Secondary School Pupils Research Articles

Qualitative Study Examining Attendance for Secondary School Pupils With Long-Term Physical Health Conditions.

For some children and young people (CYP) with long-term physical health conditions (LTPHCs) attending school can be difficult. There is a lack of evidence documenting their school attendance experiences, how schools manage absence for these children, and subsequent effects. This study utilised an existing dataset from eighty-nine 11-18-year-olds in mainstream secondary schools in the United Kingdom across 11 LTPHCs that provided first-hand accounts about the children's experiences of school. Data pre-coded "attendance" were subject to thematic analysis to explore issues emerging. Findings showed attendance patterns varied, with some CYP missing little and others significant amounts of education. Children with LTPHCs wanted to attend school and did their best to navigate education alongside health. School systems for attendance were inconsistent and adversarial. Remedial and supportive action emerged as lacking, and children felt it was their personal responsibility to make up for lost time and missed work when absent. Decisions on whether they attended school, coupled with practices promoting high attendance had detrimental consequences for CYP with LTPHCs educationally, emotionally and socially. Overall, children with LTPHCs felt punished, stigmatised, unfairly treated, unequal and excluded. Results have implications for education, health, and policy practitioners to better plan and target attention so that the LTPHC cohort are treated sensitively and equitably and afforded their entitlement to education when they cannot go to school for health reasons often outside of their control.

The impact of the world’s first regulatory, multi-setting intervention on sedentary behaviour among children and adolescents (ENERGISE): a natural experiment evaluation

BackgroundRegulatory actions are increasingly used to tackle issues such as excessive alcohol or sugar intake, but such actions to reduce sedentary behaviour remain scarce. World Health Organization (WHO) guidelines on sedentary behaviour call for system-wide policies. The Chinese government introduced the world’s first nation-wide multi-setting regulation on multiple types of sedentary behaviour in children and adolescents in July 2021. This regulation restricts when (and for how long) online gaming businesses can provide access to pupils; the amount of homework teachers can assign to pupils according to their year groups; and when tutoring businesses can provide lessons to pupils. We evaluated the effect of this regulation on sedentary behaviour safeguarding pupils.MethodsWith a natural experiment evaluation design, we used representative surveillance data from 9- to 18-year-old pupils before and after the introduction of the regulation, for longitudinal (n = 7,054, matched individuals, primary analysis) and repeated cross-sectional (n = 99,947, exploratory analysis) analyses. We analysed pre-post differences for self-reported sedentary behaviour outcomes (total sedentary behaviour time, screen viewing time, electronic device use time, homework time, and out-of-campus learning time) using multilevel models, and explored differences by sex, education stage, residency, and baseline weight status.ResultsLongitudinal analyses indicated that pupils had reduced their mean total daily sedentary behaviour time by 13.8% (95% confidence interval [CI]: -15.9 to -11.7%, approximately 46 min) and were 1.20 times as likely to meet international daily screen time recommendations (95% CI: 1.01 to 1.32) one month after the introduction of the regulation compared to the reference group (before its introduction). They were on average 2.79 times as likely to meet the regulatory requirement on homework time (95% CI: 2.47 to 3.14) than the reference group and reduced their daily total screen-viewing time by 6.4% (95% CI: -9.6 to -3.3%, approximately 10 min). The positive effects were more pronounced among high-risk groups (secondary school and urban pupils who generally spend more time in sedentary behaviour) than in low-risk groups (primary school and rural pupils who generally spend less time in sedentary behaviour). The exploratory analyses showed comparable findings.ConclusionsThis regulatory intervention has been effective in reducing total and specific types of sedentary behaviour among Chinese children and adolescents, with the potential to reduce health inequalities. International researchers and policy makers may explore the feasibility and acceptability of implementing regulatory interventions on sedentary behaviour elsewhere.

