Secondary Level Students Research Articles

“They Give Us That Equal Kind of Level Playing Field to Do Whatever Someone in a Regular School Does.” An Exploration of Second-level Students’ Experiences with an Alternative Education Programme in Supporting Their Education and Well-being in a DEIS School

ABSTRACT Young people’s perspectives on social and educational inequalities got little attention from broader social theory and have not been prioritised by childhood and youth studies. Similarly, secondary school students’ voices and qualitative experiences with education and education inequality have been missing, particularly in an Irish context. Educational inequality has persisted in Irish education since the state’s independence. The Irish government has partially addressed the issue by introducing the Delivering of Equality of Opportunity in Schools (DEIS) Plan. Despite some positive outcomes of this policy, students attending DEIS schools still experience lower educational outcomes than their peers from non-DEIS schools. DEIS schools encounter different levels of disadvantage, and they cater for a higher percentage of people with intellectual disabilities and often rely on the support provided by charities and philanthropies [Cahill, K. (2021). Intersections of social class and special educational needs in a DEIS post-primary school: School choice and identity. International Journal of Inclusive Education, 28, 7, 977–991; Fleming, B., & Harford, J. (2023). The DEIS programme as a policy aimed at combating educational disadvantage: Fit for purpose? Irish Educational Studies, 42(42), 381–399]. The context of this study is set as an all-girl post-primary school in the wider Cork area, which receives financial and study support from an external alternative education programme exposed to a broader evaluation conducted by UNESCO Child and Family Research Centre, University of Galway. Focus groups and photovoice were introduced to seek students’ experiences with the alternative education programme in the post-primary DEIS school context. Common findings emerging from the data are (a) social inequality and educational opportunities, (b)study and financial support provided by the alternative education programme, and (c) enhanced mental health and well-being. These findings contribute to a further understanding of young people’s experiences with educational inequality in an Irish DEIS school context and emphasise the role of external educational support programmes in tackling such challenges. Students' experiences with educational and broader socio-economic inequalities in Ireland, as presented in this paper, call for system change and policy reform in post-primary education.

Factors Contributing to English Fluency Paucities among Secondary Level Students: Perspective Dinajpur Education Board, Bangladesh

This study examines the factors contributing to English fluency paucity among secondary-level students in the Dinajpur Education Board, Bangladesh. Despite the prominence of English as a global language, students in this region face significant challenges in achieving fluency. The research identified key factors such as inadequate teaching methods, lack of exposure to English outside the classroom, limited access to English learning materials, socio-economic barriers, and insufficient emphasis on speaking and listening skills in the curriculum. Data was collected through surveys, interviews, and classroom observations, involving both students and teachers. The findings suggest that while students possess a basic understanding of English grammar and vocabulary, their ability to use the language in conversational settings remains limited. Furthermore, socio-cultural attitudes towards English and insufficient teacher training also play a role in hindering fluency development. The study recommends improvements in curriculum design, teacher professional development, and the promotion of interactive English language learning environments. Addressing these challenges could significantly enhance students’ fluency and better prepare them for academic and professional opportunities.

Knowledge on adolescent and reproductive health among secondary school students in Khulna City, Bangladesh

The main objective of this study was to investigate the depth and breadth of knowledge and ideas about adolescent health among secondary-level students. A concurrent mixed method approach, both quantitative and qualitative methods, was followed to carry out the study. Students enrolled in tenth grade under the Directorate of Secondary and Higher Education (DSHE) in Khulna City, Bangladesh, were chosen as the respondents of the study. Kotwali and Khanjahan Ali Thana of Khulna City were rationally chosen as the areas of the study. A total of 40 schools were randomly chosen, and 400 surveys, 10 surveys from each school, ideally 05 boys and 05 girls, were carried out, including 10 in-depth case studies. Findings indicated that, on average, more than half of the adolescents have knowledge gaps about adolescents and reproductive health, for example, misconceptions about the adolescent period and age range of puberty, vague understanding of the first sign(s) of physical appearances, and face critical emotional and social challenges. Both qualitative and quantitative data further showed that they hardly get sufficient cooperation and support from family and social environments in dealing with their challenges, display risky health behaviour, and make major decisions based on their self-discretionary assumptions to deal with crises. The findings of this study would provide important guidelines to parents and guardians, local and district and regional and national level GOs and NGOs health professionals who work with adolescent and reproductive health services, policymakers, academics, and researchers to create an adolescent-friendly environment.

