Senior High School Students Research Articles

Family Socioeconomic Status and Adolescents’ Academic Shame: The Chain Mediator Effect of Self-Control and Gratitude

Academic shame has been found to interfere with motivation and, in turn, affect students’ academic goals and achievements. This study explored the factors that influence academic shame and the underlying mechanisms among high school students by investigating the influence of family socioeconomic status on academic shame and the mediating roles of self-control and gratitude. A total of 957 high school students participated in this study and completed the Family Socioeconomic Status Questionnaire, Self-Control Scale, Adolescents’ Gratitude Scale, and Academic Shame Scale. Descriptive statistics consisted of means and standard deviations. Pearson’s correlations were used to test the strength of relationships among the research variables. A structural equation model was constructed, and the significance of the mediating effects was tested by percentile bootstrap analysis with deviation correction. The results showed that family socioeconomic status was positively correlated with self-control and negatively correlated with academic shame; self-control was positively correlated with gratitude and negatively correlated with academic shame; and gratitude was positively correlated with academic shame. Self-control played a mediating role between family socioeconomic status and academic shame, and self-control and gratitude played a chain mediating role between family socioeconomic status and academic shame. The mediating effect was a masking effect. Therefore, family socioeconomic status directly and negatively affected academic shame among senior high school students, and indirectly affected their academic shame through self-control and gratitude.

The relationship between explicit and implicit educational values and learning burnout among senior high school students

This study aimed to demonstrate the relationship between explicit and implicit educational values and learning burnout among senior high school students in China. Using stratified cluster sampling, 768 students from six high schools participated in a survey on explicit educational values and learning burnout. The Single Category Implicit Association Test (SC-IAT) explored students’ implicit attitudes toward educational values. The results showed that an emphasis on economic benefit was placed first among all explicit educational values. In contrast, the external value of education was more likely to be recognized in implicit educational values. Explicit and implicit educational values were significantly negatively correlated with learning burnout. However, there were no significant correlations between the explicit and implicit educational values, suggesting that the two belong to relatively independent psychological structures.

Appearance Comparison, Body Appreciation, and Adolescent Depressive Symptoms: Roles of Gender, Age, and Body-Mass Index.

This study aimed to examine the association between appearance comparison and adolescent depressive symptoms, the mediating role of body appreciation, and the moderating roles of gender and body-mass index (BMI) among adolescents in different age groups. A cross-sectional sample of 2645 Chinese students aged 12-16 years (44.7% girls) participated. The measurements included depressive symptoms, appearance comparison, body appreciation, weight, and height. Multigroup path analysis was used to examine the moderated mediation model. Compared with boys, adolescent girls presented greater levels of appearance, which increased with age. Body appreciation mediated the association between appearance comparison and depressive symptoms in girls, whereas appearance comparison directly correlated with depressive symptoms in boys. Body appreciation decreased with increasing BMI in boys but remained relatively stable in girls. Similar patterns were observed among junior and senior high school students. This study underscores the significant relationship between appearance comparison and adolescent depressive symptoms, suggesting varied mechanisms based on gender and BMI levels.

Development Of Physics Teaching Materials On The Subject Of Light Interference Based On Discovery-inquiry For Senior High School Students

Abstract Efforts to improve student’s concept understanding can be used teaching materials that emphasize process skills. Researchers tried to make teaching materials using discovery-inquiry learning which is learning that emphasizes investigation (process skills) carried out by students. The purpose of this study was to determine the feasibility of Physics Teaching Materials and Learning Guides on the subject of Light Interference in High School. This research is a development research that uses the first five steps of the Borg and Gall method, namely according to Borg and Gall. The results showed that the feasibility of content, language feasibility and content presentation of student teaching materials and teacher learning guides (teacher teaching materials) based on discovery-inquiry were categorized as feasible.

