Public School Students Research Articles

The Effect of Learning Patterns on Achievement Motivation Among Public School Students

This research aimed to identify the effect of learning patterns on the achievement motivation of public-school students in Irbid governorate. The descriptive correlative approach was used to achieve the goal of the research, and a questionnaire was selected as an instrument to collect data. The sample of the study included 277 students who were chosen by the simple random method. The results of the study showed that public school students tend to use different learning styles during the learning process at a high level, where the mean scores for the learning styles dimension reached (4.0587). The results also revealed that public school students have a high level of achievement motivation, where the mean score was (3.8621). The findings showed that there is a direct statistically significant relationship between learning patterns and achievement motivation among public school students, and there is a statistically significant effect of learning patterns on achievement motivation among public school students, and the possibility of predicting achievement motivation through learning patterns among public school students.

Analisis Penguatan Karakter Siswa Muslim di Sekolah Dasar Minoritas Melalui Pendidikan Agama Islam

This study aims to strengthen the character of Muslim students in public elementary schools in Denpasar Bali through Islamic religious education, especially faith and morals and to analyze teaching materials in strengthening character in the material "Ayo Berperilaku Terpuji". The research method used is qualitative with a descriptive approach and supported by literature in analyzing character strengthening through PAI. The results of the research on strengthening the character of faith and morals through Islamic religious education of Muslim students at SD Negeri Denpasar. There are able to apply character strengthening through habituation carried out in class and school. Through the PAI teachers can provide an understanding of Islamic values to students, namely religion, tolerance, and harmony. While the analysis of teaching materials in strengthening character in the material "Ayo Berperilaku Terpuji", provides an understanding of character strengthening through pictures, comic stories, games and classroom practices. Through this character strengthening, students have a spirit of social behavior, empathy for the environment and foster active participation of peers and the environment.

Preparing culturally responsive teachers: a systematic review

Abstract As the world continues to ponder issues of equity and diversity, U.S. public schools face an expanding demographic divide between teachers and students. While diverse groups of public school students show an increase in population, the teaching workforce in the U.S. remains overwhelmingly White. The purpose of this systematic review is to examine how preservice teachers (PST) are being prepared to be culturally responsive. A total of 26 studies published between 2006 and 2020 were reviewed. The results indicate that PSTs’ learning experiences are varied and tend to be stand-alone approaches focused on changing the attitudes and beliefs of PSTs. Findings also bring to light the vagueness of terminology used in the research to define cultural groups of students, the conspicuous absence of studies related to LGBTQ+ populations, and the lack of study replications. Implications for future research are discussed.

The Effect of Guided Inquiry Learning Model on Critical Thinking Skills and Science Learning Outcomes of Elementary School Students

This study aims to analyze the effect of the Guided Inquiry learning model on students' critical thinking skills and science learning outcomes. The type of research used is quasi-experimental research with nonequivalent control group design. The sampling technique is a saturated sample, namely fifth grade students of public elementary school 9 West Bangkala, Jeneponto Regency, totaling 56 students. Research data were analyzed through descriptive analysis and inferential analysis using SPSS 22. Based on the results of the study it can be concluded that the use of guided inquiry learning models can improve critical thinking skills and student learning outcomes compared to those without using the guided inquiry learning model. The results of the study using the inquiry learning model had an effect on critical thinking skills and science learning outcomes for fifth grade students of public elementary school 9 Bangkala Barat, Jeneponto Regency.

Utilization of School Library as Determinant of Reading Habit of Senior Secondary School Students in Abuja Metropolis

This study was conducted to determine the utilization of school library as determinant of reading habit of senior secondary school students in Abuja Metropolis. Two research questions and one hypothesis were formulated to guide the study. Descriptive survey research design was used for the study. The population of the study was all 16362 students in public secondary schools in Abuja Metropolis. A sample of 579 students was selected to take part in the study using simple random sampling technique. An instrument entitled “Utilization of Public School Library as determinants of reading habits questionnaire (UPSLDRQ)” was used in collecting data for the study. The instrument was validated by three experts and test re-test reliability was conducted for the instrument. A reliability coefficient of .83 was obtained for the instrument using Pearson Product Moment Correlation. Data collected for the study were analysed using mean and standard deviation to answer the research questions and independent t-test to test the hypothesis. The findings of the study indicated that there is a significant influence of library utilization on the reading habit of students. It was recommended among others that government should provide all secondary schools in Abuja metropolis with modern and functional libraries.