Mathematics Learning Style and Achievement of Secondary Level Students

Mathematics Learning Style and Achievement of Secondary Level Students

English Reading Strategies Used by Secondary-Level Students

English Reading Strategies Used by Secondary-Level Students

Learning English in Multicultural Contexts: Experiences and Strategies of Secondary Level Students in Rural Nepal

Learning English in Multicultural Contexts: Experiences and Strategies of Secondary Level Students in Rural Nepal

Prevalence of Internet Addiction among Secondary Level Students.

The study aimed to assess the prevalence of internet addiction among Secondary level students in Waling Municipality, Syangja, Nepal. A cross-sectional study was conducted among 280 students aged 15-19 from three schools in Waling Municipality in January 2022; stratified simple random sampling proportional to the size of the population was used. A self-administered structured questionnaire was used and an Internet Addiction scale was applied which includes 20 questions with a score of 1â€"5 for each question. Based on scoring subjects would be classified into normal users (0â€"30), mild (31â€"49), moderate (50â€"79), and severe (80â€"100) Internet Addiction groups. Descriptive statistics, bivariate analysis, and multivariate logistic regression analysis were computed at a 5% level of significance. of the total 30.7 had mild and 15.4 had moderate internet addiction. The likelihood of reporting internet addiction was significantly higher among those who used the internet for more than two hours (AOR, 2.91; 95% CI, 1.56-5.42), common mode to access the internet (AOR, 17.04; 95% CI, 2.09-138.61), friend's encouragements (AOR, 2.18; 95% CI, 1.17-4.05), living with family (AOR, 5.183; 95% CI, 1.55-17.30) and gender (AOR, 1.833; 95% CI, 1.04-3.22) Conclusion: The current study documents almost half of the school adolescents had internet addiction. Carrying out public awareness campaigns and establishing ways to enhance the positive effect of the internet while minimizing the negative outcomes of the associated factors may be a profitable strategy to decrease its prevalence and effect.

Role of Verbal Encouraging Phrases (VEP) on Students Academic Achievement at Secondary School Level

The role of verbal encouraging phrases (VEP) in education has garnered significant attention in recent years, as educators and researchers alike seek to understand the factors that enhance student motivation and academic performance. The researchers designed two research objectives to execute the study were as; to find out the difference based on gender perceptions in the role of verbal encouraging phrases and the academic achievement of students in secondary level; to examine the relationship between the scores of verbal encouraging phrases and students' academic achievement. The current study was a descriptive research that was designed to investigate the role of verbal encouraging phrases in students' academic achievement at secondary school level. The researchers selected the sample of 350 secondary school students from the population. A research questionnaire was developed to collect data from the respondents. The evaluation of academic performance was based on task completion time and accuracy. Preliminary findings suggest a significant positive correlation between the use of verbal encouraging phrases by educators and heightened academic motivation among students. Further analysis reveals that the used of verbal encouraging phrases (VEP) is strongly associated with improved academic achievement, underscoring the importance of verbal reinforcement in educational settings. The study's outcomes highlight the critical of verbal encouragement in fostering a motivating learning environment, thereby contributing to enhanced academic performance. These insights provide valuable implications for educational practices, suggesting that educators should strategically employ verbal encouraging phrases to boost students' motivation and academic success.

An Investigation of Cooperative Learning Strategies in Improving Students' Comprehension Skills in the Context of English as a Foreign Language (EFL)

The objective of this study was to enhance the reading comprehension abilities of EFL students by implementing cooperative learning strategies. The study aimed to address the following primary research question: What is the influence of cooperative learning on enhancing the reading comprehension skills of EFL students? The study included a total of 70 students from the first and second levels of the Department of English and Literature at the Ar Rass campus of Qassim University in Saudi Arabia. We conducted the study over a three-week period in two classes: the control group consisted of 35 female students (N = 35), while the experimental group also included 35 female students (N = 35). The experimental group received instruction through cooperative learning strategies, whereas the control group received instruction through a standard teacher-centered strategy. To address the fact-finding investigation of the study, we employed a pre- and post-test tool to assess reading comprehension skills. This test specifically aimed to identify the levels of literal and inferential comprehension. We employed the t-test to determine the statistical divergence between the average scores of the two groups. This study demonstrated the beneficial influence of cooperative learning approaches on the enhancement of reading comprehension skills among first- and second-level students in the Department of English and Literature. We strongly recommend cooperative learning practices to improve the reading skills of EFL learners.