CalcEs-supported activities in reciprocal teaching on senior high school students’ mathematics learning

CalcEs is an educational software application that enhances students' comfort and efficiency in problem-solving. The integration of reciprocal teaching with educational software like CalcEs not only improves mathematical understanding but also aligns with the broader goals of developing 21st-century skills, such as critical thinking, collaboration, and digital literacy. This quasi-experimental research investigated the impact of CalcEs-supported activities on students' performance in General Mathematics. The control group, consisting of 24 Grade 11 Humanities and Social Sciences (HUMSS) students, used conventional teaching methods, while the experimental group, comprising 30 Grade 11 Shielded Metal Arc Welding (SMAW) students, engaged in reciprocal teaching with CalcEs supported activities. Significant differences were observed in the pre-test and post-test scores within both groups, as well as between the post-test scores of the two groups, indicating that CalcEs-supported activities in reciprocal teaching positively influenced student performance.

Empirical Analysis of Physics Test Instruments to Measure Graphical Representation Abilities in “Temperature and Heat” Topics

This study focused on developing physics test instruments for senior high school students on the topics of temperature and heat. The study aimed to determine (i) the quality of the test instrument content, (ii) the feasibility of the test instrument, and (iii) students’ graphic representation abilities on “Temperature and Heat” topics. The test instrument development went through three stages, namely test design, testing, and test assembly. The test instrument was tested in the Science Class XII of the Public Senior High School 5 Yogyakarta with a total of 195 students as research subjects. The item analyzes in this study included analysis of model validity, reliability, level of difficulty, and level of students’ ability. The research results showed that the test instrument for the graphical representation of “Temperature and Heat” topics had good content quality but still needed to be improved. The feasibility of the graphic representation test instrument showed that there were seven items that were declared valid and reliable even though the items tested did not conform to the Raschmodel. However, these seven items were still suitable for use on a wide scale to measure graphical representations of “Temperature and Heat” topics. Finally, in the analysis of students’ abilities regarding graphical representation individually, the largest percentage was in the low category, while, overall, the students’ abilities level was classified as medium. Thus, it was necessary to improve question items that involve graphical representation that meet the criteria for good, valid, and reliable question items, and can improve students’ graphic representation abilities.

Validity of Local Wisdom-Based Insets Learning Model to Improve Critical Thinking Skills of Senior High School Students

Objective: This study aims to produce a valid learning tool for the local wisdom-based insets model to improve the critical thinking skills of high school students. Method: This research uses the Instructional Design Model (IDM) 1) needs analysis, 2) design and development of prototypes, 3) validation of socio-scientific issues, and 4) testing of socio-scientific issues prototypes. socio-scientific issues validation, 4) socio-scientific issues prototype testing, 5) socio-scientific issues evaluation, 6) socio-scientific issues revision. Validity was measured based on validation results from three expert lecturers. Data analysis was done descriptively and quantitatively. Results: The overall average test results of content validity with a very valid category, the overall average of construct validity with a very valid category, and the overall average validity of learning devices with a very valid category. The results showed that the insets model learning device based on local wisdom is valid for improving the critical thinking skills of high school students. Novelty: Students' critical thinking skills can be trained by integrating local wisdom-based insets learning model for 21st-century education.

Development of an Integrated Students Worksheet (LKPD) for the Ternate Local Protection Project to Improve the Chemical Literacy of Senior High School Students

Development of an Integrated Students Worksheet (LKPD) for the Ternate Local Protection Project to Improve the Chemical Literacy of Senior High School Students

The Effectiveness of Multiliteracy Pedagogy in Teaching Writing Explanation Texts to Senior High School Students

The Effectiveness of Multiliteracy Pedagogy in Teaching Writing Explanation Texts to Senior High School Students

Validity of IntegratedE-Modules Contextual Teaching and Learning Approaches SubjectMatterElasticity to ImproveCritical Thinking Abilityof Students Senior High School