Effectiveness of geogebra application on geometrical mathematics among secondary schools students in delta state

This study investigates the effectiveness of GeoGebra application on geometrical mathematics among secondary school students in Delta state. Dynamic mathematics software (GeoGebra) is a freely available interactive dynamic software for the teaching and learning of mathematics that combines geometry and algebra into a single package. A descriptive survey and quasi–experimental design was used, specifically, the pretest-posttest non-equivalent control group. The population consists of all the SS 2 students and mathematics teachers in all the public and private schools in Delta State. Fifteen mathematics teachers participated in the online workshop and that form the sample size of the teachers and 600 students were sampled, but 516 scripts were returned. Three (3) research questions guide the study. Two instruments were developed for the study; Mathematics Ability Test (MAT) and a Questionnaire on Mathematics Teacher's Attitudes toward GeoGebra Software (QMTAGS) were used for data collection. MAT was administered as a pre-test and post-test to the experimental and control groups which have 15 objective questions, while QMTAGS was administered to teachers after the workshop exercise on the GeoGebra software which contained 14 multiple-choice items. The data obtained were subjected to mean and standard deviation. The result of the findings showed that GeoGebra makes the teaching and learning of mathematics fun and enjoyable and factors responsible for mathematics teachers’ non-access to digital teaching of mathematics are lack of computer-literate skills, non-availability of computer lab software, lack of power supply, and lack of professional development. Male students performed better than their female counterparts; private schools also performed better than public school students. It was recommended that GeoGebra should be fully integrated into Nigeria’s education curriculum.

A Chance at the Arts: Assessment of NYC Department of Education’s ArtsCount as a Violation of Title VI Implementing Regulation

A Chance at the Arts: Assessment of NYC Department of Education’s ArtsCount as a Violation of Title VI Implementing Regulation

Assessment of Social Media Exposure and Substance Abuse among Adolescent Secondary School Students in Delta State, Nigeria

This study explored the relationship between social media exposure and substance abuse among adolescent secondary school students in Delta State, Nigeria. Two (2) research questions and two null hypotheses guided the study. The study adopted correlational method of ex-post facto research design. The target population of this study comprises of all public secondary school (2) students in the 25 local government areas of Delta State with a sample size of 500 students from the three Senatorial District in Delta State. This sample represents 10% of the population, drawn through the multi-stage procedure and stratified random sampling technique. The instrument used for data collection was an adopted questionnaire, which include social media scale (SMS) developed by Osharive (2015) and Drug abuse scale (DAS) developed by Aleke (2013). The instrument had a reliability coefficient of .78 and .69 for social media scale and drug abuse scale respectively. Correlation was used to answer research questions while the two hypotheses were tested using regression model statistics at .05 level of significance. The findings of the study revealed that there is a significant relationship between social media and substance abuse among adolescent students, and also school type has a significant moderating impact in the relationship between social media and substance abuse among adolescent’s students in secondary schools in Delta State. Based on the findings, it was concluded that social media correlated with substance abuse among adolescent’s secondary school students; while it was recommended that parents, educators and members of the community should monitor and guide the students on appropriate use of social media in order to reduce its effect on substance abuse by adolescent students.

The Development of Teaching Materials Based on Mobile Learning in English Learning for Elementary Schools

This research is motivated by the low learning outcomes of elementary school students in learning English. This research aims to develop Android-based mobile learning teaching materials to support English language learning in elementary schools and improve student learning outcomes. This study uses Research and Development (RD) research using the Borg and Gall model, with the research sample being 5th-grade students of public elementary schools in West Java Province. Product validation tests were obtained from material, language, practitioners, and design experts and practitioners. Furthermore, the practicality test was obtained from the teacher and student response questionnaires throughout the learning process. Meanwhile, the effectiveness test was obtained through a limited trial using an experimental pretest-posttest control group design. The output of this research is to produce an application program for Android-based mobile learning teaching materials. Based on the study results, it can be concluded that Android-based mobile learning teaching materials are valid, practical, and effective for learning in elementary schools.

MEMBANGUN KESADARAN KRITIS BAHASA JAWA MELALUI MODEL PEMBELAJARAN PEMAKNAAN DI SEKOLAH DASAR

Until now, learning Javanese from elementary school to high school is only a teaching routine, namely only providing material according to the curriculum. This study aims to develop a learning model of meaning to build students' critical awareness in Javanese. This research refers to the 4-D development model. The research subjects were public elementary school students in Madiun City. Data were collected by observation techniques, tests, questionnaires, and data analysis using descriptive statistical techniques. The study results showed that the Javanese language learning models and tools researched and developed are valid, practical, and effective and can increase critical awareness of moral sensitivity, thinking skills, and mastery of concepts in elementary school students. The meaning learning model combines problem-based learning with ethical aspects of learning that can increase students' critical awareness of the Javanese language.