ICT Awareness Among the Higher Secondary Students, A Study

In the ongoing advancing digital era, emergence of Information and Communication Technology (ICT) has instinctively refashioned the strategy of all demeanors of pursuits within business, society, governance and in education beyond expectance. Panoramic advancement depends heavily on qualified personnel which is doable through christian upbringing. It has progressively revamped education from traditional to noble and fervent teaching methodology, learning processes, scientific research and archiving information. This empirical study has made an attempt to assess ICT awareness among the selected higher secondary level students in the district of Purulia of West Bengal state, a region portrayed by its distinct societal problems and more, to explore the eventuality for implicit growth. By employing a structured survey methodology, data have been obtained from a representative sample of students over varied schools in the district. Findings are expected to provide crucial visions into the current state of ICT literacy among these students and underscore the need for tailored approach to traverse digital gap. This study will further the genesis of strategies quested after boosting ICT education, safeguarding equal opportunities to digital resources, and nurturing a more in-depth learning surround in Purulia.

Perspectives of ELT Teachers in Enhancing Writing Skills through Immediate Feedback

Immediate feedback is crucial for enhancing students’ writing skills as it provides timely guidance, allowing them to identify and rectify errors promptly, thereby fostering continuous improvement and proficiency in writing. This paper investigates the perspectives of secondary level English teachers on immediate feedback and the techniques they use while giving immediate feedback. The study was conducted on sixty English language teachers who have been teaching English at secondary level institutional schools of Nepalgunj Sub-metropolitan city of Banke district. The researcher used simple random sampling method to select the sample. The instrument used for data collection was a questionnaire. The obtained data were analyzed descriptively and interpreted using simple statistical tools. The majority of teachers (i.e. 86.66%) viewed that immediate feedback plays the role of scaffolding in their writing, while only a minority of teachers (i.e. 13.33%) viewed it negatively. The study revealed that almost all the teachers showed a positive reaction towards the role of immediate feedback to enhance writing proficiency. It was also found that most of the teachers used correction codes to correct student’s mistakes and errors. Thus, the English language teachers are recommended to use immediate feedback as a scaffolding tool to enhance writing students’ proficiency of secondary level students.

Development of Teaching Materials Based on Social Values of Banjar Community to Improve Students' Financial Literacy

Financial literacy is an essential skill to equip students with the knowledge and skills needed to manage finances. The gap in understanding financial literacy among junior secondary level students reflects the urgent need to introduce innovative and effective learning teaching materials. This research was conducted with the aim of increasing students' financial literacy through the application of the Project Based Learning model. This research method is Research and Development (R&D) which adopted the 4D model of Thiagarajan, Semmel & Semmel in 1974. Validation of the teaching module was carried out by two expert lecturers and teacher response data was validated by two class IX junior high school teachers. Data analysis involves qualitative descriptive analysis techniques and descriptive statistics, including evaluation of validation results by experts and analysis of teacher responses. The results of the research show that teaching materials from the material aspect have an average Aiken's V value of 0.90 (Very Valid). In the language aspect of teaching materials, the average Aiken's V value is 0.89 (Very Valid). Teacher responses to teaching materials reached an average percentage of 85.25% (Very Good). Based on the results of this research, it can be concluded that this research has succeeded in developing teaching materials based on the social values ofthe Banjar community to increase students' financial literacy.

English Grammar Test App An Assessment of Grammar Skill from the Lens of Computerized Software

The study aims to assess the significance of the English grammar test application for secondary-level students to improve their English language grammar skills. Using an appropriate smartphone application for teaching and learning ESL grammar skills is a challenge that must be considered. On the other hand, other associated challenges, such as internet connection, suitable ESL teaching pedagogy, learners' socio-cultural and socio-economic background, and low level of motivation among ESL learners, need a viable solution. Through mixed method techniques, pre-tests and post-tests were conducted. In both phases of the study, a purposeful sampling technique was used and the assigned teacher and a total of ten students were selected for filling in a questionnaire after the post-test. The data collected from the pre-test and post-test were analyzed through charts and tables, whereas the questionnaires were analyzed through QDA Miner and Word Stat. The study employed Skinner's learning theory of Behaviorism (1976) to practice stimulus, response, and reinforcement techniques. The findings concluded that although the students faced learning constraints, the teacher and the students positively responded to the English grammar test application. The study can be useful for ESL /EFL students in various contexts.