The Impact of Social Media Usage in English Writing Among the High School Students in Selangor

Social media such as Twitter, Instagram, Facebook, and TikTok play a prime role in the 21st century as a communication medium. The development of the current technological world has led people to have a wide range of exposure to social media. In addition, regardless of age, almost everyone is exposed to and uses social media for entertainment, communication, and business purposes. However, it also proves that the younger generation is more addicted to the usage of social media. Despite social media playing a major role in effective communication in this current era, social media does impact high school students' English writing. Therefore, the aim of this study is to determine the frequency of social media usage and the impact of social media on high school students’ writing skills. Questionnaires were utilized as the major instrument to gather data for this study, and they were delivered to 30 secondary school students in Selangor. The data was analysed and summarised using frequencies and percentages, and the questionnaire was used to assist in the quantitative study design. Finally, data analysis has revealed that social media influences secondary school pupils' writing abilities.

Determinants of Viewing Kana Television Program on Students' Academic Performance in Jigjiga Town Preparatory School

Globalization gave rise to television, a significant source of instructional enrichment. It offers more comprehensive, advanced, and varied knowledge and instruction. Television has received a lot of flak for having a detrimental effect on secondary school pupils' academic achievement. Watching television could start to compete with studying time and eventually lead to poorer academic achievement. In this study, our aim was to identify the determinants of viewing Kana television programs on academic performance. To meet the objective, of the 1658 students, 138 were selected as a sample by using stratified random sampling. We gathered information from the sample of students by using primary and secondary data collection methods. Multiple linear regressions were used for data analysis, considering academic performance (the average mark after watching Kana TV) as the response variable. According to the descriptive statistic, 46.4% of students are males, and the remaining 53.6% are females because the total population of females is higher than males. 51.4% of students live in urban areas, and the remaining 48.6% live in rural area. 60.9% of students have access of satellite television and 39.1% of students have no access to satellite television. The major significant factors that affect the academic performance of students are age, religion, income, parent’s follow-up (father’s follow-up), access to satellite television, addiction to Kana television programs, and time spent.

Adolescent Social Anxiety, School Satisfaction, Family Emotional Support, and School Absenteeism: Findings from Young-HUNT3 and Norwegian National Education Data.

Background: Adolescents grappling with social anxiety may experience poor school satisfaction, resorting to school-related avoidance behaviors, exemplified by absenteeism, as a coping mechanism. Understanding the role of family support in alleviating the adverse effects of social anxiety on school satisfaction is imperative for fostering supportive educational settings. Although there is literature regarding how school satisfaction promotes positive adolescent outcomes, empirical knowledge on the interrelation between social anxiety, school satisfaction, and family emotional support is limited. This study investigates the association between social anxiety, family emotional support, school satisfaction, and school absenteeism within the theoretical framework of the stage-environment fit theory to offer insight into how family emotional support can moderate the influence of social anxiety on school-related outcomes. Methods: Utilizing a population-based sample of 1861 upper secondary school pupils from the Trøndelag Young Health study "Young-HUNT3 study", we employed an index of moderated mediation to examine the role of family emotional support in moderating the association between social anxiety and school-related avoidance behavior related to school satisfaction. Results: Family emotional support had moderated mediation association for school absenteeism (β = 0.128, 95% CI 0.019, 0.278) and extracurricular activity (β = -0.003, 95% CI -0.008, -0.000). Conclusions: This urges further investigation into the specific mechanisms and individual differences influencing these relationships, aiming to deepen our understanding of adolescents' experiences and inform comprehensive strategies for promoting their well-being within school communities.

Interest of Secondary School Students Towards Stem Education in Delhi Region

STEM education is essential for developing students' critical thinking, creativity, and problem- solving abilities. This helps to develop future leaders and boosts the economy. However, increasing engagement and participation in STEM disciplines requires an awareness of the elements that influence secondary school students' interest in STEM subjects. The interest of Delhi region secondary school pupils in STEM education is examined in this study work. Its goal is to incorporate science, technology, engineering, and math into the curriculum of children in order to improve their cognitive abilities and encourage them to seek solutions to problems in the real world. In field education, STEM is an interdisciplinary and multidisciplinary approach. However, understanding students' interest in STEM subjects is crucial for fostering engagement and promoting excellence in these areas It investigates numerous elements that affect students' interest in STEM disciplines, including curriculum design, teaching strategies, social perspectives, and extracurricular activities, using surveys and interviews. The results offer significant perspectives for educators, policymakers, and stakeholders to formulate efficacious approaches for endorsing STEM education and cultivating a workforce prepared for the future in the Delhi region.