Impact of ethnobiology-based instruction and peer tutoring on the achievement of senior secondary school biology students in Ogun state southwest Nigeria

This study investigated the impact of Ethnobiology-Based instruction Peer Tutoring on Achievement of Senior Secondary School Biology Students in Ogun State. The study employed Explanatory sequential mixed-methods approach. The quantitative approach was quasi experimental pretest-posttest non-equivalent group design. Three research questions and one hypothesis was formulated to guide the study. The population of the study comprised of all Biology students in public Senior Secondary Schools in Abeokuta zone. Purposive sampling technique was used to select six Public Schools from two zones (Abeokuta South and Abeokuta North). Biology students in six intact classes of SSS III took part in the study. The sample size of 313 biology students with 101 students in the experimental group 1 (48 male and 53 female), 117 students in the experimental group 2 (57 male and 60 female) and 95 students in control group (38 male and 57 female) which were taught the same biology content for a period of four weeks. The experimental groups received instructions through the use of Ethnobiology-Based Instruction and Peer Tutoring while the control group was taught using lecture method. The data gathering instruments were Biology Achievement Test (BAT) and Students Semi-structured Interview Guide (SSIG). The reliability coefficient of the BAT was established using test- retest and yielded 0.87. Descriptive statistics in form of mean, standard deviation and histogram plot were used to answer the research question while the hypothesis was tested using ANCOVA at 0.05 level of significance. The inferential analysis of hypothesis one has a significant difference on Students’ academic achievement in Biology (F (2,309) = 386.85; p < 0.05), this indicated that the hypothesis is hereby rejected since a significant difference is obtained. The results from the study revealed that the treatments positively improved the academic achievements of students and the students taught using ethnobiology-based instruction had higher test result and outperformed those in Peer Tutoring and lecture method group, but the students in Peer tutoring group also performed better than those in lecture method group. This implies that Ethnobiology-Based instruction is more effective in enhancing Students’ performance in biology and it helps to break barriers to meaningful learning of biology. Based on the findings of this study, it was recommended that Biology teachers should relate learning to students’ cultural views and encourage peer tutoring.

Instrument for Social Support in Physical Education

The purpose of this research is to develop a social support instrument in physical education learning. This research is an R&D research and development from Borg & Gall (1983) which divides the development stages into 10 stages, namely 1) data collection for preliminary research 2) Development planning is carried out by determining the objectives and preparing a trial plan. 3) Developing initial products, which are then evaluated by 2 expert judgment and make product revisions 4) Small group trials. 5) Product revision 6) Field trial (medium group). 7) Conduct product revision 8) Field trial (large group). 9) Conducting the final stage revision 10) Making a research report. The population in this study were public high school students in Bandung City aged 15-18 years. The research sample was 241 students who were taken using random sampling technique. Data collection in this study using a questionnaire. The analysis used Exploratory factor analysis (EFA) technique and continued with Confirmatory Factor Analysis (CFA) technique. The reliability test results show a Cronbach's Alpha value of 0.926. Because the value is above 0.6, it can be concluded that the measuring instrument in this study is reliable and has good construct validity and reliability quality.

The effect of school closure and online learning during the COVID-19 pandemic on the academic performance of elementary school-aged children

Introduction: School closures and online learning during the Coronavirus Disease-19 (Covid-19) pandemic have raised concerns about school-aged children's learning loss during the epidemic. This study aims to evaluate the effects of school closures and online learning during the Covid-19 pandemic on the academic performance of elementary school-aged children in East Java. Methods: The data taken were basic characteristic data as well as academic performance statistics in Mathematics, Indonesian Language, and Science from six elementary schools in two major cities (Surabaya and Sidoarjo) during the 2018–2019 and 2021–2022 academic years. Inclusion criteria were the academic reports of fourth- through sixth-grade elementary school-aged children. Chi-Square, ANOVA, and independent sample T-test were used for statistical analysis. Results: Overall, academic performance decreased near the end of online learning as compared to the beginning of online learning (87 ± 5.8 vs. 84.7 ± 6.2; p-value = 0.043). Lower academic performances were also shown by children from private schools during online learning compared to before online learning (89.9 ± 4.7 vs. 87.8 ± 4.9; p-value = 0.003), and at the end of online learning compared to the beginning of online learning (89.8 ± 4.5 vs. 86.9 ± 3.3; p-value = 0.013). Lower academic performance was also shown by children in Sidoarjo during online learning compared to before online learning (90.4 ± 4 vs. 89 .1 ± 2.9; p-value = 0.009), and at the end of online learning compared to the beginning of online learning (90.3 ± 3.5 vs. 88 ± 2.1; p-value = 0.004). Conclusion: We found differences in children's academic performance at the beginning and end periods of online learning, as well as differences between private and public school students. Considering online learning has impacted children's academic performance, offline learning should be undertaken to optimize comprehension effectively.

