Secondary School Students Research Articles

Impact of Robotics Workshops on Secondary School Students' Interest in Science and Technology Fields

Impact of Robotics Workshops on Secondary School Students' Interest in Science and Technology Fields

NHẬN THỨC VỀ BẠO LỰC HỌC ĐƯỜNG CỦA HỌC SINH CÁC TRƯỜNG TRUNG HỌC CƠ SỞ QUẬN LIÊN CHIỂU, THÀNH PHỐ ĐÀ NẴNG

The article analyzes the awareness of school violence among students of secondary schools in Lien Chieu District, Da Nang. The quantitative research was conducted on 389 students and 20 teachers and the Young Pioneer Commander of 4 secondary schools in Lien Chieu District, Da Nang by questionnaire survey and interview methods. Students' awareness of school violence is assessed on three levels: knowledge - understanding - application. The results show that the majority of students in this study know about school violence but do not understand the nature of violent behavior and cannot apply it in practice.

Sustainable Entrepreneurship: Key Competencies Determining Entrepreneurial Intention in Peruvian Secondary Students

In the current global context, characterized by increasing competitiveness and dynamism, entrepreneurship has emerged as a fundamental driver of economic development and job creation. This study aims to compare the levels of entrepreneurial competence and intention among fifth-year high school students in Chepén and Pacasmayo, Peru, as well as to identify the key entrepreneurial competencies that significantly influence entrepreneurial intention. Additionally, it seeks to examine the moderating roles of self-assessed entrepreneurial capabilities and perceived risk in starting a business on the relationship between competencies and entrepreneurial intention. Additionally, it seeks to examine the moderating role of self-assessment of entrepreneurial capabilities and the perception of risk in starting a business in the relationship between competencies and entrepreneurial intention. The study is based on Ajzen’s theory of planned behavior. The sample included 305 students, divided between 205 from Chepén and 100 from Pacasmayo, who participated in a structured survey. The results of the structural equation modeling (SEM) analysis revealed that creativity, risk-taking, and initiative significantly influence students’ entrepreneurial intentions. However, competencies such as problem solving, networking, achievement orientation, teamwork, and autonomy did not show significant relationships with entrepreneurial intention. Moreover, neither the self-assessment of entrepreneurial capability nor the perception of the risk of starting a business had significant moderating effects on the relationship between entrepreneurial competence and intention. The discussion highlights that these findings contribute to understanding the psychological mechanisms underlying the formation of entrepreneurial intentions among high school students and offer valuable guidance for designing educational programs that enhance key entrepreneurial competencies. In conclusion, this study represents a significant advancement in comprehending the role of entrepreneurial competencies in shaping entrepreneurial intentions among secondary school students and opens new avenues for future research in this field.

Understanding the Mechanisms Mediating the Relationship Between Delinquent Peer Association and Adolescent Drug Use in the Greater China Region

Prior research on delinquent peer association and adolescent drug use predominantly examines the direct link between the two factors from the differential association/social learning perspective. The current study, based on survey data among 8,027 secondary school students sampled from three major cities in the Greater China Region, aims to elucidate this relationship further by identifying key mediators derived from several major criminological theories and perspectives, including social learning theory, lifestyle/routine activity theory, general strain theory, and the opportunity perspective. This study finds that significant mediators include pro-drug use attitudes, crime victimization, and drug availability, with pro-drug use attitudes exerting the most substantial influence on adolescent drug use. These results underscore the complexity of the relationship between delinquent peer association and adolescent drug use, advocating for a multifaceted theoretical approach for comprehensive understanding.

Applying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms

Abstract Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test and a lexical depth test) designed to measure students’ command of polysemous meanings. Despite positive teacher feedback and a perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience, classroom-based research factors, and effective assessment measures.

The effect of education given to secondary school students on hand hygiene behaviors: a Quasi experimental study.

This study aimed to examine the effect of the hand hygiene education on middle school students' behavioral scores related to hand hygiene practices. The research adheres to a quasi-experimental design suitable for the pre-test Posttest model with a control group. The population of the study consists of a total of 1159 students, comprising 5th, 6th, 7th, and 8th graders. During the first semester of the 2021-2022 academic year, face-to-face education was conducted at a middle school located in Ankara. Two face-to-face training sessions were conducted to increase awareness of hand hygiene. The groups indicate homogeneity in terms of demographic characteristics. The mean hand hygiene behavior score was 56.45 ± 8.03 before the education in the intervention group, which increased to 59.79 ± 7.62 after the education. In the control group, the mean score was 55.98 ± 7.89 before the education and 57.15 ± 7.63 after the education. It was found that after the educational program, there was a statistically significant increase in hand hygiene behavior scores of the groups. The research findings indicate a beneficial impact of hand hygiene education on students' average behavioral scores. To foster lasting behavioral changes from a young age, it is advisable to implement hygiene education in schools periodically, including targeted interventions for middle school students.

