Secondary School Level Research Articles

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Development Of Learner’s Self-Concept As A Function Of Education Quality In Secondary Schools In The Drc

Many schools in the Democratic Republic of Congo face the challenge in fostering educational quality due to learner’s negative self-concept. The use of traditional teaching methods and destructive feedback provided by most of teachers to learners greatly reduces learners’ self-concept in secondary schools, leading to failure and school dropout. However, scientific discourses in education reveals that learner’s self-concept is a key fact resulting to the learner’s motivation to learn. Learner’s self-concept is relevant at secondary school level in enhancing education quality, especially when it leads learner’s better outcomes. The present article reflects the role of the learner’s self-concept and some strategies to develop it at secondary school level for educational quality attainment in DRC

Assessing the Role of Nutrition Knowledge in Shaping Dietary Practices Among Secondary Level School Students: Implications for Healthcare Management

Introduction: This study investigates the nutrition knowledge and dietary practices among secondary-level school students, a demographic prone to unhealthy habits such as junk food consumption, meal skipping for weight loss, and non-compliance with balanced diets. These behaviors increase the risk of non-communicable diseases like obesity and diabetes in adolescents. This study has aims to examine the nutrition knowledge and dietary practices of secondary-level school students, a demographic that is increasingly susceptible to unhealthy eating habits. Specifically, it focuses on behaviors such as junk food consumption, meal skipping for weight loss, and the neglect of balanced diets. These specific practices contribute to a heightened risk of non-communicable diseases, including obesity and diabetes, among adolescents. Methodology: The quantitative research approach was employed an exploratory design, analyzing data from 121 students in Kathmandu valley using a close-ended questionnaire during 7th April to 28th May 2024. The systematic sampling technique was used, and respondents were selected by using a lottery system. As a result, Grade 11 was picked up randomly. Descriptive analyses were made to describe the practices of the students. Result (s): Study indicates that out of 121 respondents, about near to half (48.8%) were male and little more than half (51.2%) were female. Similarly, there were no significant relationship exists between nutrition knowledge and dietary practices among the students. Likewise,, independent variables such as age, gender, and religion do not significantly influence either nutrition knowledge or dietary practices. Despite the students' understanding of nutrition, this knowledge does not translate into healthier eating behaviors. Conclusion and recommendation: The study reveals that there are notable gaps in their knowledge, particularly regarding the energy content of fat-free foods, the role of dietary fiber, and the impact of empty-calorie foods and meal-skipping on health. Likewise, findings highlight the disconnect between what students know about nutrition and how they apply it in their daily lives, suggesting the need for more effective interventions to encourage healthier dietary practices. Moreover, targeted nutritional education programs at school could address these gaps in knowledge and encourage healthier dietary practices.

Rotation Type Blended Learning Model for Student Athletes

Sports Education and Training Center is the main program organized by Ministry of Youth and Sports. This program focuses on developing student athletes at the secondary school level in various regions which includes a number of activities and is designed with the aim of improving student sports performance. The dual role of sports and academics that PPLOP student athletes have is a unique combination but has an impact on their learning achievements and is one of the problems that must be solved by schools. This research examines the readiness of schools to implement rotation-based Blended Learning for PPLOP student athletes at SMA Negeri 3 Serang Banten. This type of research is qualitative with a descriptive approach. The results of the research show that: Planning for the implementation of rotation type blended learning for PPLOP student athletes at SMAN 3 Serang Banten, Implementation of rotation type blended learning for PPLOP student athletes at SMAN 3 Serang Banten, Evaluation of the implementation of rotation type blended learning for student athletes at PPLOP