Dietary and Physical Activity Behaviors in 2021 and Changes from 2019 to 2021 Among High School Students - Youth Risk Behavior Survey, United States, 2021.

The fall of 2021 was the first school semester to begin with widespread in-person learning since the COVID-19 pandemic began. Understanding dietary and physical activity behaviors of adolescents during this time can provide insight into potential health equity gaps and programmatic needs in schools and communities. This report uses data from the 2021 national Youth Risk Behavior Survey conducted among a nationally representative sample of U.S. public and private school students in grades 9-12 to update estimates of dietary and physical activity behaviors among U.S. high school students overall and by sex and race and ethnicity. In addition, 2-year comparisons (2019 versus 2021) of these behaviors were examined. In 2021, daily consumption of fruits, vegetables, and breakfast during the past 7 days remained low and decreased overall with specific disparities by sex and race and ethnicity from 2019 to 2021. The overall prevalence of students attending physical education classes daily, exercising to strengthen muscles on ≥3 days/week (i.e., met the guideline for muscle-strengthening activity), and playing on at least one sports team decreased from 2019 to 2021; whereas being physically active for ≥60 minutes/day on all 7 days (i.e., met the guideline for aerobic activity) and meeting both aerobic and muscle-strengthening guidelines remained low but did not change. These findings underscore the need for strategies to increase healthy dietary and physical activity behaviors both in the recovery phase of COVID-19 and longer term.

Electrophysiological Testing for an Auditory Processing Disorder and Reading Performance in 54 School Students Aged Between 8 and 12 years.

BACKGROUND Learning to read and write depends on the effective functioning of various sensory systems, including the auditory system. Auditory information processing involves behavioral and electrophysiological processes. Electrophysiological procedures are used to investigate activity in the auditory pathway in response to sound stimuli, and the associated cortical activity in discrimination, integration, and attention. The study evaluated electrophysiological testing for an auditory processing disorder and reading performance in 54 school students aged between 8 and 12 years. MATERIAL AND METHODS The study involved 54 public school students aged between 8 and 12 years, who were divided into a study group and control group. All children underwent basic audiological assessment, rating of reading and writing ability, non-verbal intelligence, auditory brainstem response, long-latency auditory-evoked potentials (LLAEP), frequency following responses (FFR), and auditory training (AT). RESULTS The basic audiological evaluation showed a statistically significant difference between groups only for the frequency of 6 kHz. The LLAEP response had a statistically significant difference between groups for N1 latency, P300 latency, and amplitude. Finally, there was a statistically significant difference between pre-AT and post-AT to LLAEP for latencies of P2, N2, and P300 and amplitudes of N2 and P300, and to FFR for latency of wave C. CONCLUSIONS This study showed that electrophysiological tests are sensitive tools for identifying deficits in the auditory pathway. Moreover, latency measures can detect improvements from an auditory training program. In this way, an auditory intervention program might help children with reading and writing difficulties.

Exploring Differences in Demographic Profiles and Digital Footprint Awareness between Private and Public-School Students: A Comparative Study

The objective of this study was to contrast the digital footprint awareness and demographic characteristics of college students enrolled in private and public higher education institutions (HEIs) in the Philippines. Using a quantitative descriptive research design, the study collected data from 497 respondents from both types of institutions during the first semester of the academic year 2022-2023. The research instrument was adopted from a previous study but modified to fit the context of this study. The instrument underwent content and face validity measures to ensure that it was valid. Results showed that there were no significant differences in digital footprint awareness between the respondents from private and public HEIs. The study offered valuable insights into the similarities and distinctions in digital footprint awareness among college students in private and public higher education institutions in the Philippines. The study recommended further research on the factors that affected digital footprint awareness, such as social media use and online behavior. Additionally, the study suggested the development of educational programs and campaigns to raise awareness about digital footprints and cybersecurity among college students.

