Secondary School Subject Research Articles

Extensiveness of the Procedures Followed by Science Teachers in Preparing School Based Assessment Tools for Science Subjects in Secondary Schools in Kilimanjaro Region, Tanzania

This study investigated the extensiveness of the procedures followed by science teachers in preparing SBA tools for science subjects in secondary schools in Kilimanjaro region, Tanzania. The reviewed literature indicated that ambiguity in following procedures for developing SBA tools resulted in to lack of assessment formative aspects in SBA practices, and hence there was a need of establishing a way forward. Guided by complex adaptive system theory, it was important to examine and explore the manner in which procedures for developing SBA tools were adopted and used by science teachers in enhancing teaching and learning processes in secondary schools in the region. This mixed method study adopted an embedded model of the convergent mixed research design whereby quantitative and qualitative data sets were collected concurrently. The target population involved science teachers teaching physics, chemistry and biology subjects, students, academic masters/mistresses, head masters/mistresses, district education officers and zonal quality assurers. Stratified, convenient and purposeful sampling techniques were used to determine the study sample that consisted of 913 respondents. Questionnaires, interview guides, interview schedule, observation guide and document analysis guide were used to collect the required information. The collected data were analyzed by descriptive statistics and inferentially using Chi-square and one way ANOVA techniques. Tables, charts, narrations and direct quotations were used to present the study findings. The study concluded that despite science teachers’ efforts, enthusiasm and diligence in integrating various techniques, there are no general procedures followed in order to develop and administer SBA tools formatively. However, SBA practices are comparable in public and private schools. The study recommended education stakeholders to device clear guidelines for development and administration of SBA tools in preparing SBA tasks.

The origin and development of gymnastics events in France

The article analyzes the main stages of the origin and formation of gymnastics events in France since the beginning of the XIX century to 1942 on the basis of the works of leading French scientists. The development of gymnastics in France does not attract much attention of Ukrainian specialists whose scientific interests are related to the study of physical education and sports in European countries, so the practical issues of our research will complement and expand the relevant courses on the history of physical education for students in Ukraine. The purpose of the article is to study the main historical aspects of the development of gymnastics events in France. To achieve it, the following tasks should be performed: to analyze the literature on research issues; to identify key dates in the history of gymnastics in France; to describe the role of personalities who have contributed most to the evolution of the field in this country. According to the results of the study, we conclude that the greatest influence on the development of gymnastics in France since the beginning of the XIX century to 1942 was made by Francisco Amorós, Napoléon Laisné, Eugène Paz, Charles Cazalet, Joseph Sansbœuf, Georges Demenÿ, Philippe Auguste Tissié. In the middle of the XIX century the institutionalization of gymnastics took place at the level of hospitals (1847), military services (1852) and school (1854). In the last quarter of the XIX century, physical education became a compulsory subject in primary and secondary schools for boys and girls. The Union of Gymnastics Societies of France was founded September 28, 1873 by Eugène Paz. In 1942, it was merged with the French Womenʼs Gymnastics and Physical Education Federation, which formed French Gymnastics Federation. French gymnasts since the beginning of Olympic Games in Paris (1900) have always shown consistently high results at competitions and tournaments of various scales, but since the 1930s it has begun to decline. Our further research will focus on a thorough study of the history of womenʼs gymnastics in France as well as the evolution of this sport in the period since 1942 to 2022.

The teacher's competence in integrated teaching at secondary schools: A case study in Vietnam

Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integrated teaching, and the implementation of integrated teaching of Natural Science subjects. The results revealed that the integrated teaching in integrated teaching of Natural Science subjects was highly trained and well-implemented by secondary school teachers. The educational curriculum assists students in discovering, investigating comprehensive solutions, and examining various aspects of problems.