Assessment of Knowledge, Attitudes, and Practices towards Sexual and Reproductive Health among Secondary School Students in Kicukiro District, Rwanda

Sexual and reproductive health (SRH) is intricately connected to a variety of factors, including cultural norms, psychological influences, and individual experiences. This study explores the experiences of late adolescents regarding SRH, focusing on their knowledge, attitudes, and practices in Kicukiro District, Rwanda. Despite government efforts to educate youth on SRH, many secondary school students remain vulnerable to issues like unplanned pregnancies and sexually transmitted infections (STIs). To evaluate the knowledge, attitudes, and practices regarding sexual and reproductive health among secondary school students in Kicukiro District, Rwanda. The study targeted secondary school students from two schools: Groupe Scolaire Saint Vincent Pillotie Gikondo (urban) and EFOTEK (rural). Using Fisher’s formula, a sample size of 423 respondents was determined through stratified random sampling. Data were collected via structured questionnaires and analyzed using SPSS and descriptive statistics, including frequency, percentages, means, and standard deviations. The findings revealed that 88% of students were aware of puberty and pregnancy processes, while 78.7% were knowledgeable about contraceptive methods, particularly condoms and oral contraceptives. Positive attitudes towards SRH were noted, with a mean score of 4.00 for pre-marital relationships, but significant misconceptions existed, such as 11% of respondents lacking knowledge on HIV protection. The overall mean for practices related to SRH was 3.98 for seeking medical check-ups, indicating a willingness to engage with health services. However, practices promoting healthy lifestyles received a lower mean of 3.25, suggesting areas needing improvement. The study highlights the need for enhanced sexual and reproductive health education among secondary school students in Kicukiro District. While students demonstrate good knowledge and positive attitudes toward SRH, targeted interventions are necessary to address misconceptions and promote healthier practices, particularly in areas related to lifestyle and open communication.

CAREER TEACHERS’ PERCEPTION INFLUENCE ON CAREER DECISION MAKING SELF-EFFICACY AMONG STUDENTS IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA

Career decision-making is crucial among people all over the world, and choosing a career is challenging to those who do not have a wide life experience. Students who make irrational career choices run the risk of experiencing severe consequences, such as low job performance, stress and anxiety relating to the job, and a lack of job satisfaction and happiness. The purpose of this study was to determine the career teachers’ perception influence on career decision-making self-efficacy among students in public secondary schools in Kiambu County, Kenya. The objective of the study was to establish the career teachers’ perception influence on career decision-making self-efficacy among students in public secondary schools in Kiambu County, Kenya. The study was guided by the Social Cognitive Career theory and Systems theory. This study used a cross-sectional survey research design. The data was collected using self-administered questionnaires. The target population consisted of 29,682 from three students in Kiambu County. The sample size consisted of 380 form three students who were selected using stratified sampling techniques from the 285 secondary schools in Kiambu County, Kenya. Questionnaires were used for data collection. The questionnaires were pilot-tested with 30 students from three secondary schools (a boys’ school, a girls’ school and a mixed school), comprising 10 students from each category in Nairobi County, Kenya. Reliability was enhanced by the test-retest method, where a Cronbach coefficient alpha of 0.79 was established. The content validity of the instruments was guided by the objectives and the experts in the Department of Psychology, Counselling and Educational Foundations of Laikipia University. Data analysis was aided by SPSS (Version 26). The data was analyzed using descriptive statistics which include percentages, means, and frequencies. Hypotheses were tested using a t-test, Simple Regression and Analysis of Variance at a .05 level of significance. The research found out that career teachers’ perception (F=34.45, p=000) has a statistically significant influence on students’ career decision-making self-efficacy of students in public secondary schools in Kiambu County, Kenya. Findings from the study might inform the Ministry of Education, policymakers, career teachers, and parents about students’ capacity to make the right career decisions. Based on the findings of the study, it was concluded that career teachers’ perception had a statistically significant influence on career decision-making self-efficacy among students in public secondary schools in Kiambu County, Kenya. The study recommended that career teachers should take precautions while undertaking career guidance and counselling to students since their perception has an influence on career decision-making self-efficacy.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0722/a.php" alt="Hit counter" /></p>

