be tackled as the first priority, the most frequently addressed reason for the low level of interest by the parents was the intense course content.

Exploring the potential of Study with Me as an English-Language Learning Tool: A Multiple-Case Study of Secondary School Pupils in Austria

This article investigates the use of in-real-time Study with Me streaming sessions as an out-of-class tool for English-language learning among Austrian secondary school students. Taking the form of a multiple-case study, this paper examines how three students utilize Study with Me to support their English-language development. Through semi-structured interviews and member checking, the study explores participants’ motivations, interaction patterns, and learning strategies during Study with Me sessions. Findings reveal a nuanced approach to Study with Me use, emphasizing its role in minimizing distractions, fostering a sense of community, and enhancing self-regulation skills. While participants perceive Study with Me as beneficial primarily for subjects requiring process internalization, they acknowledge only limited utility for English-language learning. The study underscores the need for further research on the efficacy of Study with Me in non-language learning contexts and highlights students’ adaptive learning strategies within an exams-oriented education system.

Development of anattitude scale towards science literacy for secondary school pupils

Development of anattitude scale towards science literacy for secondary school pupils

Study Involvement and Academic Achievement of Secondary Students in West Bengal

The term "study involvement" describes the level of mental and physical effort a student puts into their academic pursuits. Numerous causes contribute to its emergence among pupils. One may argue that interest is the essential component and motivator that keeps people interested in and paying attention to the activities they attend. This study aims to investigate the relationship between study participation and academic success. For data collection in this study, the researcher employed a mixed sample strategy in addition to a descriptive survey method. 600 samples were chosen for this investigation. The scale of study involvement was created by researchers. The study's conclusion is that (i) among secondary school pupils; there is a mean difference between study involvement and academic achievement. (ii) There is no average difference in the amount of study time spent by male and female secondary pupils. (iii) There is no average difference in the amount of study time spent by secondary pupils in rural and urban areas. (iv) Among secondary school students, there is a positive correlation between study engagement and mental health.

Exploring the Impact of Excessive Internet Usage in Secondary School Students in Kirkuk City

Background: excessive internet use in secondary school students prolonged screen usage and unfettered web information might cause distractions, procrastination, and reduced study time, compromising academic achievement. Overuse of the internet can also disrupt sleep, impair time management, and reduce offline activity, which is essential for holistic development. Online content like social media, gaming, and streaming can also affect students' cognition, attention span, and learning motivation. The impact of excessive internet use on secondary school pupils depends on several aspects, including frequency and length, types of online activities, academic achievement measures, and socio-demographic variables. Objective: This study aims to examine the impact of excessive internet usage in secondary school student in kirkuk city. Methodology: A descriptive cross-sectional study design was used in this study “Simple Random” sample was used for student at secondary school in Kirkuk. The study included (400) student. Data were analyzed inferential statistics. Results: the study finding shows the distribution the Internet Usage Pattern of the study sample, regarding to Most preferred method internet access, were about half of study sample (49.5%) using smart phone more than other access methods, while based on the reason of using internet, were near half (46.75%) of study sample using internet for Social Networking. Regarding to the parent’s awareness of internet use, about more than two thirds (65.75%) of the study sample were parents not aware about using internet. According to the preferred time of use of internet, about more than third (33.5%) were using internet after school hours. Finally, Using Internet in group or individually, near to half (47.3%) of the study sample use internet individually. the differences the Internet addiction regarding to the Internet usage pattern of the study sample by using Internet addiction score. There is a high significance value with the differences between the scores of the items of the Internet addiction with regards to the Internet usage pattern of the study sample at p. value 0.05. the differences the Internet addiction regarding to the Internet usage pattern of the study sample by using Internet addiction score. There is a high significance value with the differences between the scores of the items of the Internet addiction with regards to the Internet usage pattern of the study sample at p. value 0.05 by using Chi-square test. Conclusions: According to the report, most students have a proclivity to utilize mobile phones for Internet access. Students have a distinct inclination towards utilizing social media platforms instead of engaging in educational endeavors. The majority of students cited a lack of parental monitoring.