AN OVERVIEW OF GEOGRAPHY TEACHING IN SECONDARY SCHOOLS OF INDIA

In India, geography is taught as a compulsory subject in secondary schools (class 6th to class 10th) affiliated to all of its school boards. The subject is considered as a part of social science, yet many differences can be found in the way it is practiced in schools across the school boards. By using literature survey as well as primary data, the paper provides an overview of geography in secondary schools with particular focus on its place in school curriculum, qualifications of teachers of geography, its pedagogy, teaching aids and resources, and its general image. Further, it identifies major challenges of geography in the opinion of teachers of geography, principals of schools and officials of school boards and State Councils of Educational Research and Training (SCERTs), and makes certain recommendations. The paper argues that the variations in the teaching geography in secondary schools of India are essentially due to its vast field and complex nature.

Innovative Instructional Strategies Used in Teaching of English Subject in Public Secondary Schools in Turkana Central Sub-County

The aim of this paper is to look at how teachers of English used various instructional strategies in teaching the subject in public secondary schools in Turkana Central Sub-County, Kenya. This paper is guided by Rogers’s innovation-decision process theory. The study specifically examined the commonly used innovative instructional strategies in the teaching of English in public secondary schools and their effect on students’ performance in English subjects in secondary schools in Turkana Central Sub-County. The study was anchored on mixed-method research methodology. The study target population involved all Heads of Department of Languages (10), Teachers of English (35) and Form III students (486) from 10 public secondary schools in Turkana Central Sub-County. A sample of 10 HODs, 35 teachers of English and 146 students was selected to represent the entire population. Data collection was through questionnaires and interview schedules. Data analysis was performed using descriptive and inferential statistics. Research results showed that the two most commonly used innovative teaching strategies were communicative language teaching and constructivist language teaching. It was found out that majorly many teachers resort to the conventional teacher centred approaches of teaching. The research recommends that KICD needs to align secondary school syllabus with innovative instructional approaches, teachers need to be trained regularly on innovative instructional strategies, and supportive infrastructure to be provided in schools to ensure innovative and technological approaches are used in English subject teaching and learning in secondary schools in Turkana Central Sub-County.

Motivation Toward Choosing Psychology as a Secondary School Subject: A Cross-Cultural Comparison

Background:During the past two decades, psychology has become a favorite school subject in many countries. This situation has led to studies on students’ attitudes and perceptions of psychology as a secondary school subject.Objective:The purpose of this study was to compare motives for choosing psychology as a school subject among secondary school students (15–19 years of age) from England and Slovakia.Method:In this study, we administered an online questionnaire to gather data about motivation toward studying psychology among secondary students in England ( n = 150) and Slovakia ( n = 210).Results:For both groups, the most frequent motives and beliefs influencing the choice of psychology were self-understanding and understanding behaviors of others. However, significant cross-cultural differences in other motives emerged (e.g., the perception of difficulty of psychology as a school subject).Conclusion:Students, regardless the cultural context, choose psychology mostly to understand how the human mind works and to understand human behavior to help people.Teaching Implications:Pre-tertiary psychology teachers therefore need to accept a challenge to fulfill students’ expectations and to raise awareness of pre-tertiary students’ perceptions and beliefs about psychology among decision makers on national and international levels.

VIRTUAL & AUGMENTED REALITY TECHNOLOGY HELP LEARNING OF BIOLOGY IN SECONDARY SCHOOLS

Some Science, Technology, Engineering, and Mathematics (STEM) subjects in secondary schools or high schools, such as biology, physics, or mathematics are considered tough to students. It is due to the lack of tools to visualise details or effects in the learning process, with traditional learning materials of textbooks, blackboards, and static models. The classroom education is evolving with the technology advancements. Development works in three-dimensional (3D) graphics rendering, virtual and augmented reality (VAR) have been reported to provide interactive visualisations for classroom education. Teaching of the subject of biology is one of such examples in the classroom education which could benefit to the emerging technologies with different types of supportive tools. This project is developed to apply virtual and augmented reality technology-enhanced learning (VARTEL) in biology education of secondary schools. Pilot study has been performed with the collaborating secondary schools. The VARTEL technologies developed in the research project can be rolled out to more mainstream schools in Singapore and other countries.

Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies

The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school.

