Skills Of Secondary School Students Research Articles

Exploring the Efficacy of HyFlex Learning for Enhancing Reading Comprehension Skills of Secondary School Students: A Research and Development Study

This study examined the effectiveness of a HyFlex learning management plan for developing the reading comprehension skills of secondary school students. The research investigated the needs and challenges of secondary school students regarding reading problems in the context of applying HyFlex, the development of a learning management model that incorporates HyFlex, and the effect of the learning management plan on enhancing students' reading comprehension. The study employed a research and development method consisting of three phases: a needs analysis, the development of the learning management plan, and its implementation with participants. The study involved three distinct groups of participants. The first group consisted of 19 stakeholders involved in reading management, who took part in the needs analysis phase. The second group comprised five experts and 30 students who participated in the development process of the learning management plan. Finally, the third group consisted of 50 students who were involved in the implementation process of the learning management plan. The instruments were an interview form, a learning management evaluation form, the HyFlex learning management tool, a reading comprehension test, and a satisfaction interview. The findings reveal the presence of reading difficulties as part of broader language problems in Thailand, thereby emphasizing the need for targeted interventions. The results also indicate that Thailand is prepared for technology integration in learning, which aligns with other research. Moreover, the study demonstrates the effectiveness of the HyFlex learning approach, which combines face-to-face and online environments, to develop students’ reading comprehension. These findings contribute to the understanding of effective instructional approaches for enhancing reading comprehension skills, and inform the implementation of evidence-based practices in reading instruction.

Enhancing EFL Speaking Skills of Secondary School Students through a Constructivist Learning Activities (CLAs) Program

Enhancing EFL Speaking Skills of Secondary School Students through a Constructivist Learning Activities (CLAs) Program

Effect of unplugged and plugged coding activities on secondary school students’ computational thinking skills

The objective of this research was to investigate the influence of both unplugged and plugged coding activities on the computational thinking skills of secondary school students. Using an experimental design with a pretest-posttest control group, the study indicated that students enhanced their computational thinking skills through engagement in coding activities. Specifically, students in the experimental group, participating in unplugged coding activities (Tospaa unplugged coding activities), exhibited heightened perception and improved performance in computational thinking skills in the post-test compared to the pre-test. Conversely, the control group, involved in plugged coding activities (Scratch block-based coding), did not show a significant change in perception of computational thinking skills in the post-test compared to the pre-test. However, their performance in computational thinking skills improved significantly in the post-test compared to the pre-test. Furthermore, no significant differences were observed in terms of the perception of computational thinking skills between the unplugged coding group and the plugged coding group, and similarly, no significant differences were found in terms of the computational thinking skills performance between unplugged and plugged groups. In conclusion, the study also shows a high alignment between students' perceptions of computational thinking and their actual performance in computational thinking.

The Relationship between the Digital Rights and Responsibility Awareness and Social and Emotional Learning Skills of Secondary School Students

Bu araştırmada ortaokul öğrencilerinin dijital hak ve sorumluluk bilinci ile sosyal ve duygusal öğrenme becerileri arasındaki ilişki incelenmiştir. Bu bağlamda belirlenen çalışma grubu İstanbul ili Kartal ilçesindeki ortaokullarda yedinci ve sekizinci sınıflarında öğrenim gören 380 öğrenciden oluşmaktadır. Araştırmanın veri toplama aracı olarak dijital vatandaşlık ölçeği ve sosyal ve duygusal öğrenme ölçeği kullanılmıştır. Araştırma kapsamında elde edilen veriler araştırmanın amacına yönelik olarak tarama ve betimsel ilişkisel/korelasyonel desenle analiz edilmiştir. Araştırma sonuçlarına göre ortaokul öğrencilerinin dijital hak ve sorumluluk bilinci düzeyinin artması ile sosyal ve duygusal öğrenme becerilerinin de arttığı tespit edilmiştir. Ortaokul öğrencilerinin dijital hak ve sorumluluk bilinci ve sosyal ve duygusal öğrenme beceri düzeyleri ile yaş ve cinsiyet değişkenleri arasında anlamlı ilişki bulunurken sınıf düzeyi değişkeni arasında anlamlı ilişki olmadığı saptanmıştır. Araştırma sonuçları kapsamında öğrencilere dijital hak ve sorumluluklarının yanı sıra sosyal ve duygusal öğrenme bilincinin de önemini anlatan eğitimler vermenin öğrencilere dijital beceri kazandırma noktasında faydalı olacağı tavsiyesinde bulunulmuştur.