What do secondary school pupils eat at school? The barriers experienced in collecting transactional data from canteen purchases.

Introduction & BackgroundWelsh secondary schools generally use a cashless catering system and pupils pay for school food and drink via contactless cards, thumb or fingerprint biometric scanning. Helpfully, the digital footprint of school canteen purchase data already exists and is continually compiled over a limitless period. Compared to other methods of recording dietary intake (i.e., questionnaires and food diaries), utilising this transactional data is an unobtrusive method of data collection and has great potential. Although individual-level transactional data is being amassed, it remains unexploited by either the school, local authorities or Welsh Government. Obtaining this anonymised individual-level transactional data would provide immense insight into what pupils purchase throughout the school day. Objectives & ApproachThe Welsh School Meals (WSM) project aimed to investigate the feasibility of using secondary school canteen transactional data to better understand what pupils purchase during the school day and its nutritional quality. Semi-structured interviews have been conducted with a representative from all cashless system providers (n=7) used in Welsh secondary schools. Next, the WSM project initially aimed to recruit nine secondary schools, with the methodological plan to: (i) liaise with head teachers; (ii) mine data; (iii) interview catering managers and head teachers; (iv) facilitate nutritional analysis; (v) conduct focus groups with pupils; and (vi) co-produce case studies. Relevance to Digital FootprintsSchool canteen transaction data is a form of digital footprint and utilising it to understand the current landscape of food and drink choices during the school day will inform Public Health policymakers and practice. ResultsDespite trying numerous strategies, the WSM project has encountered blockages which have prevented data acquisition. The four key stumbling blocks faced were: (i) identifying data providers; (ii) identifying data owners; (iii) data sharing; and, (iv) engaging stakeholders. Only the first barrier has been overcome and despite starting school recruitment in May 2023, the latter three barriers have stalled any progress. Conclusions & ImplicationsExploiting existing cashless catering system technology to collect individual-level big data from school canteen transactions has enormous potential. However, the WSM project has concluded that obtaining this data was not feasible.

Investigating The Impact of Acquired Fundamental Laboratory Skills in Chemistry on The Student's Actual Academic Achievement in Rutsiro District of Rwanda

The enhancement of fundamental laboratory abilities in advanced learners has multiple implications for academic performance. Corrective action is necessary for secondary school pupils who are taking chemistry as a core subject because of their poor performance in the subject. The aim of this study was to find out how advanced-level learners learned fundamental laboratory skills in chemistry and how those skills affected their academic performance in two secondary schools. In the investigation, an empirical method was applied. Quantitative data were collected and analysed during the data-gathering processes. From the Rutsiro district of Rwanda, mathematical-chemistry-biology and physics-chemistry-biology combinations in chemistry were studied by a sample of senior five learners in advanced secondary education who were studying chemistry as a core subject. Quantitative data were gathered using a closed questionnaire and a positivist approach that uses deductive research. The theory was the starting point, and it was determined whether or not practical laboratory skills had been established. There were186 respondents in the target group, of which 80 were chosen from several secondary schools, one of which was a boarding school (the School of Excellence) with a fully functional chemical lab and the other a 12-year-old BE (Basic Education) that had chemistry kits but no chemistry lab. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The results of the paired t-test show that the test mean difference (M = 1.363) is less than the school mean difference (M = 1.463). At the 0.001 level of significance, the results of the analysis suggest that the scores for the two means differed statistically significantly (t (79) = 0.000, n = 80, P < 0.001). The results of the statistical test indicate that students' views towards chemistry were somewhat influenced by the fundamental laboratory chemistry practical skills taught in schools. Students who failed practical tests for basic laboratory skills may not have access to well-equipped labs, but their interest in chemistry can be sustained through practical work.