Skills Of Secondary School Students Research Articles

Examination of the skills of secondary school students to draw and analysis graphs in three basic types of graphs

The aim of this research is to examine the skills of secondary school students to draw and analysis charts using the bar chart, line chart and pie chart, known as the three basic chart types in social studies teaching. The research was applied in the experimental design in the single group post-test model, based on the application of the independent variable to a single group and the observation of its effect on the dependent variable. The secondary school was attended by a total of 35 students who were studying in the seventh grade. A teaching model was applied to the research group, which included activities prepared in accordance with achievements based on the skill to draw and interpret charts during the research period. The graph drawing and analysis skill checklist (GDAS-CL) scale developed by the researcher was used to collect data for the study. Descriptive statistical methods, t-test and variance analysis (ANOVA) were used in the analysis of the data obtained within the scope of the research. Data obtained from research in graph plotting and analysis of scores in all three chart types showed significant differences in the skill in graphing, graphing, and analysis skill points depending on the chart type of the bar chart showed significant differences in favor observed. Skill to draw and interpret charts according to their total skill scores, it was observed that the type of chart that students were most successful at drawing and interpreting was a bar chart, and the type of chart that they were most difficult to draw was a line chart.

The Effect of Distance Learning Practicum based on PhET Interactive Simulations on Science Process Skills of Secondary School Students

The condition of the covid-19 pandemic makes face-to-face learning become distance learning, learning activities from home are no exception to practicum learning. Alternative solutions using PhET Interactive Simulations. The research aims to describe the influence and great influence of PhET Interactive Simulations-based distance practicum learning on the science process skills of junior high school students. The research method uses quasi-experimentation with matching pre-test post-test control group design. The research population is grade VIII students of SMP Sepuluh Nopember Sidoarjo with a sample of 2 grade VIII, namely VIII H as an experimental class and VIII F as a control class of 40 students each. Research instruments use science process skills tests with 7 indicators namely formulating problems, formulating hypotheses, identifying variables and operational definitions of variables, assembling tools and materials, presenting data, conducting data analysis, and concluding. The results showed there is a huge influence between distance learning practicum based on PhET interactive simulations on the science process skills of secondary school students in natural science subjects. Further research increases the number of research variables, in addition to science process skills as well as understanding of student concepts to science, and so on.

EFFECTIVENESS OF COGNITIVE APPRENTICESHIP MODEL ON METACOGNITIVE SKILLS OF SECONDARY SCHOOL STUDENTS IN KERALA.

The main purpose of the study is to nd out the effectiveness of cognitive apprenticeship model on metacognitive skills of secondary school students of kerala state. The investigator compared the effectiveness of Cognitive apprenticeship model over existing constructivist method on Metacognitive skills of secondary school students under the components such as Procedural knowledge, Declarative knowledge ,Conditional knowledge ,Planning ,Monitoring and Evaluation .Research design used for the study was pretest –posttest nonequivalent group design. The analysis of the pre test mean scores of the experimental group and control group showed no signicant difference in their initial academic abilities and metacognitive skills. After using cognitive apprenticeship model for experimental group and constructivist method for the control group, it is found that the experimental group was better in performance than control group. It is found that cognitive apprenticeship model, had a signicant effect on the metacognitive skills.

Information Literacy Skills of High School Students in Botswana

In this study, we assessed information literacy skills of secondary school students in Gaborone, Botswana and established whether and how they are being taught IL skills. The study employed the Big 6 model and was a case study design in which qualitative methods were used. The findings showed that students had low to fair information literacy skills in problem definition, information search strategy, and location of information. Use of information, synthesis, and evaluation were areas of significant challenge. Teachers were aware of information literacy, but were not intentional in their teaching of IL skills. The recommendations are four-fold, a) that education authorities in Botswana should ensure that information literacy is an integral part of students' education by requiring subject teachers as well as teacher-librarians to be intentional in their approach to developing students' information literacy, b) collaboration between teachers and teacher-librarians for more coordinated information literacy initiatives, c) training of both subject teachers and teacher-librarians on pedagogies that integrate the teaching of information literacy.