Vocational teachers` professional development in assessment for learning

ABSTRACT Formative assessment, including vocational education and training (VET), has been included in the assessment regulations in Norway since 2006. This study examines how a continuing education course entitled Assessment for learning in vocational education (15 credits) might contribute to vocational teachers’ professional development related to assessment for learning. Qualitative data was collected in two stages from vocational teachers participating on the course. The findings reveal that perceptions of assessment for learning and vocational formative assessment practice are developed through the lens of the general study programmes and are dominated by academic subjects in upper secondary schools. However, assessment for learning is embedded in vocational learning and teaching and needs to be voiced in the educational discourse in schools related to formative assessment. Vocational teachers’ professional development in assessment for learning should be based on the characteristics and attributes of vocational learning.

Investigation of Mavlana Aznab Sheberghani school students’ reluctance in math subject

The subject of this study is to investigate causes of students’ disinterest in education department or domain (secondary school of Mavlana Aznab Sheberghani). The essential and important objective of this study is to identify causes of students’ disinterest in math subject. This study was a filed and applied research. The instrument was questionnaire and filled in by students in the field. One of the reasons of students’ disinterest in math subject in secondary school is weaknesses in foundation and mathematical thinking. In math instruction, these are the problems that need to be considered: to have professional teachers, qualified and strong management and leadership based on the system of reward and punishment, use of technology in teaching math subject, and use of appropriate curriculum based on society’s needs. These are the primary needs of our society. The importance of theoretical research is to examine various theories on the title of study (causes of students’ disinterest in math subject) and find out different variables and answer to the research questions appropriately. The importance of research is to find out the causes of lack of progress in learning math subject. The results indicate that there are lots of barriers and problems in math learning among students. It is important to increase students’ interests and motivation by eliminating the problems.

Nursing Students’ Success: Selection Characteristics

Higher education institutions (HEIs) are challenged by increased costs, low student success rates, and a changed educational environment. A continuous exploration of possible solutions to these challenges is therefore required. The HEI concerned encountered similar challenges in ensuring nursing students’ success. The purpose of this study was to explore the views of lecturers and senior nursing students regarding selection characteristics and to make recommendations regarding student characteristics. A qualitative, explorative, and descriptive design was used to collect data purposefully from lecturers and students. Five semi-structured interviews were conducted with lecturers and two World Café discussions were held with 19 senior students. Trustworthiness measures and ethical principles were applied. This article aims to share the views of lecturers and senior students on selection characteristics that may enhance the success of students in a nursing programme to inform further research. The findings suggest that personal characteristics such as a caring attitude, resiliency, commitment, and conflict management skills are important. An acceptable performance at secondary school level and in specific secondary school subjects is suggested. A fair selection process should include an interview and a psychometric test. It is recommended that all candidates be tested for specific personal characteristics for the purpose of risk identification and support, but not as selection criteria. Further research is required to determine the predictive value that these characteristics and the selection process have for academic success.

The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities

Abstract Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

Modes of Facilitator Skills for Group Learning Among Design and Technology Teachers in Secondary Schools

The purpose of this study was to verify the constructs of facilitator skill for a group learning in Design and Technology subjects in secondary schools. The method used descriptive quantitative method. This study covers several tests such as content validity, construct validity, pilot studies and internal reliability test. Sample value that involved in this study was 273. The instrument is based on Heron’s Model (2006) which involves constructs and elements in facilitator skills. The results show that the high mode of facilitation is the hierarchical mode with mean value 4.32. Followed by cooperative (4.14) and autonomous mode (3.96). This is because the facilitator still determines the objectives, learning process, interprets and gives meaning, provide structure and take full responsibility for the decisions making in learning process.

Disrupting intertextual power networks: challenging literature in schools

ABSTRACT This paper thinks with the concept of intertextuality to consider the multiple intersecting power structures inside and outside of literary education in secondary schools that continue to dominate text selection policies and teaching practices. We draw on our research with in-service teachers to reconsider how intertextual networks circulate on multiple levels: textual, social, cultural, and institutional. Although the concept of intertextuality has been activated as an alternative to rarified conceptualisations of literary heritage, as we unpack in this paper, intertextuality often distributes, reinforces, and perpetuates canonical power structures such as institutional whiteness, and Euro western values in secondary school subjects that feature literary studies. Rather than abandoning intertextuality, we attempt to tease out how it operates in various registers in schooling and we suggest how critically engaging with the concept might provide a way forward for English study in the twenty-first century.