Competences of an RE Teacher/Catechist in the Opinion of Schoolchildren

An important issue addressed in the presented article is the competencies of the RE teacher/ catechist. Two main problems are posed, summarized in the following questions: What competencies should a teacher of religion/catechist have? What qualities, according to secondary school pupils, should have an RE teacher? An attempt to answer such questions was made on the basis of an analysis of the literature on the subject and the results of a nationwide quantitative and qualitative study of secondary school pupils in Poland. The basic concepts of competence are discussed, groups of competencies relevant to the profession of religion teacher are characterized. Also presented are the results of research on the opinions of secondary school pupils regarding the person of a religion teacher/catechist.

KIMI.AR Application for Easier and Interactive Chemistry Learning

Chemistry is a crucial subject since it covers the structure and makeup of the world around us. However, chemistry is frequently cited as a subject that students dislike. Most secondary school pupils believe that chemistry is difficult, uninteresting, and unimportant. Therefore, an improvement in learning technic is needed. An application called KIMI.AR was created in this research. KIMI.AR is a learning media in the form of a mobile-based augmented reality application regarding elements and the formation of chemical reactions that are expected to solve high school students' problems in the chemistry learning process. What makes the KIMI.AR application better than other chemistry learning applications is the focus on the displayed material according to the user's level and displaying descriptions in addition to 3D visualization that students can access through their respective Android devices. So, through the KIMI.AR application, learning chemistry becomes easier and more interesting.

Identifying distinctions in the perception of fast food and sport shoes brands by children and adolescents based on the brand meaning model

The article makes an effort to evaluate the influence of a brand meaning on the perception of popular products by children and adolescents on the example of junk food and sport shoes. The study involved 703 pupils of secondary schools from 11 to 18 years old. The proposed approach is based on the use of the Saaty's method, which allows to assess the influence of different factors on the perception of brands by children and adolescents and to determine the distinctions in their perception of brands of various types of products. Based on the analysis, a hierarchical structure of brand perception by children was built. It includes the brand awareness, brand logo recognition, consumer impression of brand advertising. The weighting coefficients of the hierarchical model for fast food and sport shoe brands were estimated and the results were compared, distinctions and similarities were identified in the perception of brands of various types of goods by children and adolescents. For fast food brands, perception of brand quality plays a major role, whilst for sport shoe the brand attractiveness is the most important factor.

Adherence to the Mediterranean Diet among high-school pupils in the North Moroccan Rif region

BACKGROUND: The traditional Moroccan diet is typical of the Mediterranean diet (MD), but there have been few studies of the adherence of Moroccans adolescents to this diet and associated factors. OBJECTIVE: To evaluate MD adherence and its association with socioeconomic factors, nutritional status and dietary intake in a sample of secondary school pupils in the Rif region of Morocco. METHODS: In a cross-sectional study of a sample (n = 302) of Moroccan Riffian adolescents (13–18 years) from three secondary schools, we measured adherence to MD with the Mediterranean Diet Quality Index for children and teenagers questionnaire (KIDMED). A score below 8 was qualified as poor to average adherence to MD, while an optimal adherence was defined as a score of 8 or higher. Bivariate analyses and a logistic regression model were used to examine associations between adherence to MD and socioeconomic factors, nutritional status and dietary intake. RESULTS: Only 14.9% of adolescents had an optimal adherence to the MD (score≥8 points), 72.8% had average adherence (score 4–7) and 12.3% had poor adherence to the MD (score≤3). The factors associated with optimal adherence to MD were female sex (OR 2.28; 95% CI 1.07 –4.85; p = 0.031), high monthly family income > 8000 MAD (OR 7.10; 95% CI 1.52 –33.1; p = 0.013) and living in an apartment (OR 3.85; 95% CI 1.43 –10.3; p = 0.007). For others factors such as nutritional status and dietary intake, no associations were observed. CONCLUSION: We found a low level of adherence to the MD among adolescents in the Rif region, supporting the hypothesis that the dietary pattern of these Moroccan adolescents is in a transitional state characterised by a shift away from the traditional MD. The findings of this study suggest that interventions to optimize MD adherence should target boys, shared residences and lower income families.