Training of public school students in the district of Conceição de Jacareí, Mangaratiba, Rio de Janeiro/Brazil as multipliers and protagonists in the dissemination of relevant topics in oral health

Training of public school students in the district of Conceição de Jacareí, Mangaratiba, Rio de Janeiro/Brazil as multipliers and protagonists in the dissemination of relevant topics in oral health

Effects of Audio-Visual Media on Academic Achievement of Senior Secondary Schools Islamic Studies Students in Kwara State, Nigeria

The Nigeria government provide audio visual media for their teachers for the effective teaching and learning process of the all subjects. Academic achievement is the performance of students in the subjects they study in the school. This determines the pupils’ status in the class. This gives children an opportunity to develop their talents, improve their grades and prepare for future academic challenges. The above fact calls for investigation on the effects of audio-visual media on academic achievement of senior secondary schools’ Islamic Studies students in Kwara State, Nigeria. This study adopted a quasi-experimental research design. the specific research design used was pretest and posttest, non-equivalent control group design. The population for this study was one hundred and fifty-seven (157) Islamic studies students in Ilorin South, Kwara State, Nigeria. Simple randomly sampling technique was using to select 50 SS II Islamic Studies students in senior secondary school in Ilorin South, Kwara State, Nigeria. This study also used 25 students for experimental group and 25 students for control group. Questionnaire was used for data analysis. Hypotheses were tested using t-test statistical package at an alpha level of 0.05. The finding of the study revealed that there was a significant difference in the academic achievement of private and public senior secondary school students taught Islamic studies using audio-visual media and those taught using chart. The result also revealed that there was no significant difference in academic achievement of male and female students taught Islamic studies using audio-visual media and those taught using chart. Also, there was no significant difference in academic achievement of rural and urban senior secondary school students taught Islamic studies using audio-visual media and those taught using chart This study concluded that audio-visual media has a significant effect on academic achievement of senior secondary school Islamic Studies students. The study recommended that infrastructure of the schools should be designed in such a way that of audio-visual aids could be used successfully.

Association of maternal pre-pregnancy body mass index with resilience and prosociality of the offspring aged 6-7years old: a population-based cohort study in Japan.

The association between maternal pre-pregnancy obesity and child behavior problems has been widely researched, leaving a gap in understanding the positive aspects of children's mental health. The present study aimed to investigate the association between maternal pre-pregnancy body mass index (BMI) and resilience and prosociality among 6-7year-old children in Japan. A retrospective cohort study was conducted using data from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study, a population-based study in 2017 and 2019 including all first-grade students in public schools in Adachi, Tokyo, Japan (n = 7328, response rate = 84.7%). Resilience and prosociality were measured by the Children's Resilient Coping Scale and the Strength and Difficulties Questionnaire, respectively. Maternal pre-pregnancy weight and height were reported based on the Mother and Child Health Handbook, and BMI was categorized as underweight (BMI < 18.5), normal weight (BMI 18.5-24.9), overweight (BMI 25.0-29.9), and obesity (BMI ≥ 30). Linear regression models were employed to control for covariates. Maternal pre-pregnancy obesity was found to be negatively associated with child resilience (coefficient: -3.29; 95% CI -6.42--0.15), while maternal underweight was negatively associated with child prosociality (coefficient: -0.12; 95% CI -0.24--0.005) compared to mothers of pre-pregnancy normal BMI. Perinatal factors, such as gestational weight gain, gestational age, and birth weight, did not mediate the association. Our findings suggest that maternal pre-pregnancy obesity is linked to decreased resilience and maternal underweight is linked to decreased prosociality in children aged 6-7years. Maintaining an appropriate BMI range before pregnancy may be crucial for enhancing resilience and prosociality of offspring.

VIETNAMESE HIGH SCHOOL EFL LEARNERS’ LANGUAGE MINDSETS: EXPLORING THE IMPACT OF DEMOGRAPHIC FACTORS

This research employed a quantitative research design targeting (1) investigating Vietnamese high-school students’ patterns of language mindset; and (2) examining the relationship between students’ mindsets and demographic variables, including genders, school groups, and grade groups. The data was collected through the language mindset inventory with 18 items, using a 6-Likert scale. The questionnaire was delivered to EFL students in public high schools via online forms. With 248 valid responses, statistical analysis was conducted to answer the research questions. The findings show that the EFL high-school students endorse a growth mindset, and there was no difference found in the relation between students’ language mindsets and their demographic features.&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-/soc/0005/a.php" alt="Hit counter" /&gt;&lt;/p&gt;