Reflecting on Online Learning Experiences of Secondary School Teachers and Students during COVID-19

This paper examines the experiences of secondary-level students’ learning and teachers’ teaching strategies via Zoom during the COVID-19 pandemic in Nepal. The government formally announced the closure of physical classrooms to mitigate the outbreak of the coronavirus. This study utilised a qualitative interpretive research design and conducted online semi-structured interviews with the participants, observed their online classes and conducted documentary analysis. The findings of this study indicate that online learning in urban areas provided a flexible and alternative mode to physical classrooms. However, students and teachers faced challenges, such as irregular power supply, poor internet connection, expensive mobile data, lack of digital devices and limited ICT skills among teachers when it came to managing and delivering online classes. Additionally, the study highlights the inability of rural students to access online learning during lockdown. The efficacy of teachers in developing ICT and e-pedagogy skills played a crucial role in sustaining online learning. To ensure equal opportunities for quality education among students from marginalised and disadvantaged communities, it is recommended to equip schools, teachers, and students with the minimum ICT infrastructure and to provide subsidies on computers and internet access.

AWARENESS ON MENTAL HEALTH AMONG THE STUDENTS OF HIGHER SECONDARY LEVEL: A STUDY

In formal educational system the most important stage of education is the secondary stage. Especially the higher secondary stage can be considered as the gateway of building a better career in the life of any student. All students of this stage feel pressure in their study for securing good marks in the exam. Moreover they feel anxiety as well as stress because of preparing themselves for entrance exams. Apart from these there are so many students which use to face several problems, like- poverty, lack of transportation, gender disparity, parent’s illiteracy, natural calamities and superstitions and so on. So it is very difficult to adjust with these kind of situations along with their heavy pressure of study. Sometime the students of secondary level cannot cope up with such type of overloaded situations. Therefore it is very important to keep their mental health in a sound position so that they can tackle their problems and perform their duties properly. They should know about their mental health problems and they should be aware about the importance of mental health. Especially the students of secondary level need to know the various means of development of their mental health. The present study is aimed at creating awareness about the need and importance of mental health among the students. The objectives are-1. To study the problems of mental health of the students. 2. To study the awareness towards mental health among the students. 3. To study the difference between boy and girl students in mental health awareness.

Student's Perception towards ICT Use in Government and Non- Government Schools of Surkhet District

This article delves into students' perceptions of Information and Communication Technology (ICT) use in government and non-government schools in Surkhet District. The main objective of the article is to explore the perception of students towards the use of ICT in government and non-government school in Surkhet district. In this article, a mixture of article methods is used including both quantitative and qualitative approaches. All the secondary level students in 18 schools of Surkhet district was the population of the article. Among the students of 18 schools, 424 were selected as sample. Questionnaires were used as the source for the data collection. The article used the statistical tools like Regression analysis to find out the perception of the students towards ICT use in schools. Data collected from both school types revealed demographic distributions and attitudes toward ICT. Government school respondents were primarily aged 12-13, while non-government schools had more respondents across all age groups. Males were the majority in both. The regression model analyzing students' perception of ICT use displayed a moderately strong positive correlation (R = 0.610), with 37.2 percent variance explained by factors like Access to Personal Device, Digital Literacy, Access to School IT Resources, and ICT Integration in Curriculum. Constructs showed good reliability and validity, affirming measurement accuracy. Results highlighted the positive impact of examined factors on ICT use, underlining the significance of resource access, digital literacy, and curriculum integration. Non-government schools had higher mean scores in computer and internet skills, possibly due to infrastructure or resource differences. Notable disparities existed between government and non-government schools in combined school and home ICT use and confidence levels, with gender differences also noted, warranting further exploration or intervention. The article underscores the need for improving access to resources, enhancing digital literacy, and integrating ICT in curricula to positively influence students' perceptions and use of ICT.