Pupils' Access to the Teaching of Vocational Subjects at Secondary Vocational Schools

The present article deals with a survey conducted among secondary vocational school pupils to find out what is causing a decline in interest in studying at secondary vocational schools among the pupils of selected primary schools in the Slovak Republic. The article evaluates the influences that can motivate students to choose a secondary vocational school and why they prefer to study at grammar schools. The result of the survey is the improvement in the student’s attitudes towards the subjects taught in secondary vocational schools while they are still in elementary school.

Clicks and Connection: How Internet Habits and Family Bonds Impact Student Success

The internet has ingrained itself into peoples' daily lives. It is regarded as the media that is used the most extensively worldwide. The development of the internet has altered many facets of daily life, including how people engage with one another and amuse themselves thanks to the plethora of social networking sites. The goal of the current investigation was to find out how internet addiction & parent-child relationship affected secondary school children' academic performance. The study categorised academic performance as a dependent variable and parent-child relationship & internet addiction as independent variables. Study's methodology was descriptive survey. Using a multistage random selection approach, 700 Sec. School students were selected as a sample. In order to gather the data, Internet Addiction Scale by Gulati, Kurisunkal & Bakliwal (2021) and Parent-child Relationship by Nalini Rao (2016) were used. For the Academic performance measure, the researcher had to depend upon the school examination record of the respective schools. Academic performance of secondary school pupils and internet addiction were shown to differ significantly. Students in secondary schools were shown to have a substantial impact on their academic achievement from their parent-child relationship. The study's conclusions showed that there was a substantial double interaction impact between internet addiction & parent-child relationships on secondary school students' academic performance.

Conceptualising and navigating bullying in English secondary schools: a figurational analysis of power imbalances in physical education

ABSTRACT This article focuses on how secondary school pupils and teachers conceptualise bullying and how pupils navigate bullying within physical education (PE). This ethnographic case study presents findings from participant observations, focus group discussions, and semi-structured interviews. Applying figurational sociology, power imbalances central to bullying within the PE figuration are analysed. Elias and Scotson’s [(1994). The established and the outsiders. Sage. (Original work published 1965)] model of established–outsider relations is applied to demonstrate how peer commentary proved an effective power resource that some sporty pupils used to marginalise and exclude perceived less sporty peers. Elias’s [(2001). The society of individuals. Bloomsbury] personal pronoun model is also utilised to analyse how fear, stigmatisation, and identity self-preservation underpinned a culture of silence in reporting bullying. Throughout our results and discussion, we provided much-needed empirically and theoretically informed insights into the gendered nuances, and similarities, in boys’ and girls’ experiences of bullying in PE. Finally, we propose a more negotiated PE-specific code of conduct may be more beneficial.

A study of mathematical understanding levels in set theory based on the APOS framework by using python programming language for secondary school students

This study used the APOS theoretical framework to assess secondary school pupils’ set math knowledge. Princess Chulabhorn Science College Lopburi randomly sampled 20 8<sup>th</sup> graders in the second semester of 2022. There are a total of six plans, with each plan comprising a 180-minute. The objectives are the instructional goals. Content is the topic. Learning materials include resources and tools. Last, activities include learning assignments and exercises. Assessment includes three subtests to assess set understanding and a test to assess mathematical comprehension. These activities increased secondary school students’ set comprehension. The result of the study indicated that they had demonstrated a strong<b> </b>conceptual understanding of set theory to pass the criteria over 60% of the total students with a statistical significance level of .01. Furthermore, delving into all four APOS theoretical levels we found similar impressive results, with over 60% of students exceeding expectations at each level (p<0.01).

