Senior Class Research Articles

Biologically Inspired Design: A Case Study on Furniture Design Experiences of Interior Architecture Students

This study represents the furniture design course outputs of a group of Interior Architecture and Environmental Design Bachelor’s Degree students, working on biologically inspired designs. The aim of the study is to put forward an alternative inspiration-transformation-design process by briefly touching the notion of biomimicry; and by this means to raise the awareness of biological inspiration sources in furniture design. Study reveals the conceptual and final product design suggestions of 38 senior class students. Two essential processes were followed in the study; solution-driven design process and problem-driven design process. Findings showed that there have been some common features and differences between these two processes, in terms of finding the starting point and approaching the final design decisions. In both processes, it was seen that the last steps -principle application- involved a particular process, compared to the other steps in each process. Research and analysis based actions, seen in initial steps, gave place to sketching, design development and the usage of professional notions in the final steps. It can also be said that in both processes, the first steps involved the preparation stages regarding the design inputs, whereas in final steps a transform of information regarding the design output can be observed. These two linear processes were thought to be connected with two essential methods; inductive method and deductive method. Within this scope, 38 design ideas were put forward and suggestions were made regarding the processes.

My Experience in Teaching French

The article presents the results of the teaching of French language in the senior classes of high school. The author investigates the methods of successful French learning, analyses the ways of correcting mistakes, gives some examples of explaining the rules. The author concludes that the climate of benevolence is an important condition of successful language learning.

My Experience in Teaching French

The article presents the results of the teaching of French language in the senior classes of high school. The author investigates the methods of successful French learning, analyses the ways of correcting mistakes, gives some examples of explaining the rules. The author concludes that the climate of benevolence is an important condition of successful language learning.

Autosuggestion Phonological Ways of Teaching English Senior Pupils

The objectives of our article are: to show the essence of communicative learning techniques, according to which the learning process is a model of communication process; to achieve communicative activity of pupils by the way of providing some laws; to describe the definition of the term «communicative competence»; to describe four components that make up the communicative competence (grammatical competence, sociolinguistic competence, the competence of the statement, the competence of a speech strategy); to show the methods of studying foreign languages according to the Communicative Approach in Contemporary English Language Methodology; to describe some important auto-suggestive methods of teaching English which are Phonetic teaching strategies and auto-suggestive phonological ways of teaching English senior pupils. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The results of the research. In the senior classes there is an actualization (accentuation) of pupils’ knowledge in determining their choice of their own educational path. A reflexive component of schoolchildren’s facilitative interaction is of great importance. In this case, the principle of dialogic reflection, based on the analysis of things, objects or phenomena from different points of view, sometimes is opposite and completely incompatible, becomes especially important. This principle is considered by us as a principle of additionality, and therefore strengthening (intensification) of auto-suggestive interaction of pupils at school should be based not on antagonism of internal and external dialogues, but on their combination, which emphasizes the importance of modeling dialogue, dialogic interaction, dialogic influence and dialogic culture. Conclusions. Thus, we’d like to analyze the psychoanalytic and cultural-historical determinants of the organization of the educational process in secondary education through auto-suggestive interaction. We believe that auto-suggestive interaction is based on the principles of unconscious content, when the frames or scripts that are updated, are not actually realized by the individual. According to this, all the experience is concentrated in the collective unconscious items. This experience is accumulated by mankind throughout the history of its existence, and this experience can not be leveled, but it can only be pushed into the realm of the unconscious. It is in the unconscious content of ancient peoples – the myths – you can see a large number of plots that give the Child a special purpose: he/she plays the role of the Messiah, for him/her there are subjects with the most secret knowledge. Thus, it becomes largely understandable such amazing knowledge that the child in a young age and does not try to master. Thus, we’ve to note that children’s speech is characterized by a large degree of egocentrism, when the child does not care about the partners of communication, that is does not try to be understood by others and only speaks for himself/ herself – his/her speech is purely monologue. In addition, the child’s speech is not fully socialized, self-directed, and it is based not only on the syncretism of reasoning, which is closely related to the syncretism of understanding. The child, given some clear words of the partner of communication, creates some image of the topic, sometimes it is wrong, because the words are not always logically related, and on the basis of this holistic scheme for himself/herself masters new material, trying to explain it by analogy with certain, well-known things. As a result, the child, becoming an adult, increasingly becomes involved into the public life, his/her speech becomes universal that is it loses its internal orientation, moving to a form of purely external speech.

