Skills Of Secondary School Students Research Articles

The relation between intellectual risk-taking regarding science classes and test anxiety inventory of secondary school

In learning of students, cognitive and affective skills and interaction of these skills are very significant. Intellectual risk taking (IRT) and test anxiety inventory (TAI) fall between these cognitive and affective skills. In this research, in addition to the relation between the skills of secondary school students, whether their class level and science success (SS) have any affect receives scrutiny. The research data has been obtained from 591 students, studying in 12 different government schools in 5 different provinces of Central Blacksea Region of Turkey. Three different data collection tools were used in this research conducted with the cross-sectional method. The correlation analysis results show that there is a negative relation between success in science and TAI, whereas there is a low relation between TAI and IRT. MANOVA results have revealed that as class level gets higher, IRT decreases and TAI does not have a significant tendency. It has been found that as the academic success of students gets higher, their TAI decreases and their IRT points do not have a specific tendency. Keywords: intellectual risk taking; science class; science success; test anxiety

Improving the Critical Thinking Skills of Secondary School Students using Problem-Based Learning

Improving the Critical Thinking Skills of Secondary School Students using Problem-Based Learning

Self Regulated Learning Questionnaire: Reliability and Validity Study

The research was carried out to develop a measurement tool for measuring self-regulated learning skills of secondary school students. For this purpose, the validity and reliability study of the “Self-Regulation Learning Questionnaire” was conducted on 688 students who studied in different classes in the middle school (fifth, sixth, seventh, eighth grade) and selected by random sampling method. As a result of the exploratory factor analysis conducted to ensure the construct validity of the scale, a five-factor structure consisting of 39 items was obtained. These factors are “1. Studying Method, 2. Self Evaluation, 3. Receiving Support, 4. Time Management and Planning, 5. Seeking Information”. The Cronbacheris Alpha value of the scale was .94. Confirmatory factor analysis (CFA), which was conducted to test whether the five-factor structure of the scale was consistent with the previously defined factor structure, supports the structure obtained. These results show that the Self-Regulated Learning Questionnaire is an appropriate tool for the measurement of self regulated learning skills of secondary school students.

An Investigation of Secondary School Students' Critical Visual Reading Skills Depending on Different Variables

The aim of this study is to examine the critical visual reading skills of secondary school students (5th, 6th, 7th and 8th grade) in terms of different variables (gender and grade level). Study sample consisted of 400 students of 4 schools located in the city center of Mus. A screening model was used in the research. Data were collected using the 5-point Likert-type Critical Visual Reading Scale 34-item developed by Soylemez (2015). The reliability of the scale was high (Cronbach's alpha = 0.814). Data were analyzed using the Statistical Package for Social Sciences (SPSS) for Windows 22.0 at a significance level of 0.05. Number, percentage, mean and standard deviation were used for descriptive statistics of variables. T-test was used for analysis of quantitative continuous data in two independent groups while one-way analysis of variance (ANOVA) was used for analysis of quantitative continuous data in more than two independent groups. A Scheffe's test was used to to make posthoc comparisons between the groups to determine significant differences. Results show that secondary school students’ critical visual reading skills differ significantly by grade level but do not differ by gender. Several suggestions were made based on the findings.

La radio como herramienta para mejorar la expresión oral del alumnado en la enseñanza secundaria

En este artículo se analiza la utilidad de la radio como herramienta didáctica para mejorar la expresión oral del alumnado de secundaria. En este medio de comunicación, la voz (la palabra) es la protagonista junto con la música y los efectos de sonido. Por esta razón se trata de un recurso ideal para ejercitar los elementos prosódicos y poner de manifiesto su relevancia en la comunicación por vía oral.La unidad didáctica, presentada de manera condensada en este artículo, se ha llevado a la práctica con un grupo de tercero de la ESO, pero se puede adaptar para trabajar en el resto de niveles. El objetivo final de esta propuesta es la grabación de un programa de radio. Para ello se necesita un número de sesiones previas que permitan al alumnado adquirir los conocimientos requeridos para acometer esta tarea: hablar ante un micrófono, prestando atención a la pronunciación y a la velocidad elocutiva, redactar un guion radiofónico, seleccionar las músicas que darán paso a cada sección, etc.