“CAN WORD WALL ASSESS STUDENTS’ WORDS?”: NURTURING INCLUSIVITY AND ADVANCEMENT IN RURAL SECONDARY EDUCATION

In rural areas, getting access to quality education and appropriate assessment opportunities can be challenging for students. This study seeks to bridge this educational divide by examining the viability of online platforms, particularly the Word-wall platform, as an efficient assessment tool for rural secondary school pupils. The research questions are centered on determining how students perceive the Word-wall platform and maximize its implementation to address the unique requirements and difficulties of assessing students in rural areas. This study involved students of private secondary school in rural area. This research used qualitative method with case study design, and it was utilized to obtain a comprehensive understanding of students' reactions to the Word-wall platform for English learning. Interviews for assessing students’ opinions were used to collect data. The findings indicate that students responded positively, expressing a strong desire to use the platform for future assessments, such as daily tests, quizzes, and exams. Further, student feedback highlights the significance of contextual relevance, comprehensive training, better accessibility features, and customization in addressing the unique challenges rural areas face. The results of this study tend to contribute to the growth of effective assessment practices in rural areas and provide helpful insights into applying online platforms for equal educational opportunities.

Analyzing the Elements and Ramifications of Substance Abuse among Secondary School Students: A Case of Six Selected Secondary Schools in Chibombo District of Central Province, Zambia.

: This research examining the factors and consequences of drug abuse among secondary school pupils: a case of six selected secondary schools in Chibombo district of central province, Zambia. The study aimed at shedding light on the underlying factors contributing to drug abuse and its impact on the pupil’s population. The study used both qualitative and quantitative methods; empirical data was collected from pupils, teachers, school head teachers and education officer through questionnaire guides. The researcher used purposive and simple random sampling, whereby the researcher selected 200 respondents as drowned out from the research population; this included 2 officers from the ministry of education, 6 head teachers, 60 teachers and 132 pupils in six selected secondary schools in Chibombo district of Central province, Zambia. The data which was collected was analysed using Microsoft Excel and SPSS version 25 to produce outputs according to the research objectives. Therefore, the study found out that the burden of substance abuse is still high in our study population and the prevalence was significantly higher among students who had not received any formal teachings on the subject. It therefore becomes imperative to incorporate teachings on substance abuse into the national school curriculum for secondary school students. The National School Health Policy needs to be expanded to incorporate this vital issue. The law enforcement agents regulating drug trafficking in and out of Zambia should begin to beam their search lights on secondary school students.

Assessment of Bukavu Finalist Pupils' English Active Vocabulary Knowledge

The Congolese national program of English instructs that secondary school pupils be equipped with 2,000 active words in the four years of English training (based on 500 active words per year), so that they can be able to communicate effectively in English. However, the Congolese State Exams do not evaluate finalist pupils’ level of English active vocabulary knowledge to check whether this objective is reached or not. Consequently, the finalist pupils’ actual level of English active vocabulary knowledge at the end of their secondary school education remains unknown. To have an idea on the level, this study aimed at assessing Bukavu finalist pupils’ English active vocabulary knowledge. After a random sampling of 35 (10%) Bukavu secondary schools with the final year, the data were collected from 1506 Bukavu finalist pupils of the scholar year 2021/2022 through a test of English active vocabulary knowledge, which comprised multiple choice and traditional questions. The data, compiled in Excel for easy handling, showed the following English proficiency levels among Bukavu finalist pupils: below elementary 4.1%, elementary 69.9%, pre-intermediate 22.8%, intermediate 2.8%, upper-intermediate 0.4%, and advanced 0.0%. In summary, most pupils in Bukavu secondary schools end their English training with an "elementary level," possessing an average of 594 (29.7%) active words instead of the expected 2,000. Finally, relevant recommendations were made to the Congolese legislator, teachers of English and Bukavu secondary school pupils for the increase of the level.

MPROVING STUDENTS’ WRITING SKILL ON DESCRIPTIVE PARAGRAPH THROUGH INSTAGRAM PERSONAL PHOTOGRAPHY AT THE 11th GRADE OF SMA PANGERAN ANTASARI MEDAN

This study's goal was to assess the writing skills of class XI SMA students. Regarding text descriptions, Pangeran Antasari. How does using a personal photo help students create better text descriptions? is how the issue is phrased. The purpose of this study was to teach secondary school pupils how to use real-world examples to improve their ability to create descriptive prose. Researchers employ the Classroom Action Research Methodology (CAR). 40 pupils from class XI made up the study's sample. The study's findings, which took into account both qualitative and quantitative data, showed that 90% of students could finish writing assignments once a discussion technique was applied. Data from cycles I and II were used to make this conclusion. In the pre-test, 17 students had a 42% success rate, while 23 students scored a 57.5 percent failure rate. 25 students completed cycle I with a success percentage of 62.5%, while 15 students failed with a rate of 37.5%. In cycle II, 36 students achieved a 90% success rate, while 10 students failed the post-test II with a 10% failure rate. Their writing skills greatly improved once the teaching and learning activities got going. It might be argued that using personal pictures helps pupils become better at producing descriptive text.Keywords : Personal photograph, descriptive text.