Effect of Caregivers' Parenting Styles on the Emotional and Behavioral Problems of Left-Behind Children: The Parallel Mediating Role of Self-Control.

Childhood is an important period of individual psychological development, and parents’ company and parenting styles are highly significant to children’s personality cultivation and mental health. With the advancement of China’s modernization and urbanization, left-behind children without their parents’ company have become a growing concern. Compared with children raised by their parents, left-behind children are more likely to show social maladaptation and mental health problems. This study explored the mediating effects of left-behind children’s dual mode of self-control between caregivers’ parenting styles and emotional and behavioral problems (EBPs). In this study, 469 left-behind children in senior classes of primary schools were investigated by adopting the caregivers’ parenting styles questionnaire of left-behind children, the dual-mode of self-control scale and the strengths and difficulties questionnaire. This study found that (1) the protective and risk factors for caregivers’ parenting styles not only directly affected EBP, but also affected it through the mediating effect of the dual-mode of self-control, and (2) the mediating effect of the impulsive system was significantly greater than that of the control system. This study confirmed that caregivers’ parenting styles had an important impact on left-behind children’s psychological growth: positive parenting styles not only directly reduced the risk of EBP, but also indirectly improved left-behind children’s mental health by promoting their level of self-control; negative parenting styles directly increased the risk of EBP and indirectly affected left-behind children’s mental problems by enhancing their level of impulsiveness. These findings provide an important basis for reducing the risk of mental health problems and cultivating good personality qualities of left-behind children.

School and Higher Education in Uzbekistan During the Second World War

This article highlights the state of the system of school and higher education in Uzbekistan during the Second World War. The development of this sphere was fraught with a number of difficulties, such as a shortage of teaching staff, the mobilization of the bulk of men to the front, the problem of attracting Uzbek girls to training, a lack of suitable premises for training, the dropout of students from the senior classes of schools and etc. The article notes that, despite all the above problems, a lot has been done in the system of school and higher education in Uzbekistan, which was part of the invaluable contribution of the people of the republic to the victory over fascism.

Inequality in accessing learning during pandemic crises in developing countries: Reflections from COVID-19-induced online learning at a Kenyan pharmacy school

Background: Virtual learning platforms gained unprecedented prominence after the coronavirus disease 2019 (COVID-19) outbreak. Assuring the quality of education and student satisfaction are critical, especially in developing countries often plagued with infrastructural limitations, including information technology. Objectives: This study was conducted to assess the perceptions of students at a Kenyan Pharmacy School of online learning with regards to affordability and overall effectiveness. Methods: A cross-sectional study was conducted using an online survey containing pre-determined questions aligned to achieve the research objectives. Results: Students in senior classes (Fifth year) viewed online learning more favourably and had fewer challenges with accessibility than students in the lower classes (First year to third year). Conclusion: The study identified areas of strength, such as convenience, time-efficiency, and self-initiative, as well as weaknesses, including inequitable access, internet connectivity challenges, and unsatisfactory lecturer digital competency, with relation to online learning.

Assessment of Sexual and Reproductive Health Knowledge of Adolescents in Makurdi, Benue State, Nigeria

In Nigeria, National data indicates that the age group 15 to 24 years contributes the highest (40%) to all reported new cases of HIV and not much is been done to understand and address adolescent sexual and reproductive health (ASRH) concerns. New evidences are required to design cost effective programs on ASRH. This study was aimed at assessing in-school adolescents' knowledge on SRH and associated factors. The study was a cross sectional Study conducted among 250 adolescents in secondary schools in Makurdi selected through multi-stage sampling technique. Pretested, self-administered questionnaire was used to collect data. Knowledge was assessed via an 18-point knowledge scale and the data was analyzed using the Statistical Package for Social Science (SPSS) version 21 software. The mean age of the respondents was 15.15±1.82 years. More than half of the respondents had good knowledge of ASRH (56.8%) while 43.2% had poor knowledge. The main sources of information on Sexually Transmitted Infections (STI) were Parents (90.8%), School Teacher (82.4%), Friends (35.2%) and Social Media (34.4%). Respondents in the senior classes were more knowledgeable about SRH while age and having a girl/boyfriend affected their knowledge. In conclusion, on the adolescents' knowledge on ASRH, more than half of them had good knowledge, however more measures need to be put in place to reach the adolescent population with poor knowledge which will ultimately help to prevent risky sexual behaviors.