АВТОМАТИЗАЦІЯ ЗБОРУ ТА АНАЛІЗУ ЗВІТНОСТІ ШКІЛ ІЗ ВИКОРИСТАННЯ КОШТІВ ДЕРЖАВНИХ ОСВІТНІХ СУБВЕНЦІЙ

The availability of reliable educational statistical, administrative, and financial information is a prerequisite for the development of effective educational policy. The importance of the reliability of educational management information has only increased since Russian military invasion of Ukraine in 2022. In these circumstances, a detailed analysis of the use of state educational subventions as the main budgetary instrument for financing education is needed. Increased transparency and automation of information gathering can be achieved by introducing an information system for collecting and analyzing school reports on the use of state educational subventions. Currently, such generalized information is collected by the State Treasury Service of Ukraine (STSU) starting from the level of the territorial community, but it is not available to educational managers. The purpose of this study is to formulate a methodology for developing information and analytical tools for automated collection and analysis of financial statements of general secondary education institutions using state educational subventions in order to increase transparency and efficiency of budget funds, create preconditions for the formation of reliable data, on the basis of which it will be possible to make informed financial and organisational decisions, evaluate their effectiveness at all levels of educational management. The article analyzes the existing reporting forms submitted by the general secondary education institutions (GSEI), and the regulatory framework for their submission. Improving the reliability and quality of the collected financial data can be achieved by developing and implementing an information subsystem (module) for automated gathering and analysis of this information from the level of GSEIs in the environment of the software and hardware complex "Automated Information Complex of Educational Management", which is already used by education managers. The requirements for such a module and its interaction with the already available information in the SHC AICOM and other state information systems are substantiated. It is shown that the optimal way is to organize automated collection of financial information from the level of general secondary schools. The implementation of the module will improve the information support of educational and financial managers, and will allow for a comprehensive solution to the issues of local education development.

Functional Outcome After Total Hip Replacement using Ceramic-on-Ceramic among young adults patients

Background: Total hip arthroplasty (THA) by using ceramic-on-ceramic (CoC) implants has emerged as a promising solution to mitigate wear debris-related complications, such as osteolysis, specifically in younger patients. This study aims to investigate the functional outcomes after total hip replacement by CoC in patients less than 30 years old, conducted within the hospitals of Khartoum, Sudan. Methods: A descriptive, cross-sectional, hospital-based study was carried out across the major healthcare institutions in Khartoum state from October 2021 to April 2022. A cohort of 32 patients, all aged 30 or below, who underwent total hip replacement were included. Thorough data analysis was conducted using advanced statistical techniques. Results: The average age of included patients was 25.69 ± 2.7 years, among them, males had a slight predominance (56.3%) with a male-to-female ratio of 1.3:1. Most patients had a secondary school level of education (37.5%), while workers constituted the largest group (34.4%). The included patients were followed-up for more than six months. The mean visual analog scale (VAS) score was 7.91 ± 0.893. Additionally, the mean modified Harris hip score was 83.03 ± 4.9 (range: 72–91), highlighting the enhanced hip function achieved through the procedure. The majority of patients (65.6%) reported good functional outcomes, followed by 28.1% who attained fair outcomes and 25.8% who reported excellent outcomes. Conclusion: The study demonstrates that CoC THA yields optimal functional outcomes among patients aged 30 years and below. The procedure exhibits remarkable potential to improve hip function and alleviate pain in this specific patient population. These findings highlight the efficacy and viability of CoC implants in younger patients, contributing to the advancement of hip arthroplasty techniques.

Impact of English Teaching on Students’ Academic Performance at Higher Secondary School Level

The current study investigated the diverse dimensions of English teaching that influence students' academic performance at the higher secondary level, with a focus on refining teaching methodologies and tackling challenges in English learning experiences. Using a methodical research approach, the study focuses on the critical role that teachers play in English instruction for both students and teachers from government higher secondary schools in the Dir Lower area of KP. The use of a quantitative research strategy, in conjunction with a pilot study and a specially created questionnaire, guarantees the validity of data gathering and analysis. Through the use of SPSS software, data analysis can yield a wealth of information on students' perceptions and experiences with learning English. The results emphasize the value of good teaching strategies, the advantages of integrating technology, and the necessity of continual professional development for teachers. Regression analysis also shows a significant relationship between better academic achievement and improved English teaching methods. The recommendations of the study supported various efforts to enhance vigorous teacher training with improved and latest technology. The study has provided very useful information for the development and improvement of instructional strategies for English teachers at upper secondary schools.