Correlations between Living Values and Life Skills of Secondary School Students in Vietnam

Correlations between Living Values and Life Skills of Secondary School Students in Vietnam

Social skills and cyberbullying behavior among students in Hail from the perspective of social work

This study aimed at identifying social skills and their relationship to cyberbullying behaviors among students in the Hail region in the Kingdom of Saudi Arabia. The study was conducted on a sample of (398) male and female students (191 males and 207 females). The study used the descriptive method and developed two questionnaires as instruments of the study, the first on social skills and the second on cyberbullying. The results of the study indicated that the level of social skills of secondary school students in the Hail region was high. There were differences due to the influence of gender in all areas, except for the area of social participation, and the differences were in favor of females in all fields. The results also showed the existence of differences in the level of “social skills” attributed to the “level of academic achievement,” and the differences were in favor of those with higher achievement. The results did not show any differences attributable to "grade" in all areas, except for the field of "social participation," and the differences were between the tenth and eleventh grades. The results found a negative relationship between the level of "social skills" and "bullying behaviors" among secondary school students in the Hail region.
 
 Keywords. Cyberbullying, social skills, teenagers, bullying behaviors.

The Development of Students’ Spatial Orientation through the use of 3D Graphics

The purpose of this research is to determine to what extent the use of 3D graphics in the educational process improves the spatial orientation skills of secondary school students. The research follows a qualitative approach of experimental type, the population is constituted by 300 students of Secondary Education of which through a simple random sampling 25 students were chosen. Four sessions of 50 minutes each have been developed, in which three-dimensional models were used, in order to determine if spatial skills are developed. A psychometric pre-test and post-test of spatial reasoning was taken in order to determine how much the spatial skills of the selected sample members are developed based on the measurement of five criteria: Construction of three-dimensional objects (intermediate level), Construction of three-dimensional objects (advanced level), Rotation of objects from references (intermediate level), Rotation of objects from references (advanced level) and deconstruction of three-dimensional objects. For the data analysis, the data from the scores obtained by the students in both the pre-test and the post-test are processed. The results allow us to visualize that the use of 3D graphics in the teaching-learning processes allows us to improve spatial orientation skills to a great extent. The result is evidenced in the increase of the total scores obtained in the post-test in comparison with the results of the pre-test. Likewise, an increase from 47.9% to 75.1% of items answered correctly was observed on average, which was corroborated with the Student's t-test that gave a P value of less than 0.05, demonstrating the reliability of the research developed and therefore significantly improving spatial orientation skills in students through the use of 3D graphics technology.

Developing Secondary School Students' Foreign Language Speaking Skills in the Netherlands: A Design Research Study

The aim of this design research project was to investigate possible ways of developing foreign language (i.e. English) speaking skills of secondary school students who do not readily speak English in class. It was felt that an intervention was required to raise student-speaking skills in preparation for their oral exam. Empirical data were collected and a literature review was conducted in order to have a deeper understanding of the problem. The data collection methods of the study were questionnaires, interviews, lessons observations as well as a course book analysis. The data collected indicated that speaking production can be affected by a number of criteria such as anxiety, confidence, lack of vocabulary and/or practice. The data collection and the literature review informed the designed product (i.e. series of six lessons focusing on developing students' speaking skills). The product was trialled during May 2020 and both teachers and students were asked for their assessment of the product. The evaluation data were collected through interviews and questionnaires. The evaluation of the product showed that both teachers and students received the product positively and it was found to have had positive effect in changing students' perception of their speaking ability. The results of this study encourage teachers to deviate from textbooks that do not extensively focus on oral production and come up with alternative products to increase student-speaking time in foreign language education.