THE USAGE OF THE CONCEPT OF "DEBATE" IN SCIENTIFIC LITERATURE AND OTHER DISCIPLINES

The article analyzes a concept "debate" and explores different approaches to use this definition are examined: debate as educational technology, as educational methodology, as a method of studies, as educational strategy. Educational potential of educational debates is revealed and efficiency of their use turns out to be in the forming of key competencies in senior students in the process of social science studies. The "Debate" method is one of the most effective techniques to achieve successful speech interaction between communicants. This technique allows you to integrate and involve a large number of students in the process of speech interaction at the same time, and also with the help of it, you can consider and discuss current modern problems that students will be interested in. By integrating various kinds of debates in foreign language lessons, the teacher thereby contributes to the awakening of children's interest in the study of the subject. First of all, the "debate" technique forms all four basic language communication skills in students – listening, reading, speaking, and writing. In accordance with the normative documents, these skills must be developed by a foreign language teacher. In addition to the development of language skills directly, the "debate" technique forms the skills of public speaking. It has been proven that one of the main reasons for the fear of schoolchildren speaking a foreign language in public is their lack of communication skills and experience in public speaking their native language. Debate teaches such speech tactics which will allow students to communicate more effectively in the future, speak at international seminars and conferences, participate in discussions with foreigners, defend their own opinions aloud, and speak a foreign language publicly. In the senior classes, "debates" can be used to generalize, systematize and consolidate educational material, and also act as control speaking. However, it must be born in mind that not every topic can be a subject of discussion, it must be correctly formulated, as a rule, by a teacher. Some researchers believe that the purpose of their application in the educational process is to develop students' skills and abilities of civilized reasoned discussion, which is based on a thorough study of educational information. The debate is based on research, thinking, systematization and defense - skills that are the basis for public advocacy. Such learning activities help students improve their persuasion skills and learn the responsibilities associated with that skill. After all, the very concept of debate is based on the belief of the audience and the ability to quickly and thoroughly respond to arguments. The introduction of debate as a technology in education will increase the productivity of the learning process, will allow the direction of modern humanities education to acquire knowledge, develop skills, achieve its own goals and objectives.

Формирование социолингвистической компетенции на основе упражнений с использованием аллюзивных имен на уроках английского языка в старшей школе

The research objectives are as follows: to develop methodology to form senior pupils’ sociolinguistic competence when teaching English on the basis of literary texts, to identify criteria for choosing linguistic content. The article clarifies the content of the notion “sociolinguistic competence”, analyzes sociolinguistic information contained in classical and modern literary texts. The conclusion is made that vertical context has changed over time. In this connection the author discusses the problem of choosing the content of teaching sociolinguistic competence. Scientific originality of the study involves developing methodology to form senior pupils’ sociolinguistic competence when teaching English on the basis of literary texts containing allusive names. The following conclusions are justified: the content of teaching sociolinguistic competence in senior classes should include normative data of thesaurus dictionaries, fragments of literary texts, movie scripts, TV scripts.

Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students

This study investigated the intervention of a weekly learning diary on design students’ self-regulated learning in an online learning environment. A total of 54 undergraduate students from an intermediate and an advanced course respectively participated in this study. In a 7-week period of online learning, the students had to complete a course project on their own. Synchronous online learning with the Microsoft Teams program was adopted for students to have real-time learning as well as recordings for after-class reviewing. The results revealed that the structured weekly diary was helpful for the students’ goal setting, time management, self-monitoring, and self-evaluation. Students with clear strategies of time management mostly had better performance. The students had an upward trend of self-monitoring and self-evaluation. Regarding their self-efficacy, the freshman class did not change greatly over time but the senior class steadily built up confidence in online learning and self-regulated learning. Nevertheless, the process and experiences of online self-regulated learning with the intervention of the learning diary influenced the design students to a certain degree.