Development of research skills of secondary school students in the organisation of independent local history work in biology

Relevance. The relevance of the research is conditioned upon the active use of personal experience of students in the implementation of the process of teaching local history work in biology lessons, based on the development of methods of research activity in a secondary school. Purpose. The value of scientific knowledge, the need to increase the role of science in the education of schoolchildren are associated with the need to achieve cognitive independence of the individual and the organisation of a personality-oriented learning system. Methodology. There is a fact that the methodology of teaching biology, to date, does not sufficiently reflect the ways of developing research skills in the independent local history work of students. It is also necessary to develop a scientific and methodological approach to the development of research skills and skills acquired in biology lessons. This article describes an experiment in which a survey of biology teachers of grades 5-7 was carried out using a questionnaire. Among the theoretical research methods were used: analysis and synthesis of historical and cultural, psychological and pedagogical, methodological literature, abstraction and generalisation, study of normative documents on the problem of research. Results. The results of the experiment in this article showed that for this the teacher needs free time, where he will be able to independently solve the issues of interest to him for creative development. Such a process of introducing new educational standards into the education system is of particular relevance for the development of students' research skills in organising independent local history work in biology, which in turn requires teachers to have a high level of training.

The Effectiveness of Online Problem-Based Learning Tasks on Riyadh’s Secondary School Students’ Problem-Solving Ability and Programming Skills

Abstract This study aims to examine the effectiveness of online problem-based learning (PBL) tasks on problem-solving ability (PSA) and programming skills of secondary school students. A quantitative research design of a quasi-experimental research was adopted in this study. A purposive non-random sampling method was used to select two schools. Then, a clustered random sampling technique was carried out to select four classes, consisting of 120 students. The classes were divided equally into online PBL and non-online PBL. A problem-solving inventory questionnaire was used to measure PSA before and after the treatment, and pre-post performance tests were used to assess students’ performance. The students underwent 8 weeks of learning tasks by using online PBL via Facebook groups. The findings from this study proved that online PBL improved students’ PSA, and their higher-order thinking skills, and helped them to perform better in learning programming by using Facebook for interaction and participation in the online discussion with a facilitator and peers.

Project Based Learning (PjBL) Model with STEAM Approach: Its Impact on Students Creative Thinking Skills on Energy in Living System Topic

This research aims to determine the increase in creative thinking skills of secondary school students through the application of the PjBL model with a STEAM approach to energy materials in living systems. This research uses a true experimental method with a pretest-posttest control group design. The population of this study was all class VII students. The sample selection used a simple random sampling technique so that one experimental class was selected which applied the PjBL model with the STEAM approach and one control class which applied the conventional learning model. Data collection was carried out through creative thinking skills test questions and observation sheets. Posttest data on students' creative thinking skills were analyzed using the Mann-Whitney test, and observation sheets were analyzed using descriptive analysis. The results of the analysis using the N-gain test in the control class obtained a value of 47,4 in the medium category and the experimental class with an N-gain of 71 in the high category. It can be concluded that there is a significant increase in students' creative thinking skilss after learning using the PjBL model with the STEAM approach in learning Energy in Living Systems.Keywords: project based learning, steam, creative thinking skills, energy in living systems

Developing the spatial thinking skill scale in the scope of social studies teaching

The aim of this study is to develop a scale to determine the spatial thinking skills of secondary school students. The study group of the research consists of 700 5th, 6th, 7th and 8th grade students, who are educated in about 10 schools. During the development of the scale created within the scope of the social studies course curriculum, the relevant literature was scanned. A pool of 36 items was created within the framework of expert opinions, the number of items in the scale was reduced to 14 and a 5-point Likert-type draft scale was developed. The created STS (Spatial Thinking Skill) scale was piloted to 5 students separately from the study group, and some expressions that were not understood were arranged and finalized. As a result of the factor analyzes carried out to ensure the construct validity, it was seen that the STS scale consisted of 4 factors. The Cronbach Alpha coefficient was calculated to ensure the reliability of the scale, which was shaped as 14 items by factor analysis and 0.91 value was found. It can be said that the STS scale can be used in scientific research as a result of examining detailed expert opinions, examining the feedbacks from the study group, performing factor analyzes and revealing the validity/reliability coefficients. Using the STS scale developed in the current study, students' skill development can be examined from various perspectives.