Perception of the Secondary Level Students Regarding the Examination Ethics

Perception of the Secondary Level Students Regarding the Examination Ethics

Dental Carries Prevalence and Associated Factors of Secondary Level Students in Eastern Nepal

Background: Dental caries or a tooth decay is a common oral health condition characterized by demineralization oftooth enamel and subsequent formation of cavities It is a global public health problem and influence the overall health ofchildren.Method: A cross-sectional study was conducted among 343 secondary level school students by complete enumerationsampling method. A pretested, standardized, closed-ended questionnaire and a standard Decayed, Missing, and Filledprimary Teeth (DMFT) tools were adopted to find out the prevalence and associated factors of Dental Caries. Face to faceinterview and oral assessment under natural day light were uses for data collection methods. Data were coded, entered,cleaned and analyzed by using SPSS version 22. Descriptive and bi-variate statistics were employed to test the associationbetween dependent and independent variables. P-value less than 0.05 was taken as significant association and result waspresented in text, tables and graph.Result: The overall prevalence of dental caries was 68.5% with a mean and SD of DMFT of 1.53±1.462 and femalestudents were most sufferer (70.1%) from dental caries. There was a significant association of dental caries with mother’seducational status (p=0.009), consumption of sugary tea/coffee (p=<0.001), frequency of soft drinks consumption(p=0.004), frequency of tooth brushing (p=<0.001) and changing time of new tooth brush (p=<0.001).Conclusion: The study found a high prevalence of dental caries among the students, which were attributed to consumptionof sugary foods and drinks and poor oral hygiene practices. The researchers hold a strong conviction that relevant authoritiescan provide the necessary actions to raise the awareness regarding the issue.

EFFECTIVENESS OF BLENDED-LEARNING FOR TEACHING-LEARNING OF ENGLISH AT SECONDARY LEVEL IN WEST BENGAL

This research seeks to evaluate the differences in learning outcomesin the environments of Blended Learning and Traditional Learning for English as a second language among secondary level students in West Bengal. With the increasing tendency of learners to solve educational problems using electronic gadgets and access e-materials from anywhere, it is imperative for educational institutions to emphasize Blended Learningwhich combines online and traditional face-to-face teaching methods, shows promise in improving students academic achievements. Three hundred students from five schools under the W. B. B. S. E. were selected randomlyto partake in this study. This research examined the effectiveness of Blended Learning by comparing it with traditional classroom learning, using evaluation scores from two selected lessons. The findings revealed that pass rates were significantly higher in the Blended Learning environment. This research confirms that Blended Learning not only enhances academic performance but also positively influences students motivation, attitude, and self-esteem. The results highlight the necessity of adequate infrastructure to support Blended Learning practices, suggesting that investments in technology and teacher training are crucial for successful implementation. The conclusions drawn from this research provide a basis for future research onBlended Learning at secondary level.

Comparative study of emotional intelligence of reserved category and unreserved category students at higher secondary level

The study of emotional intelligence of reserved and unreserved category students at higher secondary level makes it clear that social, economic, and cultural backgrounds have a significant impact on their emotional development. Emotional intelligence plays a vital role in the academic performance, psychological health, and development of social skills of students. It also strengthens moral and value-based education, leading to the holistic development of students. Recognizing and understanding the differences in emotional intelligence of reserved and unreserved category students is essential to promote equity and inclusiveness in the education system. It helps in providing equal opportunities and resources to all students. Students with high emotional intelligence are not only successful individually but also contribute positively to society. They are self-aware, self-controlled, and empathetic, thereby increasing harmony and peace in society. Based on the insights gained from the study of emotional intelligence, educational policies and programs can be formulated that ensure the emotional and social development of all students. This helps in making their academic and personal lives balanced and enriched. Emotional intelligence plays an important role in lifelong success. It prepares students to face various challenges of life, so that they can live a successful and satisfied life. The study of emotional intelligence is very important for students of higher secondary level. It not only improves their current academic and social life, but also ensures their future success and satisfaction. Therefore, educational institutions, teachers and policy makers should play an active role in this direction so that all students get proper opportunities and resources for the development of their emotional intelligence. Results of the research study - No significant difference was found in the emotional intelligence of students of reserved category and unreserved category, no significant difference was found in the emotional intelligence of girl students of reserved category and unreserved category.