ADDITIONAL EXTRACURRICULAR TEACHING OF MATHEMATICS

Mathematics as a school subject in primary and secondary school is a significant problem for quite a number of students. Additional classes that are organized and conducted within schools reduce this problem, but not significantly. In supplementary classes, the same is done with large groups, but not individually, and the same teachers teach in the same way that did not give satisfactory results, and similar. For that reason, many resort to the so-called “instructions”, in other words to the extracurricular supplementary lessons of mathematics. The aim of the research is to examine, determine, analyze and present the representation of extracurricular supplementary teaching in mathematics in secondary (high school) education depending on gender, grade, socio-economic status of the family and grade point average in the past school year

Missing Link

The relations between science and philosophy are so close that philosophy of science is a central concern of both, philosophers and scientists. Moreover, science education research considers philosophical aspects to improve science education. Over the last decades decades, science education has depicted philosophical perspectives on science that target understanding concepts and the nature of science as well as socio socio-scientific issues. Surprisingly, d idactics of philosophy is not very much concerned with the connection between philosophy and science education. Teaching philosophy of science in secondary schools is not very popular even though science constitutes a dominant and pervasive aspect of stude nts’ lives. Hence, this paper focuses on philosophy of science as a missing link, connecting students’ direct experience and science’s growing influence on their lives with the general statements, methods, and concepts of science generated to a large exten t within secondary school subjects. To counter potential misunderstandings, I examine some misguided ways of thinking of philosophy of science in schools. The aim is to institutionalize philosophy of science in upper secondary schools and to foster the int erconnection of subjects within post post-compulsory education.

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

Hacking STEM - a solution to teaching natural science subjects in secondary schools for STEM-oriented education

In the new general school curriculum, the Natural Science subject is taught in an integrated way according to the STEM-oriented education. However, it is not simple to build a topic of teaching Natural Science subject towards STEM standards. In this context, Hacking STEM is one of the ideal solutions to solve the aforementioned problem. The paper focuses on analyzing what Hacking STEM is, the advantages and disadvantages of Microsoft Hacking STEM when applied in Vietnam, the process of using Microsoft Hacking STEM projects, analyzing a specific project, the relationship between these projects with the Natural Science subject in the new general school curriculum and with the subjects of Natural Sciences being taught in the current period.

CT and the Readiness of the Education in Jakarta to Face VUCA Due to the Covid-19 Pandemic.

Jakarta as the capital city is viewed as the barometer of every city in Indonesia. The city preparedness to face VUCA (Volatility, Uncertainty, Complexity and Ambiguity) caused by Covid-19 pandemic is also in the national spotlight. One of the main solutions to face VUCA is Computational Thinking (CT). CT provides the ability to approach VUCA characteristics by systematically ingraining abstraction, algorithmic thinking, decomposition, and pattern recognition in mind. For this reason, Jakarta plans to disseminate this concept to students as early as possible, namely by embedding CT to every subject in primary and secondary schools. The activity began with online CT socialization, which was attended by 1,761 teachers, of which 238 via Google Meet and 1,523 via live streaming. In this activity we also distributed questionnaires to 258 elementary and junior high school teachers spread across 41 sub-districts of 44 sub-districts in Jakarta. The result is that 93.8% of teachers in Jakarta do not understand CT, excitingly 69.4% of teachers wish to teach CT in the subjects they can afford even though it is not compulsory, but if it is obligatory then all teachers will implement it.

Teachers' self-efficacy beliefs in teaching food and nutrition subjects in Australian secondary schools

PurposeTeachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.Design/methodology/approachTeachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.FindingsOverall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.Originality/valueThe exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.