Climate Change and Social networks: The use of Instagram and TikTok among secondary-school students in relation to sustainability

Climate change has been identified as the greatest challenge facing humanity.In this research we sought to find out the extent to which teenagers use socialmedia to stay informed about the climate emergency and sustainability. Westudied the case of 98 teenagers, examining what types of content they view onInstagram and Tik Tok, and which accounts they follow. The main results of thisresearch indicate that these teenagers do not use the analysed platforms toconsume content on climate emergency and sustainability, highlighting the needfor further educational intervention as a way to promote interest in these issues.

The influence of English language teachers’ social class stereotypes on language teaching

This article analyses Mexican English teachers’ social class-based stereotypes attributed to secondary and preparatory school students. These students are deemed lazy, have no aspirations and come from “hostile” or “backward” environments that allegedly explain their lack of academic engagement and inability to undertake an English learning activity. Such characterisations become relevant since they exhibit that teachers’ beliefs, which are in constant relation to their context and experience (Fives & Buehl, 2012, p. 476) cast light on teachers’ pedagogic decisions. Teachers ascribe students’ roles that limit speaking opportunities and assignments that involve dumbing content down since students are expected to have either a low academic performance or none at all. Through an indexical analysis of teachers’ utterances, this study contributes to recent research on language teachers’ beliefs within applied linguistics where issues of social class, stereotypes and their influence on teachers’ pedagogic decisions have been underexamined.

Validating scores from the short form of the Music Self-Perception Inventory (MUSPI-S) with seventh- to ninth-grade school students in Germany

The Music Self-Perception Inventory-Short (MUSPI-S) is a theoretically based instrument consisting of 28 items with subscales that assess music self-concept globally and in six specific areas. The present study sought to validate a German translation of the MUSPI-S using a sample of 444 secondary school students. In addition to participants’ scores from the German translation of the MUSPI-S, associated data included demographic background variables, self-reported school grades in various subjects, and interest in the school subject of music. Confirmatory factor analyses supported the hypothesized factor structure and measurement model for MUSPI-S scores. Latent factor correlations among MUSPI-S subscale scores and correlations of these scores with school grades and interest in the school subject of music aligned well with theoretical expectations and previous research. Findings also provided evidence for strict measurement invariance of scores in the German MUSPI-S across subgroups of gender, school year (i.e., grade level), and musical activity. MUSPI-S subscale factor-level means did not reliably differ among seventh-, eighth-, and ninth-grade students but favored females over males and musically active over non-active students on nearly all subscales. Overall, this evidence supports the use of the German translation of the MUSPI-S in assessing a wide range of important self-perceived musical abilities for research and practical assessment purposes.

Parenting Styles as Predictors of Adolescents’ Susceptibility to Peer Pressure in Secondary Schools in Anambra State, Nigeria

This study examined the relationship among the four levels of parenting styles and peer pressure among senior secondary school Adolescents in Anambra State, Nigeria. Six research questions and saix hypotheses guided the study. The design of the study was correlational research design. The population comprised 55,696 adolescents in senior secondary schools in Anambra State. A sample size of 1,000 senior secondary school students were selected through proportionate stratified and convenience sampling techniques. The research instrument that was used in the study is a validated and reliable questionnaire. Multiple regression statistics was used to test hypotheses 1-5 while the Fisher-z statistics were used to test hypothesis 6. The hypotheses were tested at 0.05 level of significance. The findings of the study revealed that there is a significant relationship between four parenting styles and peer pressure among senior secondary school Adolescents; that there is a significant relationship between authoritative parenting style and peer pressure among senior secondary school Adolescents; that there is a significant relationship between authoritarian parenting style and peer pressure among senior secondary school Adolescents; that there is a significant relationship between permissive parenting style and peer pressure among senior secondary school Adolescents; and that there is a significant relationship between neglecting parenting style and peer pressure among senior secondary school Adolescents. The study however, revealed that there is no significant moderating impact of sex in the relationship between parenting styles and peer pressure among senior secondary school Adolescents in Anambra State. On the basis of these findings, it was recommended amongst others, that Guidance counsellors should provide parenting workshops and resources that educate parents on the different parenting styles and the importance of fostering open communication, clear expectations, and warmth in the parent-child relationship, regardless of the specific style used.