Ortaokul Öğrencilerinin Alan Ölçme Bilgi ve Becerilerinin İncelenmesi

In this study, it is aimed to examine the area measurement knowledge and skills of secondary school students. In the study, in which the descriptive method was used, the data were collected in written form with 8 open-ended questions from 92 seventh grade students. Students' answers to open-ended questions were analyzed with a scoring scale. The research shows that the majority of students who correctly estimate the size of the area measurement units are in the majority, but they have difficulty in transforming the standard area measurement units. Students who can calculate the area as the number of unit squares covering a region are in the majority. It was observed that the students who were successful in measuring the area of the rectangle had low success in measuring the area of the parallelogram, triangle and trapezoid, and it was observed that the students tended to multiply the two sides of the polygon while measuring the area. In addition, it was determined that some students confused the area with the environment.

Examination of Homework Management Skills of Secondary School Students in Terms of Various Variables

Bu araştırmanın amacı, ortaokul öğrencilerinin ev ödevi yönetim becerilerini çeşitli değişkenlere göre incelemektir. Araştırmada tarama modeli kullanılmıştır. Araştırmanın örneklemini Rize iline bağlı ilçelerdeki 514 ortaokul öğrencisi oluşturmaktadır. Araştırma sonuçlarına göre öğrencilerin ev ödevi yönetim becerilerinin yüksek düzeyde olduğu tespit edilmiştir. Öğrencilerin ev ödevi yönetim becerileri cinsiyet, sınıf, baba eğitim durumu ve not ortalaması değişkenlerine göre anlamlı ölçüde farklılaşırken anne baba medeni durumu, anne eğitim durumu, aylık gelir, kendine ait oda durumu ve teknolojik alete sahip olma durumu değişkenlerine göre anlamlı bir farklılık göstermemektedir. Araştırma sonucuna göre sınıf düzeyi arttıkça ödev yönetim becerileri azaldığı için özellikle 7. ve 8. sınıf öğrencilerine ev ödevi yönetim süreçleri ile ilgili eğitim verilmesi önerilmektedir.

Geographic Inquiry Process Skills of Secondary School Students: A Longitudinal Study

Coğrafi sorgulama becerisi Türkiye’de 2005 yılından itibaren orta öğretim öğrencilerine kazandırılması gereken becerilerden biridir. Bu araştırma da orta öğretim öğrencilerinin 9. sınıftan 12. sınıfa doğru ilerledikçe okullarında aldıkları coğrafya eğitiminin, onların coğrafi sorgulama becerisinin gelişimine ne düzeyde etki ettiği ve bu etkinin çeşitli değişkenlerle etkileşiminin nasıl olduğunu tespit etmek için yapılmıştır. Araştırmada orta öğretime devam eden öğrencilerden iki yıl arayla coğrafi sorgulama becerisi ölçeği ve anket soruları kullanılarak veri toplanmıştır. İlki 2019-2020 yılında 9 ve 10. sınıf, ikincisi 2021-2022 yılında 11 ve 12. sınıf öğrencilerinden toplanmıştır. Çalışma Ankara’da, 16 lisede 485 öğrenci ile gerçekleştirilmiştir. Çalışmada veriler betimsel istatistik, t test ve karışık ölçümler için iki yönlü ANOVA ile analiz edilmiştir. Öğrencilerin ön test ve son test sonuçları, sınıf, okul türü, okula yerleşme şekli ile 10. sınıftan sonra coğrafya dersi alıp almamasına göre anlamlı farklılık gösterip göstermediği tespit edilmiştir. Araştırmanın sonuçlarına göre öğrencilerin ön test ve son testten elde ettikleri puan ortalamaları anlamlı farklılık göstermemiştir. Öğrencilerin puan ortalamaları; okul türü, okul yerleşme türü ve coğrafya dersi alıp almamasına göre anlamlı farklılık göstermemiştir. Bu sonuçlara bağlı olarak öğrencilerde coğrafi sorgulama becerisinin geliştirilmesinde okulların katkısı olmadığı sonucuna ulaşılmıştır. 12. sınıflarda görülen anlamlı değişimde üniversite sınavına hazırlanmanın olumlu etkisinin olduğu ileri sürülebilir.