К ВОПРОСУ ФОРМИРОВАНИЯ ПОЗНАВАТЕЛЬНОЙ АКТИВНОСТИ СТАРШИХ ШКОЛЬНИКОВ ПОСРЕДСТВОМ ПРОЕКТНОЙ ДЕЯТЕЛЬНОСТИ

The article analyzes the process of organizing project activities among senior schoolchildren in general education institutions as a means of forming cognitive activity and implementing a system-activity approach within the framework of the Federal State Educational Standard. The structural components of the cognitive activity of senior schoolchildren (behavioral, motivational, emotional-volitional, cognitive) are indicated and the principles of the system-activity approach are outlined (the principle of obtaining new knowledge, the principle of changing the role of a teacher, the principle of forming motives for activity). The mutual influence of the stages of project activity implementation (initiating, fundamental, pragmatic/final) and the content of the components of cognitive activity is reflected. In the course of the research, theoretical (literature analysis) and practical methods were used (analysis of official websites of educational institutions, questionnaires of school teachers, the method of observation and conversations with students of senior classes of secondary schools). The problems of forming the cognitive activity of senior schoolchildren through project activities are revealed (the absence of project activity as a mandatory component of the educational process and, as a result, the impossibility of constantly improving the existing skills of teachers; the low level of innovative and pedagogical mobility of teachers within the framework of project activities; the growth of cognitive passivity of senior schoolchildren) and the ways of their solution are proposed (creation of a single regulation for the organization of project activities in educational institutions; providing an inter-level exchange of experience between representatives of pedagogical professions; monitoring the professional skills of a teacher; a separate unit for organizing project activities in an educational institution; implementing project activities taking into account the sphere of interests of senior schoolchildren with the involvement of specialists from the real sector of the economy; using forms and methods that increase the cognitive activity of students in regular and extracurricular activities).

The Relationships between Experience, Qualification and Subject Specialization and Content Knowledge Mastery of Economic and Management Sciences Teachers: A Case of Accounting Teaching

This paper investigates the relationship between teaching experience, qualification, and subject specialization on the content mastery of teachers of financial literacy to Grade 9 learners. The sample consisted of 89 Grade 9 teachers of financial literacy in the Thabo Mofutsanyana education district of South Africa. Data was collected using a questionnaire that elicited biographical data and required teachers of financial literacy to answer questions on a variety of accounting topics, to diagnose the effect of teaching experience, qualification, and subject specialization on the content knowledge mastery of the teachers. The data revealed three distinct themes, namely, solving the accounting equation, understanding accounting concepts, and the connection between topics and application of accounting principles. The items of the questionnaire were clustered into three constructs: accounting equation, accounting concepts, and accounting principles and subsidiary journals. The results show that having experience of teaching the subject, having relevant qualifications, and having a minor or major subject specialization in financial literacy enhances teachers’ content knowledge and competence. This result suggests that teachers of financial literacy should have a minimum of three years of teaching experience before they teach senior classes, possess a relevant diploma or degree, and have had accounting as a subject until at least the second to the third year of their studies. In general, teachers should not be expected to teach subjects they did not specialize in, and their level of experience should be a determining factor in workload/subject allocation for teachers, especially for accounting (also known as financial literacy).

The Development of Play-Centered Group Counseling Program to Improve Career Maturity of Multicultural Students in the Senior Class of Elementary School

The Development of Play-Centered Group Counseling Program to Improve Career Maturity of Multicultural Students in the Senior Class of Elementary School

The Impact of Blended Learning Type Flipped Classroom on Autonomous Mathematics Learning

The purpose of this study is to determine (1) the autonomous of learning mathematics taught by the blended learning model of the flipped classroom type in as the senior class in a junior high school in Sokaraja in academi year of 2019/2020, (2) the autonomous of learning mathematics taught by conventional learning models in as the senior class in a junior high school in Sokaraja in academi year of 2019/2020, and (3) whether the learning independence is maintained. A quasi-experimental approach with a non-equivalent control group was employed in this research. The samples utilized in this research were divided into two classes, with one class serving as the experimental class and the other serving as the control class. As a data collecting technique, the independence test was used. The information was then examined using descriptive statistics and the t-test. Based on the findings the following conclusions may be drawn: There are variations in students' learning independence while studying mathematics. Students who get mixed learning model type flipped classroom and students who receive traditional learning models have curved sides.