Intermediate and secondary school food environment in New Zealand: Food and drink menu assessment.

Nutrition-related obesity is rising among adolescents in New Zealand with an estimated one in eight children being obese. The school environment is an ideal community setting for encouraging a healthy lifestyle as schools contain a diverse population and involve students and parents. However, the healthiness of food available to intermediate and secondary school students (Years 7-13) is unknown. This study assessed how food and drink menus from schools align with policy guidelines for healthy school food environments. A convenience sample of NZ schools' (years 7-13; ages 10-19) menus was collected in 2020. Menus were classified using traffic light criteria. A toolkit was developed by three nutritionists and one dietitian (with trained staff support) to aid with menu classification. Menu quality was evaluated against school characteristics and policy use. Of the school menus assessed (n = 60), 3.3% met the recommendation for the provision of 75% 'green' items. 'Red' items were the main contributors (mean = 53.6%). Schools with high socio-economic status (deciles 8-10; 14.3%; p < 0.05) and small school size (<749 students; 14.1%; p < 0.025) were associated with a higher proportion of 'green' items. Community (19.3%) and in-house (25.9%) food providers provided a lower percentage of 'amber' items than school providers (39.3%; p < 0.001). In-house providers (64.6%) had a greater percentage of 'red' items than school providers (48.2%; p = 0.017). Food available in schools (Years 7-13) tends to be unhealthy. A national nutrition policy could improve the school food environment, especially in schools with large populations and low socio-economic status. SO WHAT?: School demographics have been associated with menu quality but further research within these schools is needed to identify the gaps to improve equitable outcomes within school food environments.

Examining the Nexus between School Infrastructure and Instructional Materials on Academic Performance of Secondary School Students in Gombe State

The main purpose of the study was to examine the nexus between school infrastructure and instructional materials on the academic performance of secondary schools in Gombe State. The study was guided by two specific objectives, two research questions, as well as two null hypotheses. The research which was conducted in the Gombe State adopted a correlation research design. The population of the study was 24,216 subjects comprising 3,178 teachers and 21,038 Senior Secondary (SS II) students in public Secondary Schools in Gombe State. A multi-stage sampling procedure was adopted for the study in which simple random and purposive sampling were used. To determine the sample size, the Taro Yamane formula was used and a sample size of 348 was determined. Impact of School Facilities on Academic Performance Questionnaire” (ISFAPQ) was used as the instrument for data collection. The ISFAPQ was subjected to face validation by three experts and a trial test was conducted in Bauchi State which a reliability index of 0.89 was obtained using Cronbach Alpha. Data were collected through a questionnaire, and End of third-term results form. The data collected was analyzed using mean and standard deviation as well as linear regression analysis. The findings of the study revealed that school buildings and instructional materials had a significant impact on the academic performance of secondary school students in Gombe State. Based on the findings of the study, the following recommendations were made; The Government should ensure that school buildings are well-built and painted to facilitate teaching and learning. Instructional materials should be made available by the government and management of secondary schools to enable effective teaching and learning.

Investigating the effectiveness of a locus of control-based smoking reduction program designed for secondary school students

Investigating the effectiveness of a locus of control-based smoking reduction program designed for secondary school students

COVID-19 online learning challenges: Kazakhstan secondary schools case study

BackgroundThe COVID-19 pandemic necessitated a rapid transition to online learning (OL) globally, posing significant challenges for educational systems. This study investigates the experiences of secondary school students in Kazakhstan, highlighting the adaptation processes, educational outcomes, and challenges faced during this shift.MethodsData were collected through an online survey administered to 3,670 secondary school students across Kazakhstan, selected through convenience sampling. The survey comprised 21 questions using a combination of Likert-type scales and multiple-choice questions to capture students’ demographic details, satisfaction levels, perceived difficulties, and academic performance changes during OL. Data validation was ensured by cross-referencing responses, descriptive statistics, T-tests, ANOVA, correlation analysis, and regression were employed to analyze the data and identify factors influencing students’ attitudes toward OL and the associated challenges.ResultsThe results revealed that satisfaction with OL was positively correlated with satisfaction with education in general and negatively correlated with the level of difficulty in OL (p &amp;lt; 0.001). Rural students, while more satisfied with learning overall (p &amp;lt; 0.001), were less satisfied with OL compared to their urban peers, and also reported greater challenges (p &amp;lt; 0.05). A significant portion of respondents (44.2%) disagreed that OL was an effective learning method, and 43.7% expressed a need for face-to-face interaction with teachers, especially female and rural students (p &amp;lt; 0.001). Most students (40.8%) reported worse learning outcomes with OL, particularly urban students (p &amp;lt; 0.001), and 32.0% noted a decrease in motivation. Regression analysis identified older students and those who experienced greater difficulty with OL as less likely to prefer it, while those who showed improvement in academic performance and motivation were more favorable toward OL. These findings highlight the complexity of educational preferences and the disparities between urban and rural students during the pandemic.ConclusionWhile the findings may be applicable to other countries with similar educational systems, cultural, economic, and technological differences should be considered when generalizing the results. The insights gained from this study will be valuable for policymakers, educators, and academic institutions to improve the resilience and effectiveness of educational practices in the face of such challenges.