مقایسه اثربخشی رويكرد مبتنی بر نظريه انتخاب و انضباط قاطعانه بر ميزان مهارتهاي فكري، احساسي و رفتاري دانش آموزان دوره متوسطه

Background and Objectives: Basic life skills include intellectual, emotional and behavioral skills and the choice theory and assertive discipline theory are among the methods for training skills, especially for students. The purpose of this study was to compare the effectiveness of choice theory and assertive discipline theory on the level of intellectual, emotional and behavioral skills among secondary school students. Materials and Methods: The research method was a three-group experimental design with pre-test and post-test. The statistical population consisted of high school male high school students in Tehran in the academic year of 2018-2019. They were selected from the eleventh grade by convenience sampling method and then randomly divided into three groups of 30. Data collection tool was a life skills researcher-made questionnaire. After pre-test was performed on three groups, the choice theory and assertive discipline theory were implemented for the experimental group during eight 90-minute weekly sessions. At the end of the last session, the post-test was performed but the control group did not receive any intervention. Multivariate analysis of covariance (ANCOVA) and Scheffe's post hoc test were used to analyze the data by SPSS software version 21. Results: The mean (SD) score of students' intellectual skills increased by 3.3 (0.3) in pre-test to 4.1 (0.3) in post-test (P<0.001), emotional skills increased from 3.1 (0.4) in pre-test to 4.1 (0.2) in post-test (P<0.001) and behavioral skills increased from 3.1 (0.6) in pre-test to 4.1 (0.3) in the post-test (P<0.001) increased in the training group by the choice theory. There were no significant differences between the mean (SD) score of intellectual skills, emotional skills and behavioral skills among students in the assertive discipline and control group. Conclusion: The study showed that choice theory had a significant effect on the intellectual, emotional, and behavioral skills of secondary school students but assertive discipline theory wasn’t effective on students' basic life skills.

The Effect of Assertiveness Training on Social Emotional Learning Skills of Secondary School Students

Bu araştırmada ortaokul öğrencilerine uygulanan atılganlık eğitiminin öğrencilerin sosyal, duygusal öğrenme becerilerine etkisi incelenmiştir. Araştırmaya 25(13K-12E) deney 25(13K-12E) kontrol grubu olmak üzere 50 ortaokul öğrencisi katılmıştır. Eğitimin duyurusu okullarda afişlerle yapılmış ve öğrenciler gönüllü olarak eğitime başvurmuşlardır. Araştırmada deneysel desen kullanılmıştır. Öğrenciler 10 oturumluk Atılganlık Eğitimine katılmışlardır. Katılımcıların sosyal, duygusal öğrenme becerilerini ölçmek için Sosyal Duygusal Öğrenme Becerileri Ölçeği (SDÖBÖ) kullanılmıştır. Uygulama öncesinde deney ve kontrol gruplarının ön test puanlarını analiz etmek amacıyla bağımsız örneklemler için t testi, uygulama sonrasında deney ve kontrol gruplarının ön test-son test puanları farkını analiz etmek için bağımlı örneklemler t testi kullanılmıştır. Sonuç olarak atılganlık eğitimi öğrencilerin sosyal ve duygusal öğrenmelerine, iletişim becerileri ve stres düzeylerine anlamlı şekilde etki ederken, problem çözme ve kendilik algılarına anlamlı şekilde etki etmemiştir.

The Choir Festival as an Opportunity to Develop the Music Skills of Secondary School Students

Festiwal chórów jako okazja do rozwoju zdolności muzycznych uczniów szkół średnich&#x0D; Aktywny udział w chórze śpiewaczym ma ogromny wpływ na młodych ludzi: nie tylko na ich rozwój muzyczny, artystyczny i estetyczny, ale także na kształtowanie ich cech charakteru. Czy jednak młodzież jest dzisiaj zainteresowana tego rodzaju działalnością, szczególnie jeśli chodzi o prezentowanie dzieł muzyki sakralnej? Czy jest to dla nich atrakcyjne nawet w czasach, które są bardziej skoncentrowane na materializmie, osiągnięciach technicznych, konsumpcjonizmie lub prezentacji indywidualności? Prezentowany artykuł zawiera odpowiedzi na te pytania, sformułowane na podstawie wyników ankiety przeprowadzonej podczas II edycji festiwalu chórów licealnych Cantare Choraliter. Za pomocą kwestionariusza zbadano stosunek, jaki mają do muzyki (a szczególnie śpiewu chóralnego) członkowie chórów działających przy słowackich szkołach średnich.

