Third Year Of Secondary School Research Articles

The manifestations of the policy of Arabization in Algeria and its implications for the teaching of the Arabic language

This study aims to investigate the issue of Arabization policy and the extent of its repercussions on the teaching of the Arabic language, and its positive and negative effects. Its linguistic education, and the importance of the study lies in the importance of the repercussions it deals with, as it receives great attention these days, and the policy of Arabization is one of the important issues for educational institutions, and accordingly the study seeks to clarify the importance and value of this research.
 Therefore, this study seeks to research the concept of Arabization, then discuss its importance, the motives of the Arabization policy, and its stages in the Algerian school, and then analyze some of the Arabized terms in the books of the third year of secondary school for all people, with an attempt to provide some solutions to overcome the phenomenon and exploit it positively.

A Quantitative Study in Using Digital Games to Enhance the Vocabulary Level of Saudi Male Secondary School Students

Vocabulary learning is crucial to language acquisition. Although numerous techniques have been proposed for the teaching and learning of vocabulary, the need remains for the research and development of new, effective methods. In this technological era, digital games have proven their efficacy in promoting learners’ vocabulary acquisition. The current study investigates whether the integration of technology-driven digital games is effective in enhancing the vocabulary level by comparing experimental and control groups. The researcher conducted a pretest for the experimental group and a posttest for both groups within a period of five consecutive weeks. The experimental group used 7 Little Words, which is a game for learning vocabulary, whereas the participants in the control group learned vocabulary through traditional methods. The sample comprised 30 Arabic native speakers studying English as a required course in two all-male classes (15 students from each) in the third year of secondary school. Data were analyzed quantitatively. Paired-samples t-tests and independent-samples t-tests were used to compare the mean scores of the two groups. The results indicated that using digital games to learn vocabulary enhanced learners’ overall vocabulary acquisition.

The Effectiveness of A Proposed Unit Based on Future Problem- Solving Skills in Developing Decision- Making Skills among Government Secondary School Students in Riyadh: فاعلية وحدة مُقترحة قائمة على مهارات حل المشكلات المستقبليَّة في تَنْمية مهارات اتخاذ القرارات لدى طالِبات المرحلة الثَّانوية الحكومية بمدينة الرياض

The aim of the research is to determine the effectiveness of a proposed unit based on future problem- solving skills in developing the decision- making skills of government secondary school students in Riyadh. Using the descriptive and experimental approach, the tool was to test decision- making skills. Teacher manual; For the Occupational Problems Unit in the Work Environment. They were applied to a multi- stage randomized manner of 63 female students of the third year of secondary school, which was divided into: a control group that the occupational problems unit is taught in the work environment in the traditional way, and an experimental group that is taught using the occupational problems unit in the work environment based on problem- solving skills Future. The research found the effectiveness of the occupational problems unit in the work environment based on future problem- solving skills in developing decision- making skills as a whole. Where the experimental got a total mean (28.77 of 32) in contrast to the control obtaining a total mean (13.05 of 32) and the difference in favor of the experimental group, and the presence of statistically significant differences at a significance level (0.05) between the mean scores of the two groups, the experimental and the control in The post- test in decision- making skills as a whole in the vocational education course and the ETA square factor to measure the size of the effect was (0.97), and confirms that the size of the effect is (large), and the adjusted gain rate for Blake is (1.32), and reflects the great effectiveness of the proposed unit: the researcher recommends directing the curriculum officials in the Ministry of Education to take care of the development of future problem solving skills through the curriculum for their effectiveness in helping students to make decisions and benefiting from the flexibility of the vocational education curriculum in achieving future goals that help students identify their paths Professional.

The Scientific Values and its Behavioral Manifestations in the Biology Course for the Third Secondary Grade in the Kingdom of Saudi Arabia and methods of their inclusion in the course: القيم العلمية ومظاهرها السلوكية بمقرر الأحياء للصف لثالث الثانوي بالمملكة العربية السعودية وأساليب تضمينها