Mapping the relationship and influence of school internal factors with an eye towards students' science academic outcomes

The present research sought to explore the relationship between school internal factors and their influence on students' academic outcomes in science subjects at the secondary school level in Punjab, Pakistan. A quantitative survey method was employed, utilizing a self-administered questionnaire to collect data on school internal factors, including laboratories, curriculum, and teacher quality, and students' science academic outcomes. The study sampled 210 secondary schools across Punjab, encompassing 630 science teachers specializing in biology, physics, and chemistry. Three hypotheses were formulated and tested. The constructs' underlying structure was examined through both exploratory and confirmatory factor analyses, using the PLS-PM Path Modeling approach to support these analyses. Structural Equation Modeling (SEM) revealed that the measurement model demonstrated internal consistency. The path analysis results indicated that laboratories, curriculum, and teacher quality significantly and positively influence students' academic outcome in science subjects. The study concludes that enhancing the resourcefulness of science educators is crucial, particularly through the provision of support materials for science teaching and learning. This support enables students to engage in experimental learning, develop critical thinking skills, and explore innovative approaches to problem-solving. Furthermore, the findings emphasize the importance of regularly reviewing and updating the secondary school curriculum to ensure its quality. The recruitment of certified teachers with advanced degrees in relevant fields and the provision of ongoing professional development for educators are also recommended to improve academic outcomes in science.

Role of Verbal Encouraging Phrases (VEP) on Students Academic Achievement at Secondary School Level

The role of verbal encouraging phrases (VEP) in education has garnered significant attention in recent years, as educators and researchers alike seek to understand the factors that enhance student motivation and academic performance. The researchers designed two research objectives to execute the study were as; to find out the difference based on gender perceptions in the role of verbal encouraging phrases and the academic achievement of students in secondary level; to examine the relationship between the scores of verbal encouraging phrases and students' academic achievement. The current study was a descriptive research that was designed to investigate the role of verbal encouraging phrases in students' academic achievement at secondary school level. The researchers selected the sample of 350 secondary school students from the population. A research questionnaire was developed to collect data from the respondents. The evaluation of academic performance was based on task completion time and accuracy. Preliminary findings suggest a significant positive correlation between the use of verbal encouraging phrases by educators and heightened academic motivation among students. Further analysis reveals that the used of verbal encouraging phrases (VEP) is strongly associated with improved academic achievement, underscoring the importance of verbal reinforcement in educational settings. The study's outcomes highlight the critical of verbal encouragement in fostering a motivating learning environment, thereby contributing to enhanced academic performance. These insights provide valuable implications for educational practices, suggesting that educators should strategically employ verbal encouraging phrases to boost students' motivation and academic success.

Oral Health Status and Barriers among Children with Cerebral Palsy in Maintaining Oral Hygiene: An Interventional Study

Abstract Context: Cerebral palsy is a neuromuscular disorder that hampers proper maintenance of oral hygiene leading to the development of periodontal diseases and progression of dental caries. Aim: The present study aimed to analyze the oral health status and barriers to maintaining oral hygiene among children with cerebral palsy using intervention (brushing technique). Materials and Methods: A total of 100 children diagnosed with cerebral palsy were selected from an academic institution for special needs children. The groups studied were: a) Group A with children aged between 6 and 10 years, b) Group B had children aged from 11 to 15 years, and c) Group C with children aged range from 16 to 18 years of age. Parental education level status was classified into a) Upper class (Code 1): Parents with a college education, b) Middle class (Code 2): Parents with education till secondary school level, and c) Lower class (Code 3): Parents with primary school level or no education. Oral examinations were performed using a mouth mirror, explorer, and torch light illumination to assess DMFT index (permanent dentition), DMFT index (primary dentition), and OHI-S for gingival and periodontal health. Fone’s technique for tooth brushing was demonstrated to children’s caregivers and/or parents. After this, an oral examination was conducted at the baseline and at three months. One-way ANOVA was used for statistical analysis using SPSS software. Result: Statistically significant improvement in dental caries index and oral hygiene status was seen following demonstration of proper brushing technique. Conclusion: The training of caregivers/parents helps in improving the oral hygiene status in cerebral palsy-affected children.