Assessment of environmental attitudes and behavior of secondary school students in Sri Lanka

Implementing effective environmental education strategies in schools is essential for nurturing young individuals with a sense of responsibility for sustainability. Knowledge regarding environmental attitudes and behaviour of school-aged children in Sri Lanka is limited. This study aimed to assess the level of environmental awareness, attitudes towards recovery and recycling, environmental behaviour, and overall awareness, alongside evaluating the impact of demographic parameters on these variables of secondary school students in Sri Lanka. A questionnaire-based survey with a quantitative approach (using a 35-item scale) was used in assessing 972 Sri Lankan secondary school students. The study revealed that students exhibit a moderate level of EA, attitude, and behavior, with greater familiarity when taught in school. Gender, school environment society membership, and student grade/type of school significantly affected the investigated socio-environmental aspects. Family income and residence type had no notable impact. The findings of this study offer important insights for creating focused interventions and educational strategies aimed at fostering a more sustainable, environmentally responsible younger generation within the distinct socio-cultural landscape of Sri Lanka.

Nourishing Connections: Fostering Collaboration on Food Ethics Through Art

This paper explores collaborative workshops conducted at the International Socially Engaged Art Symposium (ISEAS), concentrating on the convergence of art and science in the realm of food values and ethics. With 20 artists and scientists participating, ISEAS employed arts-based methods to investigate food-related themes within diverse communities. One team, comprising three artists and a food ethics researcher, collaborated with 17 secondary school students in Seinäjoki (Finland). Their three-day event utilised various arts-based methods to address food ethics issues, such as availability, equity, sustainability, norms, and food justice. Integrating scientific and artistic knowledge, the study showcases the effectiveness of conversational art-making, revealing the role of art and science in fostering awareness of ethical dimensions in food production and consumption. The study highlights the potential of conversational art as a potent tool in community projects, as it facilitates dialogue on challenging topics beyond verbal communication. The paper underscores how art and science can collectively engage communities by encouraging transformative thinking and action.

Introducing A Conservation-Based Learning Model to Build Student Creativity Through Conservation Values as an Effort to Preserve Biodiversity In SDG's

Objective: This study aims to determine the implementation of the Conservation-Based Learning (CBL) model and its effect on creative behaviour through conservation values obtained by students through learning. Theoretical Framework: The CBL model is built on the premise that addressing the negative impacts of biodiversity loss requires behaviour change. While behaviour must be built through knowledge that fosters values. A learning model that is able to build Conservation Values (CV) and Conservation Behaviour (CB) will have a significant role in conserving biodiversity as specified in the SDG's. Method: The research involved 127 secondary school students used SmartPLS and PLS-Graph version 3.0 to analyse the relationships and effects of two syntaxes in the CBL model: Value Clarification (VC) and Systematic Action Planning (SAP). These syntaxes were tested for their impact on developing students' Conservation Values CV and Conservation Behaviour CB. Result and Discussion: The findings reveal that all variables examined in the study, including CV, CB, VC, and SAP, have positive and significant relationships. The implementation of the CBL model successfully enhances students' understanding of biodiversity and conservation values while promoting actionable conservation behaviour. Research Implication: The application of CBL model in learning successfully builds students' values and creative conservation behaviour. This has important implications for efforts to conserve biodiversity through the younger generation as expected in the SDG's. Originality/Value: This research introduces a new approach to achieve the SDG’s in conserving biodiversity (SDG-14, SDG-15) through quality education (SDG's-4). The CBL model has the potential to build the conservation values and behaviours of future generations.

Approaches to learning as determinants of senior secondary school students’ achievement in mathematics

Approaches to learning as determinants of senior secondary school students’ achievement in mathematics