Gender differences of mathematical critical thinking skills of secondary school students

One of the competencies in the curriculum of 2013 is to develop creativity, curiosity, the ability to formulate questions to form critical thinking that is necessary for modern life and lifelong learning. It is therefore essential to create an instrument to measure students’ mathematical critical thinking skills. This study aimed to describe of mathematical critical thinking skills of secondary school students in solving mathematical problems concerning gender based on developed instruments validated by four experts. Four students selected from 30 students of Year 9 in one of junior high school in Banda Aceh. The instruments used in this study are critical thinking skills and interview guidance. The results showed that the critical thinking skills of female students were slightly better than that of male students. The findings of this study imply that there is a gender difference in mathematical critical thinking skills and therefore it is required to develop instruments that enhance the critical thinking of both male and female students.

Analysis of Quantitative Change of Motor Child Indicators of Secondary School Students Under The Influence of Regular Physical Education // Analiza kvantitativnih promjena pokazatelja motoričkih znanja učenika srednje škole pod uticajem redovne nastave tjelesnog odgoja

The research was conducted on a sample of 166 students of „Secondary Technical School Travnik”, first and second malegrade who regularly attended elementary education during the 2016/2017 school year. A total of 15 variables were used in the research to assess the level of motor skills (three variables for assessing the motor skills of basketball, volleyball, handball, volleyball and athletics).The main aim of the research was to determine the quantitative changes of the motor skills of secondary school students through the longitudinal study in one school year duration under the influence of the program contents of regular physical education. Quantitative changes in motor skills and analysis of differences between initial and final measurements were determined by analysis of changes under the difference model and SSDIF analysis (Bonacin, 2004). By projecting measurement data, a hypothetical measurement matrix is defined, and by explicating the set of linear displacements on the association matrix, a structural vector is described describing quantitative changes, taking into account the relations of initial variables.The results of the SSDIF analysis indicate that a one-year curriculum of physical education has caused statistically significant changes in motor skills at the global level (p = 0.000). According to the results of the quantitative global changes, they are not particularly significant and extend across a whole set of analyzed variables. The greater the number of variables that contribute to these quantitative changes, but the contributions of some variables to the discriminating function are relatively small, which means that the effects produced are mild, without dramatic changes, and virtually all variables contribute positively.

The effects of mind games in math and grammar courses on the achievements and perceived problem‐solving skills of secondary school students

AbstractThe goal of this study is to determine the effectiveness of mind games played by secondary school sixth grade students as classroom activities in math and grammar courses on their perceived problem‐solving skills and achievements. In the quantitative part of the study, the nonequivalent groups pre‐test–post‐test control group design from single‐factor quasi experimental designs was used. Qualitative data collection and analysis approaches have also been used to support and explain quantitative data. The study's sample group, which was formed using a convenience sampling method, consisted of 48 sixth grade secondary school students who studied in a moderately developed city center in Turkey and their teachers. An achievement test, perceived problem‐solving skills scale and semistructured interview guide were used as the data collection tools. According to the findings, the students in the experimental group who played mind games showed development in their perceived problem‐solving skills and achievements compared to the control group. The opinions of the teachers and students on the effects of the mental practices were also found to be positive.

Environmental Support and Students Involvement in Improving Soft Skills of Secondary School Students

Environmental Support and Students Involvement in Improving Soft Skills of Secondary School Students

Ortaokul Öğrencilerinin Yaratıcı Problem Çözme Becerileri


 
 
 
 
 
 
 
 
 
 
 
 
 Günümüz bilgi çağında
 öğrencilerin hayatlarını daha sağlıklı sürdürebilmeleri için problem çözme
 becerilerini geliştirmeye yönelik etkinlikler yeterli değildir.  Bunun yerine öğrencilerin çok boyutlu
 düşünmesine fırsat tanıyan, üst düzey düşünmelerini sağlayan eğitimlere ihtiyaç
 duyulmaktadır. Bu ihtiyaçlardan dolayı öğrencilerin üst düzey düşünmelerini
 sağlayan yaratıcı birer problem çözücü olmaları gerekmektedir. Yaratıcı problem
 çözme etkinlikleri ile öğrencilerin üst düzey düşünme becerilerinin
 geliştirileceğine olan inanç bu çalışmanın temelini oluşturmaktadır.  
 