Algebraic literacy skills of secondary school students

The focus of this study is the mathematical literacy in the change and relationships section of the algebra and its use, which is called algebraic literacy. This study aims to obtain a description of algebraic literacy skills of VII grade students, it is analysed based on the mathematical literacy levels and indicators. This study is descriptive qualitative. The participants included 72 students from three secondary schools in Bandung. The data were collected using a test and interview. Based on the analysis, the students’ algebraic literacy skills are found to be low, at levels 1, 5, and 6, due to the lack of understanding of the relationship between arithmetic and algebra, the more complex of problem-solving questions, the structured questions with nonroutine type, and the students’ inaccuracy in formulating situations. Moreover, the achievement of ‘formulate’ and ‘interpret’ indicators are found to be lower since the students are less familiar with the concept of symbols used as the substitute for varying quantities, and are less able to contemplate the algebraic solutions, thus the problems cannot be interpreted properly.

Developing EFL Students’ Reading Comprehension skills through Using Transactional Literature Circles

Abstract The present research aimed at developing the EFL Reading comprehension skills of secondary school students through using Transactional Literature Circles.‎ It adopted a quasi -experimental design employing two groups; experimental and control. Participants were 80 first year female students enrolled at Dikirnis Secondary School for Girls, Dakahliya Governorate. Instruments included a Reading Comprehension Skills Checklist (RCSC) and a Reading Comprehension Skills Test (RCST). The results revealed that there was a statistically significant difference between the mean score of the experimental and control groups on the post (RCS test) in favor of the experimental group. Further, the experimental group students performed better in most of the reading comprehension skills on the post test. These results generally validate the effectiveness of transactional literature circles in developing the experimental group pupils’ reading comprehension skills. finally it was recommended that transactional literature circle strategy is effective in developing students' reading comprehension skills. groups (N=70). The program lasted for 6 weeks (2 sessions per week, 45 min

DIDACTIC CONDITIONS OF INTERNET TECHNOLOGIES APPLICATION IN THE EDUCATIONAL ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

It is analyzed the concept of "didactic conditions", it is also offered its own definition of the concept in the article. It was found that in most pedagogical sources this issue is studied within higher education establishments, so our paper is devoted to general secondary education. Four main pedagogical conditions for the use of Internet sources in the educational environment are identified. They are technical equipment for computerized education, combination of information and communication technologies with traditional forms of education, teacher training to use innovations in the educational process through appropriate applied training, as well as the formation of a high level of digital skills of secondary school students. Attention is also paid to fleeting, auxiliary didactic conditions. This is a combination of activity and competence approaches to learning, activation of educational and cognitive activities of students through game learning, visualization of educational material, increasing the motivational aspect of learning through the novelty of teaching methods; providing a positive emotional background of learning, online support of students outside the school in order to motivate, adjust, direct work. It was found that for the formation of any didactic condition (basic or auxiliary), there must be a number of factors - the reasons for its appearance. The formation of didactic conditions is a long-term process that is the result of solving a didactic problem. The essence of the didactic condition itself is inconsistent, which is associated with the development of society, its constant changes. Similarly, the set of didactic conditions also constantly varies: one condition becomes irrefutable, does not require proof, but a new, more urgent or relevant one appears.Big part of the article is devoted to the analysis of modern Internet resources for teachers to master computer technology, mastering the skills of using gadgets in the educational space.

AN ANALYSIS ON THE EFFECT OF VIOLENCE REDUCTION PSYCHOEDUCATION PROGRAM ON COMMUNICATION, CONFLICT RESOLUTION AND EMPATHY SKILL LEVELS OF ADOLESCENT STUDENTS