Students need to develop their critical thinking skills, which include the 4Cs of the 21st century: creativity, collaboration, communication, and critical thinking. These 4Cs are qualities that are essential for success in the modern world. So it's important to acquire knowledge that can sharpen critical thinking abilities. In three high schools in Sungai Punuh City, the pupils' critical thinking abilities were not as good as anticipated. The first research revealed that the lack of connections between the teaching materials and the usage of physics in daily life was the root of the students' poor critical thinking skills. 77% of students said that the professors' teaching resources did not incorporate real-world applications of physics. Textbooks predominate in the instructional resorces utilized, however they do not promote critical thinking or self-learning. Therefore, in order to develop students' critical thinking abilities, autonomous learning tools are required that meet their demands. In order to enhance critical thinking abilities, research was done on the construction of integrated e-modules using the CTL technique on material elasticity. The findings of expert validity tests are especially communicated in this study. Three experts from the Faculty of mathematics and natural sciences UNP Physics Department conducted the validity test, which had an average validity score of 85.7% in the extremely valid category. According to the validity test results, the e-module is combined with the CTL method to resources elasticity to improve critical thinking abilities that are prepared to be evaluated for applicability and efficacy in the actual world.

Socio-Cultural, Educational, and Psychological Barriers in ESL Learning: A Qualitative Study of Senior High School Students

This qualitative study explores the complex issues faced by the Senior High School students in learning ESL. Using the interviews and focus group discussions, this study aims at finding out the students’ experience, perception and challenges relating to their English accent. Ten male and twenty female students from the socio culturally and linguistically diverse school in Cotabato City Division volunteered for the study, offering information on the socio cultural, educational, and psychological aspects affecting their ESL learning during the academic year 2022-2023. The study shows that low students’ interactions in English beyond the classroom, the preferred use of students’ native language patterns, and inadequate amounts of exposure to English contexts are specific socio-cultural factors. Learning difficulties include; the imbalance in teachers’ competency, instruction, and teaching methods, and student supplies. On the psychological level, students have anxiety, unstable motivation, and problems with self-efficacy, which provides a meaningful addition to learners’ difficulties. Thus, this study recommended the need to tackle these challenges by increasing the training of teachers, developing quality teaching and learning materials, and providing effective learning conditions. These include promotion of English in contextual setting, computer aided instruction, offering counseling and psychological services to boost the learners’ morale. The findings of this study are hoped to help educators, and relevant stakeholders understand the best practices on how to help ESL learner Senior High School Students to break barriers and succeed academically and in their future careers as the world becomes a global village.

Influence of Learning Commitment and Parental Involvement on Self-regulated Learning of Senior High School Students

This study investigated the influence of learning commitment and parental involvement on the self-regulated learning of senior high school students of Biñan Integrated National High School, SY 2021-2022. A descriptive correlational research design sought to establish findings to be used as a foundation for a self-regulated learning model that can be adopted in the advent of face-to-face learning in the new normal. The findings indicated that the students indicated a strong learning commitment, a high level of parental involvement, and a high level of self-regulated learning. As significant relationships between variables were regressed, the resulting model revealed that learning commitment, as an individual predictor, has the most substantial positive influence on all dimensions of self-regulated learning. The combined effect of parental involvement negated the influence of learning commitment on dimensions of self-regulated learning in terms of environment structuring, task strategies and help-seeking strategies. Coordinating time and vitality through self-regulated learning will result in a more compelling and fulfilling encounter, which may boost self-efficacy and inspiration. The study provides an adoptable model to optimize self-regulated learning, which is a skill set that may be taught and may be able to assist students in setting specific goals for themselves and evaluating their progress. Students who can self-regulate are more proactive and less reactive in their learning.

Comprehensive Review Discussion of Science Technology Engineering and Mathematics (STEM) Learners in Operations of Integers: An Action Research

Based on perceived general observation, most Senior High School students tend to have difficulties in performing the four basic operations to the set of numbers called “integers”. An integer is a whole number that can be positive, negative, or zero. This study chose Grade 11 Science Technology Engineering and Mathematics (STEM) students as the targeted respondents for this particular action research. It aims to aid STEM students in their struggles on performing operations of integers. The study will use Review Discussion as the intervention and aid for the problem. Results and Interpretation are obtained by using various appropriate statistical formulas like t-test and standard deviation. The researchers conducted this action research to verify if review discussion will have a positive effect and impact on enhancing the skills of Grade 11 STEM students in operations of integers.