RESEARCH ON FRIENDS' FEEDBACK IN THE PROCESS OF WRITING A FOREIGN LANGUAGE IN SECONDARY SCHOOL STUDENTS

The use of feedback from classmates plays an integral role in a student's writing process. Peer feedback is considered an important part of the writing process, it not only teaches students how to work cooperatively with others but also helps them correct their writing mistakes and improve their writing. In Vietnam, specifically in the secondary school environment, writing feedback is considered a relatively new learning activity, not yet widely applied and not widely studied.
 With the desire to have an overview of this activity as well as the basis for making some recommendations in teaching foreign language writing skills of secondary school students. We conducted a survey with 400 students currently studying in grade 9 at secondary schools in Ho Chi Minh City, Vietnam.
 Our research results show that: Students are very interested in the feedback on their writing; Most students think that they will review and correct according to the feedback to make their writing more complete. In addition, the percentage of students who can correct their own writing is still not high, and the teacher's support for this problem is still low. Therefore, in order to improve students' writing skills, we believe that teachers and educational institutions need to increase the application of peer feedback in teaching. At the same time, teachers need to better perform the role of a guide in this regard.

Examination Of Innovative Thinking Skills of Secondary School Students

Bu araştırmanın amacı ortaokul öğrencilerinin yenilikçi düşünme düzeylerinin belirlenmesidir. Araştırma, karma yöntem temel desenlerinden biri olan yakınsayan paralel desene göre tasarlanmıştır. Araştırmanın çalışma grubunda toplam 1142 ortaokul (5-8. sınıf) öğrencisi yer almaktadır. Araştırmada nicel veriler “Ortaokul Öğrencilerinin İnovatif (Yenilikçi) Düşünme Ölçeği”, nitel veriler ise araştırmacılar tarafından hazırlanan görüşme formu kullanılarak elde edilmiştir. Nicel veriler, sosyal bilimler için istatistik paket programı ile, nitel veriler ise betimsel analiz ile çözümlenmiştir. Araştırma sonucunda ortaokul öğrencilerinin yenilikçi düşünme düzeylerinin orta düzeyde olduğu, öğrencilerinin yenilikçi düşünme düzeylerinin genel ortalaması ile cinsiyet ve sınıf değişkenleri arasında anlamlı bir farklılık olmadığı, ancak yenilikçi düşünme düzeyleri alt boyutları olan yaratıcılık, problem çözme, merak ve girişimcilik düzeylerinde 5. sınıf öğrencileri lehine anlamlı farklılık olduğu tespit edilmiştir. Ayrıca annesi ve babası üniversite mezunu olan öğrencilerin yenilikçi düşünme düzeylerinin daha yüksek olduğu belirlenmiştir. Bununla birlikte öğrencilerin “yenilikçi düşünme” kavramını tanımlayabildikleri, yeni bir ürün tasarlamaya ilişkin olumlu görüşlere sahip oldukları ve yenilikçi düşünen bireylere örnekler verebildikleri tespit edilmiştir. Araştırma sonuçları doğrultusunda ortaokul öğrencilerinin yenilikçi düşünme becerilerinin geliştirilmesine yönelik önerilerde bulunulmuştur.

Ortaokul Öğrencilerinin Problem Çözme Becerileri ile Eleştirel Düşünme Becerileri Arasındaki İlişki

In this study, it was aimed to examine the relationship between secondary school students' problem solving skills and critical thinking skills. 261 secondary school students were included in the study in which the relational survey model, one of the quantitative research methods, was used. “Problem Solving Inventory” and “Critical Thinking Tendency Scale” for secondary school students were used as data collection tools. In the analysis of the data, mean, percentage, frequency, correlation, regression and two-way analysis of variance were used. As a result of the research, it was determined that there is a positive and moderate relationship between the problem solving skills of secondary school students and their critical thinking skills, and that critical thinking skills have a predictive effect of 9.5% on their problem solving skills. There is a positive relationship between gender, grade level and school type variables on problem solving skills and critical thinking skills. In addition, it was determined that while the joint effect of critical thinking and gender was significant on the problem solving skills of secondary school students, the joint effect of critical thinking and grade levels was not significant, and the joint effect of critical thinking and school type was not significant.

Needs Analysis for the Information System to Support Middle School Students’ Speaking Skills in English Classes

The study aimed to determine the needs and expectations regarding an online information system which will support speaking skills of secondary school students in English lesson. The participants of the study comprised 4 secondary school students and 4 secondary school English teachers in a district of Burdur province in Turkey. In the selection of the participants, convenience sampling model was adopted on the volunteering basis. In the study, the phenomenology research model was utilized. The data were obtained from the semi- structured interviews conducted face-to-face with the participants. In the analysis of the data, the Content Analysis technique was used. The results of the study revealed that participants were willing to access to the system via technologicsl devices like smart phones, computers, tablet pc and smart board. Since communication is important, participants stated that there should be video chat, instant messaging, announcements, forum, social networks, storage and game components in the system. In addition to these, participants noted that the properties such as activities, uploading home works, grading students, student information, attendance shedule, feedback, and duties and responsibilities should be available in the system. Morever, the participants stated that the applicability of the system depends on the introducing the system, motivation, internet-free usage, technological infrastructure, updatability and competitive features. Hereby, it is hoped that the results of these study will be useful in the development of an online information system to support speaking skills of secondary school students in English lesson.