 Çalışma, Türkiye’nin
 Karadeniz bölgesinde bulunan iki ilden rastgele örnekleme yöntemi ile seçilen
 toplam 72 öğrenci ile gerçekleştirilmiştir. Çalışmada veri toplama aracı olarak
 Price (2006) tarafından geliştirilen bir yaratıcı problem kullanılmıştır.
 Verilerin analizinde, uygulanan problemlerin çözümleri Mumford ve diğ. (1991)’nin
 yaratıcı problem çözme adımları göz önünde bulundurularak incelenmiştir.
 Araştırmada nitel araştırma yöntemlerinden içerik analizi kullanılmıştır.  
 
 Elde edilen bulguların
 sonucunda, ortaokul öğrencilerinin 
 yaratıcı problem ile ilk defa karşı karşıya kalmaları sebebiyle biraz
 zorlandıkları belirlenmiştir. Öğrencilerin problemi yapılandırma, kategori
 seçme ve bilgiyi kodlama basamağında zorlandıkları tespit edilmiştir.
 

CONTENTS AND CHALLENGES OF EXPERIMENTAL RESEARCH TRAINING IN THE PROCESS OF FORMATION OF TEXT-CREATING SKILLS OF SECONDARY SCHOOL STUDENTS (BASED ON MORPHOLOGY OF THE UKRAINIAN LANGUAGE)

The article deals with the investigation of the relationship between the components of the formation of text-creating skills with the tasks of experimental training. The correspondence of these tasks with functional components is demonstrated. These functional components include mental, management, searching, informational, systematizing, asessive and analytical constituents. Every proposed functional component of the experimental training in the context of the formation of text-creating skills of secondary school students is characterized through the application of the scientific and methodical approach. The indexes of these functional components are given on the bases of suggested creative asignments dealing with text-creating skills of secondary school students on the basis of the morphology of the Ukrainian language.

EDITORIAL

The four papers in this issue address, in different ways, aspects of teachers’ role in education and curriculum. This issue of Journal of Research, Policy & Practice of Teachers & Teacher Education consists of papers contributed by scholars from various parts of the academic environment, from a teacher in a school to an international author from Nigeria. Between them, they raise important and emerging issues of teaching and teaching practices; the role of peace education (amuch talked about subject but very little written upon); managing curriculum in the primary school; the science acquisition skills of secondary school students and the declining interest in Islamic studies in schools in Nigeria.

The role of the school principal in developing the leadership skills of the students of the secondary school for boys in Riyadh city: دور مدير المدرسة في تنمية المهارات القيادية لدى طلاب المدارس الثانوية الحكومية للبنين بمدينة الرياض

The aim of the study is to identify the role of the school principal in developing leadership skills (innovation, decision-making, responsibility) among school students from the principals' point of view. The research will also reveal the obstacles that the school principal plays in developing the leadership skills of school students Secondary education. To achieve the objectives of the study, the researcher followed the descriptive descriptive method, through the application of the study tool (questionnaire) to the whole community of the study, which included all managers of the secondary schools in Riyadh, (139) managers. The questionnaire consisted of (32) words distributed on two axes: the role of the school principal in developing the leadership skills of secondary school students, while the second topic dealt with the obstacles that the school principal played in the development of leadership skills among school students. The role of the school principal in the development of leadership skills among school students came at a high level, where the role of the school principal in developing the skill of responsibility comes first, followed by the role of the school principal in developing the skill of innovation and innovation. Al-Qara T. In addition, the obstacles to the development of leadership skills among school students were high. The study recommended that the institutions of the community be closely linked with the school. The director delegated some of his powers to the administrative staff to enable him to perform some of the tasks entrusted to him. The supervisors of education with leadership skills, how to discover and develop them among the students, and the importance of the attention of those who prepare the school curriculum with leadership culture.