&lt;p&gt;The purpose of this study is to examine the effect of the "Violence Reduction Psychoeducation Program (VRPP) for Students Aged 11-18" on the levels of communication, conflict resolution and empathy skills of secondary school students. This research was designed as a semi-experimental design defined as "Pretest-Post-test Control Group Model". The study group of the research consisted of 120 students studying in the Selçuklar secondary school affiliated to the Mersin Provincial Directorate of National Education in the 2018-2019 academic year. "Communication Skills Evaluation Scale", "Empathy Scale for Children and Adolescents" and "Determination of Conflict Resolution Behavior Scale" were used as data collection tools. The program was applied to the experimental group for 8 consecutive weeks with 1 60-70-minute session per week at 11 o'clock on Mondays in the conference hall of the school. Independent sample t-test and ANCOVA were used to analyze the data of this research. As a result of the research, it was found that program increased the students' level of communication, empathy and conflict resolution skills in the experimental group. In line with the results obtained, suggestions such as systematic and planned implementation of the developed program at certain hours as part of the curriculum within the scope of the psychological counseling and guidance services were made.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0610/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Promoting EFL fluency and Accuracy Skills of Secondary School Students Using Genre- Based Approach

The current study aimed at developing some EFL speaking skills (fluency and accuracy) for second year secondary school students through the use of genre – based approach. The study adopted the pre/post experimental one group design. Participants in the present study were 30 students comprising one intact classe 2/12 from 2nd year secondary school students at Nasr Abd Elghafore School, Menouf , Al – Menofia Governorate during the second term of the school year 2019 – 2020 . Instruments of this study were an EFL a pre and a post tests and rubric for scoring it .By the end of the experiment, a pre/post EFL speaking skills test were administered to the groups to identify the effectiveness of genre – based approach in developing the participants' EFL speaking skills (fluency and accuracy). It was found out that genre – based approach was effective in developing EFL speaking skills (fluency and accuracy). تعزيز مهارات الطلاقة والدقة باللغة الأنجليزية کلغة أجنبية لدى طلاب المدرسة الثانوية باستخدام المدخل القائم على نوع النص الملخص هدفت الدراسة الحالية إلى تعزيز بعض مهارات التحدث باللغة الإنجليزية ( الطلاقة والدقة ) لدى طلاب الصف الثانى الثانوى من خلال استخدام المدخل القائم على نوع النص . اعتمدت الدراسة على تصميم المجموعة الواحدة التجربية ذات الأختبارالقبلى و البعدى . تمثلت عينة الدراسة فى 30 طالبا يمثلون فصلا واحدا( 2/12) من طلاب الصف الثانى الثانوى بمدرسة نصر عبد الغفور بمنوف – محافظة المنوفية خلال الفصل الفصل الدراسى الثانى من العام الدراسى 2019-2020 . تضمنت أدوات الدراسة اختبار قبلى وبعدى لمهارتى الطلاقة والدقة ومقياس التصحيح تم تطبيقها قبل وبعد المعالجة التى ضمت برنامجا لتنمية مهارتى الطلاقة والدقة باستخدام المدخل القائم على نوع النص . وفى نهاية التطبيق ؛ تم مقارنة نتائج الأختبار القبلى والبعدى للمجموعة التجربية لتحديد فعالية المدخل القائم على نوع النص فى تطوير مهارتى الطلاقة والدقة باللغة الإنجليزية کلغة أجنبية. وقد وجد أن المدخل القائم على نوع النص کان فعالا فى تطوير مهارتى الطلاقة والدقة باللغة الإنجليزية کلغة أجنبية – وانتهى البحث بتقديم مجموعة من التوصيات والتضمينات التربوية .

Life Skill Integrated Science-PBL Module to Improve Critical Thinking Skills of Secondary School Students

This study was intended to: (1) describe the results of the development of the Life Skill integrated Science-PBL module, (2) analyze the feasibility of the Life Skill integrated Science-PBL module, and (3) oversee the effectiveness of the module to improve critical thinking skills of students at the secondary school level. The development model used was the 4D Thiagarajan model which consisted of four stages of development, namely define, design, develop, and disseminate. The study sample was taken as many as 97 students from three different schools. The data collection instruments were questionnaires, observation sheets, and tests of critical thinking skills. The feasibility test involved material and media expert lecturers, as well as practitioners. The effectiveness of the module was measured by finding a normalized gain score for the pretest-posttest conducted during a field trial or implementation trial. The results suggested that the Life Skill integrated Science-PBL module was suitable for use in the learning process based on the results of the validation of experts and practitioners. The calculation of the N-gain obtained the value of 0.72, which meant that the Life Skill integrated Science-PBL module was effective in improving students' critical thinking skills. The results of the questionnaire analysis of student and teacher responses showed that overall, the module received good responses.