Online Learning Strategies and Speaking Performance in English of Senior High School Students

Online Learning Strategies and Speaking Performance in English of Senior High School Students

How to Enhance Functional Adequacy in Senior High School Students’ Writing

With the reform of the new college entrance examination, senior high school English writing has received great attention. The English Curriculum Standards for Senior High Schools (2017 Edition Revised in 2020) proposes that English teaching in senior high schools should focus on cultivating students’ core competence in the English discipline. In particular, English writing, which can fully reflect students’ comprehensive English application skills, plays a significant role in English learning. However, according to current learning situation, the writing performance among senior high school students is not satisfactory. In the recent years, the importance of functional adequacy as an essential component of L2 proficiency has been observed by some scholars. Based on this, this study highlights the effectiveness of functional adequacy in facilitating students’ writing performance and emphasizes the importance of developing students’ pragmatic writing ability. Also, this study explores how to develop functional adequacy in senior high school students’ writing and puts forward some pedagogical implications of improving pragmatic performance in writing for English teachers.

Digital interactive English teaching materials for Islamic senior high school students in Indonesia

Digital interactive English teaching materials for Islamic senior high school students in Indonesia

Factors Affecting Students Dropout as Perceived by the Senior High School Students of MSU Marawi City. A Basis for a Proposed Guidance and Counseling Intervention Program and School Community Partnership

This study aimed to determine the Factors affecting Students Dropout as Perceived by the Senior High School Students of MSU Marawi City. A Basis for a Proposed Guidance and Counseling Intervention Program and School Community Partnership. This study undertaken to highlight the answers of the following questions. First, what is the profile of the respondents in terms of Age, Gender, Civil Status, Religion, Affiliation, Ethnicity, Scholarship, Number of Siblings, Siblings Rank. The Father’s Educational Attainment, Father Occupations, Mothers Educational Attainment, Mother’s Occupation and Family Monthly Income. Second, what are the causes and factors affecting drop out in school among the graduating students of Senior High School of MSU Marawi City in relation to the following, Family Related factors, Peers Related Factors, School Related Factors Personal Problems Related Factors, Peace and Order and Ridu. Third, what is school community partnership and intervention program may be formulated based on the findings of the study. This study was conducted in MSU Marawi City Senior High School where three hundred forty-one students served as the respondents. A descriptive design was used in this study. SelfConstructed questionnaire was the main instrument used to gather data for this study. After administering, recording, tabulating and interpreting the data gathered the following finding were drawn: Many (41.64%) of the respondents were between 18 to 20 years of age, (56.89%) of the respondents were female, Majority (64.81%) of them belong to Islam religion. Majority (57.77%) were Meranao. Therefore, Senior High School of MSU Marawi City has an age of brackets of 18 to 20 years old, a female, with a religious affiliation of Islam, a Meranao, and ESC Grantees status, with 6 or more siblings, probably 3rd or 5th in rank, where father’s and mother’s Educational Attainment is college graduate both working in government office with a monthly income of above P 15, 000.00 The researcher observed that the factors related to students dropout was Ridu (3.11%) and peace and order ( 2.77%) family (2.76%) personal( 2.73%) peer ( 2.73%) and School (2.72) were sometime related to students’ dropout in school. As such, there is no one causes and factor that could contribute to dropouts of the students. Studies yielded that no single factor can completely account for student’s performance and decision to continue in school until they finish their senior high school. Just as a student they report a variety of reasons for not pursuing their academic. The decision to drop out is not simply a result of what happens in school. Clearly student’s behavior and performance in school influences their decision to stay or leave, but students’ activities and behaviors outside of school particularly engaging in deviant behavior also influences their determination to pursue their academic. Thus, this study is primarily recommended to the school heads, curriculum makers, guidance counselor, parents, community, teachers, students and to the future researchers to really assess, properly monitor the students’ performance will help them focus their studies and pursue to graduate. The benefits of this study greatly help in motivating the students to stay in school and graduate. Planning and decision making should consider the background knowledge, and culture of the students prior to his needs.

Physical activity, musculoskeletal disorders and academic motivation of high school students: is there a correlation?