Factors affecting the numeracy skills of students from mountainous ethnic minority regions in Vietnam: Learners’ perspectives

This paper analyzes factors that affect the numeracy skills of secondary school students from mountainous and ethnic minority regions in Vietnam from the perspective of the students to create suitable strategies for teachers, parents, and the government to enhance their numeracy skills. Data from 755 students in 8 secondary schools in 8 provinces in the northern region of Vietnam were analyzed. The results showed eight factors that impact the numeracy levels of secondary students in mountainous regions. Student’s efforts and language skills were most influential, and teachers did not have a substantial effect. The paper offers suggestions to equip teachers in these regions with more knowledge and skills to support students in developing their numeracy skills.

The Effectiveness of a Cooperative Inquiry- Based Program in Developing some EFL Reading Comprehension and Reflective Thinking Skills of Secondary School Students

The Effectiveness of a Cooperative Inquiry- Based Program in Developing some EFL Reading Comprehension and Reflective Thinking Skills of Secondary School Students

The Effect of Mathematical Modelling Activities on Students' Mathematical Modelling Skills in the Context of STEM Education

This study was conducted to examine the effect of mathematical modelling activities on the mathematical modelling skills of secondary school students in the context of STEM education. The study was designed according to the embedded design, one of the mixed research methods. The study group of research consists of 66 eighth-grade students studying in a public school in the central district of a large province in the south of Turkey in the 2020-2021 academic year. While the criterion sampling method, one of the purposeful sampling methods, was used to determine the quantitative study group of the research, the maximum variation sampling method was used to determine the qualitative study group. On the other hand, in the context of STEM education, mathematical modelling problems, evaluation rubric and semi-structured interview forms were used as data collection tools in the research. As a result of the research; It was concluded that mathematical modelling activities in the context of STEM education positively improved the mathematical modelling skills of secondary school students. In addition, it has been concluded that the students who receive education with mathematical modelling activities applied in the context of STEM education gain different interdisciplinary perspectives, experience positive developments in their thinking skills, adapt to group work more easily, and increase their interest in engineering and technology.

Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills

The research aims to determine whether secondary school students’ digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill scale. The research makes use of parametric tests for the analysis of the data as the data fulfill the normal distribution condition. The results show that while the digital literacy and 21st-century skill levels of secondary school students are not very high, their problem-solving skills are high. The results also show that the problem-solving and 21st-century skill levels of secondary school students differ significantly by gender, and mother and father’s education level while there is no significant difference between secondary school students’ digital literacy levels by their father’s education level. The results of the research also show that there is a positive and moderately significant relationship between the problem-solving skills of secondary school students and their digital literacy levels. The results also indicate that there is a significant relationship between the communication sub-dimension of secondary school students’ 21st-century skills and digital literacy levels, and between the “confidence in problem-solving skills” and “avoidance” sub-dimensions of problem-solving skills. While the significant relationships identified are negative in the avoidance sub-dimension, they are positive in other dimensions. The results show that digital literacy and problem-solving skills do not significantly predict secondary school students’ 21st-century skill levels. However, secondary school students’ 21st-century skill and problem-solving skill levels significantly predict their digital literacy level.

Development of Critical Thinking Skills of Secondary School Students through Science Curriculum: Teachers’ Perceptions

The present study was conducted to investigate the development of critical thinking skills in students through secondary school science curriculum from teachers’ perspective. New science curriculum has been implemented and teachers being the stake holders are involved in practical implementation of the curriculum. A five point likert type scale having reliability value 0.84 was used in order to find the teachers’ perceptions, whereas its response rate was 89%. Mean, standard deviation and t-test were utilized as statistical tools for analysis of data. Teachers’ perceptions regarding development of critical thinking skills in science students were positive. No significant difference was found in the views of male and female as well as in different subject teachers. It is recommended that science teachers should encourage the students to ask questions as it creates a habit of inquiry and arrange group discussion among students in order to further develop critical thinking skills in students.