Cell Experiment Equipment by Using Ashes as Electrolytes

This article presents information about an experiment on how to create simple galvanic cell experiment equipment by using waste ash from burning as electrolytes, a copper plate as a cathode, and a zinc plate as an anode. The main purpose is to create a set of experimental equipment for teaching physics under the title of electrochemistry, to examine the possibility of generating electricity from ash, to study the change of the mixture ratio between the ashes and water that affects the open circuit voltage (OCV), to compare the value of the open circuit voltage from the sedimentation ashes electrolyte and non-sedimentation ashes electrolyte, and to study the pH value of the ash’s electrolyte within two hours. The research revealed that it can create five sets of galvanic cells by using different quantities of ashes, and it was found that the ashes from burning can generate electricity. The same type of ash with a different quantity will give almost the same OCV values, and changing the mixture ratio between ash and water will not affect the OCV values, which found that the mixing ratio between water and dry ash to become an electrolyte must use a minimum mixing ratio of water equal to ash or use a ratio of water more than ash to mix together. The results of measuring the value of OCV over a period of 2 hours found that the average value is almost constant, equal to 0.7 V. Here, we found that if the ash is allowed to settle, the value of OCV will decrease slightly, and if the ash is not allowed to settle, the value of OCV is constantly unchanged. It was also found that the pH value of the ash in each galvanic cell during the period of 2 hours was the same, with an average high alkalinity of about 13. This shows that alkaline electrolytes can generate electricity and have almost constant electricity. These five devices can be applied as a teaching tool for the Physics and Chemistry subject in the title of electrochemistry for students at the secondary school level and bachelor’s students because of an easy way to fabricate galvanic cells. The materials used are cheap and easy to find. It can also be used to study the characteristics of electrical conductivity in ash’s electrolyte and the characteristics of ash’s electrolyte.

The The correlations between the average semester growth rates of syntactic and lexical complexity in L2 writing development at secondary school

The article is devoted to the development of language complexity in a relatively under-researched area of adolescent writing from the point of view of Complex Dynamic Systems Theory (CDST). It describes the second part of a panel study which aimed to examine the relationships among the average semester growth rates (ASGRs) of specific measures of syntactic and lexical complexity within and between these two subsystems in writing in English as a foreign language at the secondary school level. The study involved the analysis of The Written English Developmental Corpus of Polish Learners (WEDCPL). The corpus, which comprises over 1900 essays, was created on the basis of 21 repeated measurements conducted in a group of 100 secondary school learners during a period of three years. With respect to the specific measures of syntactic and lexical complexity, the study indicated that nominalization developed faster than subordination and coordination, and that lexical variation developed faster than lexical density and sophistication per semester. Moreover, the relationships between the ASGRs of both syntactic and lexical measures were more supportive within than between the subsystems. The main pedagogical implication for English language teachers refers to fostering more coordinated development of language complexity at secondary school in the EFL context.

Plurilingual literary writings as tools to develop students’ creativity

In an era marked by rapid change, educators face a persistent call to nurture creativity in students, prompting them to explore innovative solutions. This study investigates the role of students’ plurilingual resources in fostering creativity within a foreign language classroom at secondary school level. Students collaboratively produced literary writings (songs, poems, and short stories) in which they applied their plurilingual resources (all of languages they knew). This case study employs a bottom-up approach to analyse students’ texts to determine whether facilitating the use of their diverse linguistic resources, including the blending of codes and modes, acts as a catalyst for creativity. The research results indicate that the foreign language classroom can indeed serve as a platform for students to engage in various forms of language creativity. The findings also suggest that encouraging students to utilize their diverse linguistic resources enhances language creativity. Additionally, the analysis highlights that the collaborative nature of the task supports the notion that exploring multiple solutions, rather than adhering to a single correct answer, fosters creativity. Furthermore, evidence indicates that creating a safe environment for learners is crucial for encouraging playful and unconventional language use for creative purposes.