The Development of Critical Thinking Skills and Collaborative Skill Profiles Aided by Multimedia-based Integrated Instruction on Light Refraction Material

Along with the rapid development of technology in the 21st century, students are not only required to understand the cognitive aspects, but also skills such as critical thinking and collaboration that are important to be trained so that they have an ability to adapt quickly. Critical thinking and collaborative skills can be trained on students with learning that is integrated with computer multimedia. This study was aimed at identifying the improvement of critical thinking skills and the profile of students' collaborative skills using multimedia-based integrated instruction (MBI2). The research method used was Pre-Experimental with One Group Pretest Posttest Design. The participants of this study involved 33 students (consisting of 13 boys and 20 girls) in grade VIII in one state junior high school in Bandung. The results showed that the increase in students' critical thinking skills was in the medium category with an N-gain value = 0.42 and the collaborative skills profile of the students was in the good category. Based on the results of this study, it can be concluded that the use of MBI2 learning can develop critical thinking and collaborative skills of secondary school students on light refraction material.

Impact of speed reading training on reading speeds and comprehension skills of secondary school students

The aim of this research is to study the impact of speed reading training on reading speeds and comprehension skills of secondary school students. The research has been conducted on 40 students receiving education at the level of secondary school 8th grade in Trabzon province. Experimental pattern with single group pretest–posttest was applied in the study. First of all, reading speeds and comprehension levels of the students were determined during the research, and then 20 hours of speed reading training was provided to the students every other day for 5 days. Before applying the last test after the training, 2 weeks of time was given to the students in order to repeat the exercises. Reading speed and comprehension levels of the students were detected with two separate texts and reading comprehension questions related to these texts at the start and finish of the process. Data were analysed with dependent/independent groups t-test and Pearson correlation coefficient on SPSS 20.&#x0D; Keywords: Comprehension level, reading speed, reading training, secondary school.

Ortaokul Öğrencileri İçin Yaşam Boyu Öğrenme Becerileri Ölçeği: Geçerlik ve Güvenirlik Çalışması

Bu çalışmanın amacı, ortaokul öğrencilerinin yaşam boyu öğrenme becerilerini ölçmeye yönelik bir ölçek geliştirmektir. Araştırmanın çalışma grubunu Amasya ili Milli Eğitim Müdürlüğü’ne bağlı farklı ortaokullarda farklı sınıf seviyelerinden 420 öğrenci oluşturmaktadır. Ölçek madde havuzu oluşturulurken öncelikle literatür taraması yapılmıştır. Benzer ölçekler incelenmiş ve yapılan incelemeler sonrasında 42 maddelik ölçek deneme formu oluşturulmuştur. Ölçek madde havuzu, bir alan eğitimi uzmanı ve bir ölçek geliştirme uzmanı görüşüne sunulmuştur. Düzeltmeler yapıldıktan sonra ölçek deneme formu öğrencilere cevaplamaları için verilmiştir. Ölçeğin yapı geçerliğini belirlemek amacıyla açımlayıcı faktör analizi yapılmıştır. Faktör analizleri sonucunda ölçekten 12 madde çıkartılmıştır. Açımlayıcı faktör analizi sonucunda ölçeğin dört faktörden oluştuğu belirlenmiştir. Doğrulayıcı faktör analizi yapılarak faktörler içerisindeki ilişkiyi, değişkenlerin faktörler ile ilişkisini, faktörlerin birbiri ile ilişkisini ve faktörlerin modeli açıklama düzeyi ortaya konulmuştur. İç tutarlılık kat sayıları için Cronbach Alfa, Sperman Brown, Eş yarılar korelasyonu ve Guttman eş yarılar değerlerine bakılmıştır. Bu değerlere bakıldığında ölçeğin geçerli ve güvenilir olduğu sonucuna ulaşılmıştır.