Behaviour change intervention for toothbrushing (lesson and text messages) to prevent dental caries in secondary school pupils: The BRIGHT randomized control trial.

This multicentre, assessor-blinded, two-arm cluster randomized trial evaluated the clinical and cost-effectiveness of a behaviour change intervention promoting toothbrushing for preventing dental caries in UK secondary schools. Pupils aged 11-13 years with their own mobile telephone attending secondary schools with above average free school meals eligibility were randomized (at year-group level) to receive a lesson and twice-daily text messages or to usual care. Year-groups (n = 84) from 42 schools including 4680 pupils (intervention, n = 2262; control, n = 2418) were randomized. In 2383 participants with valid data at baseline and 2.5 years, the primary outcome of presence of at least one treated or untreated carious lesion (D4-6 MFT [Decayed, Missing and Filled Teeth] in permanent teeth using International Caries Detection and Assessment System) was 44.6% in the intervention group and 43.0% in control (odds ratio [OR] 1.04, 95% CI 0.85-1.26, p = .72). There were no statistically significant differences in secondary outcomes of presence of at least one treated or untreated carious lesion (D1-6 MFT), number of D4-6 MFT and D1-6 MFT, plaque and bleeding scores or health-related- (Child Health Utility 9D) or oral health-related- quality of life (CARIES-QC). However, twice-daily toothbrushing, reported by 77.6% of pupils at baseline, increased at 6 months (intervention, 86.9%; control, 83.0%; OR 1.30, 95% CI 1.03-1.63, p = .03), but returned to no difference at 2.5 years (intervention, 81.0%; control, 79.9%; OR 1.05, 95% CI 0.84-1.30, p = .69). Estimated incremental costs and quality-adjusted life-years (QALYs) of the intervention, relative to control, were £1.02 (95% CI -1.29 to 3.23) and -0.003 (95% CI -0.009 to 0.002), respectively, with a 7% chance of being cost-effective (£20 000/QALY gained threshold). There was no evidence of statistically significant difference for caries prevalence at 2.5-years. The intervention's positive 6-month toothbrushing behaviour change did not translate into caries reduction. (ISRCTN 12139369). COVID-19 pandemic adversly affected follow-up.

“I Prefer Eating Less Than Eating Healthy”: Drivers of Food Choice in a Sample of Muslim Adolescents

Adolescence is a time of significant change which is experienced differently across sociocultural contexts. Understanding drivers of food practice in adolescence is vital as these impact future health outcomes and can drive health inequality. This study investigates drivers of food choice in predominantly British–Asian, Muslim adolescents living in a deprived urban area of England. It identifies dominant drivers of food choice and their impact on health and wellbeing, and explores how Muslim adolescents from a low socioeconomic, British–Asian group understand and action autonomy in their food practices. PhotoVoice, a focussed ethnographical methodology where participants reflect on lived experience, was used to address the study aim. Participants (n = 21) were secondary school pupils aged 14–15 years, recruited from a school situated in an area of deprivation. Four overarching themes were developed from the qualitative data framework analysis: (1) food preference and other determinants of food choice; (2) concept, understanding and importance of health; (3) developing autonomy, skills, and independence; and (4) role of community, friends, and family in food practices. The adolescents were developing autonomy in relation to their food practices, whilst navigating a complex web of factors which were, in part, determined by their social class location and demographics. Participants understood the constituents of healthy eating. However, there was a perceived “effort” of being healthy, including additional time for preparing healthier food and sacrificing taste preferences. Parents, friends, and schools highly influence food choices, with adolescents preferring a broad palate of takeaway and convenience foods and would prefer to eat less of these “unhealthy” options than eat healthily.