The study aimed to determine the extent of focus of biology course of third year of secondary school in the Kingdom of Saudi Arabia, for the year 1441 AH, on the scientific values and its behavioral manifestations, and to identify methods of including them in the course. A descriptive approach was used in analyzing the course content. A content analysis card was prepared to analyze the biology course content. The results of the study showed that the number of behavioral manifestations included in the ten scientific values in the study was (38) behavioral manifestations, and the total number of their occurrences in the course was (385). The five aspects that achieved the highest frequency in the biology course were: presentation of information (88), scientific honesty (62), deliberation in making judgments (60), scientific thinking (48), knowledge and love of knowledge (43). The results revealed that the biology course did not also focus at all on eleven behavioral aspects of scientific values. These aspects were: not neglecting other people's criticisms, patience and restraint when facing frustrations, objectivity and avoiding bias in issuing judgments, taking into account the effects of scientific applications on society, avoiding myths, checking the truthfulness of data to reach accurate results, believing in the importance of science, realizing the link between religion and science, care for specialized reading, reverence and respect for scholars, and recognition of their role in the development of aspects of life, and originality in ideas. Among the results of the study, there was no clear methodological framework to enhance the scientific values ​​and their behavioral manifestations in the biology course for the third grade of secondary school. The implicit approach to the behavioral manifestations of the scientific value was topped in the biology course for the third high school, with total number of frequencies reached (242) with (63%). While the total number of occurrences of the explicit method of dealing with scientific values ​​was (143) with (37%). The method of explaining the paragraph was topped the methods of treating scientific values ​​in the biology course by (47%); followed by the method of treatment through evaluation activities, at a rate of (27%); in third place through objectives by (15%); and in the fourth place the method treated by visual regulator (1%).The study also made a number of recommendations to include scientific values ​​and their behavioral manifestations in the biology course for the third year of secondary school. Among the most prominent of them were: Promoting and enriching the content of the biology course for the with scientific values explicitly and not implicitly, and exerting more efforts in diversifying the methods of including the behavioral manifestations of those values in the course. Promoting scientific values in academic curricula in light of a scientific methodology, a specific and organized methodological framework, and clear and specific mechanisms. And training teachers on effective methods in teaching scientific values and their behavioral manifestations and enhancing them among students.

Validizace konceptu akademické marnosti v českém středním vzdělávání

International research shows that the concept of academic futility is a promising one for studying the mechanisms that cause differences in educational outcomes in general and vocational secondary school programmes. Given that there are large differences between general and vocational programmes in the Czech education system, in terms of the content of education, the conditions of education, student composition, and learning outcomes, it is important to take a deeper look at the causes of these differences. The aim of this paper is to test the original, three-dimensional version of the concept of academic futility at Czech secondary schools. The concept was tested on data obtained from a sample of 4857 students from 29 grammar schools and 90 secondary technical schools who attended the third year of secondary school in the school year 2018/2019. Confirmatory factor analysis indicated a good model fit with the data for the one-level (student level) and two-level (student and class level) concepts. Measurement invariance was evaluated for different eduational tracks. The potential of using a two-level concept for research on the educational pathways of Czech secondary school students attending various educational programmes is discussed.

Factors associated with attitudes towards violence in schoolchildren from marginal urban areas of Metropolitan Lima, 2019.

To identify factors associated with attitudes towards violence (ATV) in schoolchildren from public educational institutions (EI) located in marginal urban areas of Metropolitan Lima in 2019. Observational, descriptive and transversal study. The sample was made up of adolescents from 10 mixed-gender EIs enrolled between the sixth grade of primary school and the third year of secondary school. The questionnaire of attitudes towards violence (CAHV-25) was used. During the bivariate analysis, the Spearman Correlation Coefficient, the Mann-Whitney U test and the Kruskal-Wallis H test with Dunn's post-hoc adjusted by Bonferroni were used. To determine the associated factors, multivariate analysis was performed using negative binomial regression model. 45.1% of the schoolchildren were female and 87.3% received information on school bullying. In the bivariate analysis, statistically significant differences were found between the ATV scores and age (p=0.003), sex (p<0.001), having a social network account (p = 0.009) and year of study (p<0.001); however, in the multivariate model, the factors associated with the total ATV scores were age (p=0.012) and sex (p<0.001). The factors associated with ATV in schoolchildren from public EIs were age and sex, these findings would indicate the need to consider the gender perspective in the analysis of school violence and differentiate interventions according to age.