Knowledge and attitude of secondary school students in Nakaseke, Uganda towards HIV transmission and treatment.

Background: One of the major health concerns in Nakaseke district, Uganda is the high prevalence of HIV/AIDS. According to the Joint United Nations Programme on HIV/AIDS (UNAIDS), as of March 2014, the prevalence rate of the disease in the district was estimated at about 8%, compared to the national average of 6.5%, making Nakaseke district have the sixth-highest prevalence rate of HIV/AIDS in the entire country. We set out to explore the knowledge and attitude of secondary school students in Nakaseke, Uganda on HIV transmission and treatment. Methods: This was a cross sectional survey-based study with data collected during the month of February 2020. Data were analyzed using R programming language version 3.6.2. Results: A total of 163 participants volunteered for the study, 53.37% males and 46.63% females with ages ranging from 12 - 20 years. Participants came from 5 senior classes (S1, S2, S3, S4 and S6). In total, 87.73% participants were aware of HIV/AIDS while 12.27% were not. The major source of information was through teachers/schools. 96.50% knew the mode of transmission of HIV/AIDS and 95.11% were conversant with HIV/AIDS prevention. 63.6% were aware of the terms DNA and genes whereas 36.36% were not. Discussion:Generally, the students in Nakaseke district, Uganda had a high level of awareness of HIV/AIDS based on Bloom's cut-off point. However, with regards to aspects such as the cause and modern prevention methods like taking prep and prevention of mother to child transmission were less known to them. Efforts to find a cure for HIV/AIDS are still in vain. Therefore, strong emphasis on up to date control and prevention methods should be implemented to fight the HIV/AIDS scourge .

Knowledge and attitude of secondary school students in Nakaseke, Uganda towards HIV transmission and treatment

Background: One of the major health concerns in Nakaseke district, Uganda is the high prevalence of HIV/AIDS. According to the Joint United Nations Programme on HIV/AIDS (UNAIDS), as of March 2014, the prevalence rate of the disease in the district was estimated at about 8%, compared to the national average of 6.5%, making Nakaseke district have the sixth-highest prevalence rate of HIV/AIDS in the entire country. We set out to explore the knowledge and attitude of secondary school students in Nakaseke, Uganda on HIV transmission and treatment.Methods: This was a cross sectional survey-based study with data collected during the month of February 2020. Data were analyzed using R programming language version 3.6.2.Results: A total of 163 participants volunteered for the study, 53.37% males and 46.63% females with ages ranging from 12 – 20 years. Participants came from 5 senior classes (S1, S2, S3, S4 and S6). In total, 87.73% participants were aware of HIV/AIDS while 12.27% were not. The major source of information was through teachers/schools. 96.50% knew the mode of transmission of HIV/AIDS and 95.11% were conversant with HIV/AIDS prevention. 63.6% were aware of the terms DNA and genes whereas 36.36% were not.Discussion: Generally, the students in Nakaseke district, Uganda had a high level of awareness of HIV/AIDS based on Bloom’s cut-off point. However, with regards to aspects such as the cause and modern prevention methods like taking prep and prevention of mother to child transmission were less known to them. Efforts to find a cure for HIV/AIDS are still in vain. Therefore, strong emphasis on up to date control and prevention methods should be implemented to fight the HIV/AIDS scourge .