Purpose. This study aims to explore the correlations of physical activity, musculoskeletal disorders and academic motivation among senior high school students due to the COVID-19 pandemic which had impacted all aspects of life, including education system, especially in Indonesia. Material and Methods. The method used is correlational research. The participant consisted of 139 students from senior high school 8 Jakarta in Indonesia by sharing an online questionnaire. International Physical Activity Questionnaire (IPAQ) was used to evaluate physical activity. Nordic Body Map was used to evaluate the musculoskeletal disorders, and academic motivation scale (AMS) was used to evaluate their academic motivation. The data in the study were analyzed using the Spearman rank test to determine the significance of the relationship, the direction of the relationship and the strength of the relationship between variables. Results. The result showed that there was no correlation between physical activity, academic motivation, and musculoskeletal disorders in students. Conclusions. Thus, this study confirmed that there was no correlation between the variables of physical activity, academic motivation, and musculoskeletal disorders. Keywords: physical activity, musculoskeletal disorders, academic motivation

Hypertension in children and adolescents: perspectives in Japan.

Hypertension in children and adolescents is associated with increased risk of hypertension and cardiovascular disease (CVD) in adulthood. Therefore, preventing hypertension among children and adolescents is an important public health objective worldwide. Although the importance of hypertension in children and adolescents has increasingly been recognized, the field of research is relatively new and evidence for etiologies, prevention and treatment is sparse. This review mainly summarizes the content regarding hypertension in children and adolescents published in Hypertension Research in 2023/24. Highlights include the following: The prevalence of hypertension was higher in female than male Japanese junior high school students (13.7% vs. 4.7%), but there was no significant gender difference among Japanese senior high school students (7.4% vs. 5.4%). Hematological parameters, including red blood cell counts, hemoglobin counts, hematocrit and iron levels, were positively associated with blood pressure (BP) levels in healthy children and adolescents. Higher-risk longitudinal BP trajectories in early life were associated with increased risk of target organ damage (TOD) and higher combined TOD load in midlife. BP phenotypes (e.g., masked hypertension, white-coat hypertension) assessed using office and 24-h ambulatory BP monitoring were not highly reproducible in children. The salt check sheet was a useful tool for evaluating the approximate dietary salt intake in Japanese children and adolescents. It is recommended that healthcare providers screen for hypertension in children and adolescents and recognize the importance of early intervention for those with elevated BP levels. Beginning in childhood, continuous education on hypertension and proper dietary salt intake are key to reducing the risk of hypertension and decreasing the burden of CVD in adulthood.

Students' Subjective Well-Being in Cape Coast Metropolis, Ghana: The Influence of Sex, Parenting Style, and Self-Esteem

This study sought to determine senior high school students’ level of self-esteem (SE) and subjective well-being (SWB), establish the influence of their sex and parents’ parenting style on their SWB, and determine the effect of their SE on their SWB. The cross-sectional survey research design was used. The study was guided by Life circumstances theory (LCT). Final year senior high school students formed the population. Data was collected from 347 senior high school students drawn from a population of 7,665 in Cape Coast with a questionnaire. The spread of the students and their dispositions led to the use of the proportionate simple random sampling technique to select 347 students from the 10 senior high schools in the metropolis. The instrument used to collect data for this study was a questionnaire. Descriptive (means and standard deviation) and inferential statistics like Independent samples t-test, Analysis of Variance (ANOVA), and PLS-SEM were utilised to analyse the responses. Results indicated students’ SE and SWB levels were high. Further, there was no statistically significant difference in students’ SWB with regard to their sex. There were statistically significant differences in students’ SWB levels with regard to their parents’ parenting styles. Results of the study further indicated that senior high school students’ SE significantly and positively predicts their SWB. It is concluded that even though SE is not the sole determinant of SWB, senior high school students will enjoy their learning, feel part of and connected to their school, have a high purpose of learning, and feel highly efficacious academically (SWB). It was recommended that senior high school authorities in Ghana put in place policies and strategies that will sustain the high levels of SE and SWB. This is very important for the realisation of SDG goals 3 and 4, which are critical for the total development, and well-being of students.