Research on Social Anxiety Level and Communication Skills of Secondary School Students

The aim of his study is to examine the social anxiety level and communication skills of secondary school students in terms of some variables. A total of 382 students, 192 males and 190 females attending the secondary education institutions of the province Adiyaman in the academic year 2016-2017, participated in the study. The scale developed by Ozbay and Palanci (2001) to measure the social anxiety level of the students and the scale developed by Korkut (1997) to measure communication skills were used. In the analysis of the data, the statistical package program was used. T-test and variance analysis (ANOVA) were used in independent groups, Post Hoc Tukey test was used for the differences between groups and Pearson correlation test was used for finding relationship; error level is obtained as 0,01 and 0,05. As a result of the research, there was no significant difference was found in social anxiety and communication skills in terms of the students' genders and the fact that whether they do sports or not. A statistically significant relationship was found between the communication skills of the individuals and their social anxiety scores in the strong negative direction. It was seen that the students with more communication skills had lower social anxiety scores. A statistically significant relationship was found in the strong positive direction between the students' social anxiety level and social anxiety sub-scale scores. A statistically significant relationship was found in the positive direction between the students' communication skills and communication skills sub-scale scores.

Role of School Management for Improving Life Skills of Secondary Students of Different Subject Streams

The present study was conducted to investigate into the role of school management, that is government and private schools in promoting life skills of secondary school students from various subject streams. A sample of 150 students of XI grades was drawn from the representative secondary schools of Chandigarh. Four life skills were selected to be studied, namely decision making, problem solving, critical thinking and communication skills. A 2×2 ANOVA test was applied on scores of each skill separately. The major findings of the study were

A research on fluent reading skills of secondary school students

The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.

The role of reading skills in the evaluation of online information gathered from search engine environments

A critical evaluation of results to find useful information is essential when doing a web search. In this study, we investigated the evaluation skills of secondary school students, based on their behavior in selecting links from a search engine result page (SERP). To clarify the role of reading when evaluating online information, we assessed students' individual reading skills on word, sentence, and text level. Data from 416 15-year-old students participating in a computer based German add-on study to the Programme for International Student Assessment (PISA) in 2012 were investigated. Using generalized linear mixed models (GLMMs), it was found that reading skills affected the ability to evaluate online information. These effects were influenced by the distinctiveness of information in relevance and students' navigation to subsequent SERPs or websites. The results are interpreted to show that skilled readers are able to allocate their cognitive resources more efficiently than less skilled readers when evaluating online information. Implications are discussed in terms of underlying cognitive processes when making web search decisions.

Teacher professional development in the contexts of teaching English pronunciation

In this study we focus on the effects of an intervention aiming to improve the English pronunciation skills of secondary school students in the Netherlands. In order to implement a new pedagogy successfully it is of the essence to take into account how teachers learn and what motivates them to adapt and change their way of teaching. Teachers need time to test and adapt a teaching design to fit the needs of their classroom practice and the students’ needs. In this paper the main focus is on finding evidence of teacher professional development in teaching English pronunciation. Results show that teachers are extrinsically motivated to change their teaching behaviour and classroom practice after using a computer assisted teaching tool to teach English pronunciation.

One mobile application for the development of programming skills of secondary school students

The aim of this study is to develop a mobile application for the Scratch programming language in order to develop programming skills of the students from secondary schools. The mobile application has been developed to solve two problems related to teaching Scratch programming language. The first problem related to educational aspects of the Scratch programming commonly used in secondary schools. The second problem is that Scratch does not have mobile applications for its learning.The structure of the application is described. The results of using the application in the learning process have been analyzed. Analyse shows that there is a significant difference between the problem solving skills of the students who have used this application in the learning process and the skills of the students who have not used it.

A Study of Social Skills of Secondary School Students in Relation to their Gender, Caste and Type of Family

A Study of Social Skills of Secondary School Students in Relation to their Gender, Caste and Type of Family