Digital Literacy and Utilization of ICT Resources for Teaching and Learning amongst Secondary School Teachers in Anambra State, Nigeria: Implications amidst Covid-19 Pandemic

The importance of digital learning was made abundantly clear when schools across the world transited from the traditional classroom learning to on-line learning as a result of the Covid-19 pandemic. The pandemic showed the world that we were not as prepared for digital learning as we thought. Teachers were not familiar with the issues brought on by digital learning and many students did not know how to properly employ available technology . This research, assess the level of digital literacy and use of ICT resources by secondary school teachers in Awka South, Anambra State. Specifically, the objectives of the study were to find out if the teachers in the secondary schools in Awka South LGA are digital literate, the extent of teacher’s awareness of ICT resources, find out if the teachers utilize ICT resources in curriculum delivery and examine the various problems encountered by the teachers in the use of e-learning resources, and as well explore what problems this poses to teaching and learning in the time of Covid-19. The study adopted a survey method. A total of two hundred and forty (240) senior class teachers were selected from nineteen (19) public secondary schools in Awka South. A formal questionnaire was constructed and used to collect data from a target group of 240 respondents as adopted. Descriptive analytical techniques such as frequency, percentage, mean and standard deviation were applied to analyze and interpret the data. The outcomes of such analysis are presented on tables. The result of the study showed that a number of the teachers are not digitally literate and are not aware of ICT and e-learning resource, which led to the disruption of teaching and learning during the Covid-19 pandemic. A major factor which contributed to inadequate awareness of ICT among teachers is lack of teacher’s professional development on ICT awareness and limited support and motivation from school leaders and the government. The few who are digital literate and could access ICT resources are confronted with problems such as lack of internet facilities, poor electricity, poor network, poor management and high cost of ICT facilities and internet data bundles. The study recommended provision of ICT facilities in secondary schools, the installation of internet facilities in secondary schools, subsidized data bundles, provision of e-libraries and creation of awareness about e-learning resources and compulsory ICT and Digital literacy training for teachers. Key words : ICT Resources, Digital Literacy, Awareness, Utilization, Secondary School Teachers. DOI: 10.7176/JEP/12-21-08 Publication date: July 31 st 2021

SELF-REGULATED LEARNING AND DIGITAL LEARNING ENVIRONMENT: ITS’ EFFECT ON ACADEMIC ACHIEVEMENT DURING THE PANDEMIC

The unprecedented changes in the education sector due to the recent pandemic demand teachers and students to adapt to new ways of learning via online platforms. A plethora of latest research has investigated various topics such as online learning platforms, online learning materials, and teacher/student perceptions; however, little is known about the link between online learning and achievement. Occupying this lacuna, this study specifically sought to examine the relationship between self-regulated learning (SRL), the digital learning environment, and student’ academic achievement during the pandemic. The population of this research was 1,800 students (freshmen, sophomore, junior, and senior class) enrolled for the Introduction to Management course at a state university in Bandung, Indonesia. Selected using a proportionate random sampling, 317 students participated as the respondents. The data were collected through questionnaire surveys, while the Structural Equation Model (SEM) was employed to analyze the interrelationship among the construct variables. The results of this study show that promoting SRL may affect the optimization of the digital learning environment and academic achievements. Students with better self-regulated learning ability can somehow optimize their digital learning environment and be more progressive in terms of academic achievement.

The role of new information and communication technologies in modern education

The technological advances of the last 15 years have made a huge contribution to modern society, transforming education and training. Computers and the Internet allow teachers and students to work, learn, and receive information in ways that were once unthinkable. One of the latest and yet most exciting technological developments in education is the use of virtual reality (VR) and augmented reality (AR) to enhance learning opportunities. Virtual reality and augmented reality allow users to interact with computer environments, real or imagined. VR also allows users to receive visual, auditory, tactile, smell, and taste inputs in three-dimensional space.As a result, the authors implemented a virtual laboratory with the possibility of conducting a virtual experiment, which includes practical and theoretical tasks in high school physics, as well as a set of animations. When developing the virtual electronic laboratory, agile software development methodologies, computer modeling methods, and object-oriented programming were used. As a virtual reality device, the Leap Motion motion controller was chosen, designed to track the movements of hands and fingers in space and used for human-computer interaction. The article provides UML activity diagrams for working and interacting with the application. The cross-platform Unity 3D environment, which implements the WORA (write once, run anywhere) principle, was chosen as the development platform. Thanks to this principle, a once-written application can be built for personal computers, mobile devices, mixed reality helmets, and many other platforms. The application functionality was written in the C# programming language. Graphic models were created using Substance Painter. The developed application can be used by students of senior classes of secondary and specialized schools, students of technical majors of higher educational institutions, as well as any interested users.