Actividades lúdicas en las clases de español como lengua extranjera

El presente trabajo, tiene como objetivo valorar las actividades lúdicas socializadas en las clases de español como lengua extranjera. La investigación se orientó desde una metodología cualitativa que busca generar procesos de comprensión de la realidad, en las que está inmersa la población; para ello, se conformó un grupo con estudiantes del primer año de educación media en una escuela pública de Brasil, cuyas edades oscilaban entre 14 y 20 años. En el estudio se aplicaron como instrumentos, el guión de entrevista y la observación no participante. Los resultados evidencian el papel que cumplen las actividades lúdicas como estrategias pedagógicas para fortalecen las clases de español como lengua extranjera. Se concluye que dichas actividades permiten a los estudiantes un disfrute de la asignatura, consolidándose la adquisición de la lengua con el uso de vocabulario y su puesta en práctica en un contexto real.

A estatística no ensino médio

Este trabalho, caracterizado como estudo de caso, busca compreender como a Estatística vem sendo abordada em sala de aula no Ensino Médio, de forma a propiciar aos estudantes a contextualização dos conteúdos e uma visão crítica sobre o mundo contemporâneo. Em uma abordagem qualitativa, os dados produzidos foram obtidos por meio de observações no ambiente de investigação, entrevistas com professores e grupos focais com alunos da 3ª série do Ensino Médio, os quais foram sistematizados e interpretados de acordo com a Análise de Conteúdo. Os resultados obtidos permitem considerar que, por mais que os estudantes consigam estabelecer algumas relações entre a Estatística e o cotidiano, a maneira como ela vem sendo abordada, em sala de aula, não possibilita que compreendam seus conceitos de forma crítica, visto que ela não é trabalhada de modo contextualizado.

O desenvolvimento de capacidades linguageiras: análise de sequência didática do gênero artigo de opinião no Ensino Médio Noturno

Esta pesquisa está inserida no campo aplicado dos estudos da linguagem e tem como objetivo geral avaliar como uma sequência didática foi recontextualizada numa turma do terceiro ano noturno do Ensino Médio de uma escola pública estadual localizada em Dourados, Mato Grosso do Sul. A sequência didática foi produzida colaborativamente por duas professoras: uma que atuou como colaboradora e a outra como pesquisadora. Os objetivos específicos desta pesquisa são: analisar a sequência didática no que se refere à distribuição das capacidades de linguagem e analisar o desenvolvimento das capacidades linguageiras dos alunos em relação à escrita do gênero artigo de opinião, depois da didatização da sequência didática, por meio das produções iniciais e finais. A pesquisa está embasada nos pressupostos téorico-metodológicos do interacionismo sociodiscursivo (Bronckart, 2006; 2007), consubstanciada nas teorias advindas da escola genebrina (Schneuwly; Dolz; Noverraz, 2004). Metodologicamente, trata-se de uma pesquisa qualitativa, de cunho documental. Constituem o corpus a sequência didática, produções iniciais e finais dos alunos. Os resultados finais, definidos a partir da avaliação da sequência didática e das produções dos alunos, mostram que os alunos avançaram significativamente na capacidade linguístico-discursiva, mas apenas relativamente nas capacidades de ação e discursiva.

Schooling and Labor Market Impacts of Bolivia's Bono Juancito Pinto Program

Schooling and Labor Market Impacts of Bolivia's <i>Bono Juancito Pinto</i> Program

Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects.

The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.

Anxiety in adolescence. Can we prevent it?

BackgroundEmotions are potent modulators and motivators of the behaviour that the individual displays in the different situations they have to live and they can act as a protection factor or vulnerability of the adapted or maladaptive behaviour. This study focuses on anxiety in adolescence. Objectives. The objective is, through a longitudinal study, to analyse the psychological processes and emotions that facilitate the symptoms of anxiety and those which protect the adolescent from these symptoms.Material and Methods417 adolescents (192 boys and 225 girls) participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school (81 boys and 85 girls) or the fourth year of secondary school (111 boys and 140 girls). The mean age was 14.70 (SD = 0.68; range = 13-17 years). This study monitored participating adolescents for three years.ResultsThe results indicate a differential profile in the evaluated emotions according to sex, with the girls being the ones to experiment more anxiety and more empathy, while the boys show more emotional instability and aggression.ConclusionsIt is concluded that the best predictors for anxiety are anger state, aggressive behaviour, empathic concern together with the lack of coping mechanisms focused on problem solving and the perception of stress as a threat. Key words:Adolescence, anxiety, emotions, coping, stress.

Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students

There is broad international agreement about the importance of increasing participation in science once it is no longer compulsory in school, particularly among groups who have been historically underrepresented in science. Previous research reflects that despite broadly positive attitudes to science in and outside of school, there is limited translation of these attitudes into later aspirations and participation in science. The ASPIRES project, a five-year longitudinal study, has sought to understand students’ science and career aspirations between the ages of 10 and 14 and to identify factors that contribute to, or hinder, the development of aspirations in science. Utilising data from two cross-sectional surveys conducted with students in their last year of primary school (9300 students) and in their third year of secondary school (4,600 students), we explore who is most likely to hold science aspirations and what factors seem to be connected to those aspirations at both time points. Descriptive, multivariate and multilevel modelling analyses of the data reflect consistency in who holds science aspirations, as well as highlighting that the factors connected to these aspirations—attitudes to school science and parental attitudes—are similar at both times. However, for many students, positive attitudes to school science and positive parental attitudes to science are not translating into children wanting a career in science. We suggest that differences in ‘science capital’ may help explain this persistent gap.

Le dictionnaire de chimie en lingála pour les élèves de Kinshasa

Dictionary of Chemistry in Lingála for Kinshasa Students.In well-documented languages, the lexicographer aiming to make a specialized dictionary will pro­cess an available corpus to extract data (candidate terms, definitions and exam­ples). This approach is not suitable for poorly documented languages, for which texts in any given specialized domain may be few and far between. This is the case with Lingála, spoken in the city of Kinshasa, in the field of chemistry. Besides processing the available corpora, the lexicographer needs to coin terms for con­cepts and to create definitions and examples in order to produce dic­tion­aries meeting users' expec­ta­tions. For this purpose, one of the two following meth­odologies can be adopted.The first, and more commonly employed methodology adopts the translation approach. A cor­pus which is available in the source language is processed to extract lemmas, definitions and exam­ples and eventually classify data in the source language. The document obtained in this way is then translated into the tar­get language.According to the second methodology, in the absence of well-documented specialized cor­pora in the target language, concepts are defined and coined directly in the target language. Exam­ples are also produced directly in the target language. This approach calls for the lexicographer to be an expert in the given field or for him/her to work with an expert who can produce spe­cialized knowledge in the target language. Then the lexicographer will submit his/her findings to other native speakers, who are also experts in that given field for validation. This is the methodology we have adopted and we are to describe in this paper.In fact, this article describes the approach we have followed in order to make a Lingála–French bilingual dictionary of chemistry for students and teachers of the third year of secondary school in Kinshasa.

School Segregation and the Secondary-School Achievements of Youth in the Netherlands

This paper contributes to the literature on the relationship between school segregation and youth educational outcomes in general, and educational inequalities in particular. Using data from a longitudinal Dutch cohort study, we test whether the ethnic composition (operationalised as both ethnic diversity and the share of minority ethnic students) or the socio-economic composition of the secondary schools which youth attend have any bearing on their academic achievement in the third year of secondary school, controlling for prior achievement. We find students of similar background characteristics and prior achievements to perform better, on average, if they attend secondary schools with higher levels of socio-economic status. The ethnic composition of youths' secondary schools is not associated with their educational achievement after school socio-economic composition is considered. However, despite the association between school composition and students' academic achievement, school composition accounts for little, if any, of the observed inequalities in secondary-school achievement across ethnic or social background. Importantly, even when taking a set of key individual background and school characteristics into account, including youths' prior achievement levels, socio-economic status and school composition, several inequalities in secondary-school achievement along socio-economic and ethnic lines persist.

L'enseignement du sens spatial au secondaire : Analyse de deux leçons de troisième secondaire

Abstract This article discusses the teaching of spatial knowledge in the third year of secondary school. In particular, our research compares the teaching of this knowledge in a school setting (mathematics class) with that occurring in a sports setting (figure skating). To this end, a first lesson developed on the basis of a teaching approach drawing on sports as well as a second, more conventional lesson were prepared, trialed and analyzed. An analysis of the lessons highlights differences between the two approaches in terms of the tasks requested by the teacher (i.e., description, observation, anticipation, etc.), the way questions were framed, the knowledge that was targeted (spatial versus geometric), and the role played by actions (concrete versus interiorized). This comparison brings out the characteristics of an approach conducive to the teaching of spatial knowledge in mathematics classes.

Composition matters: multi‐context informal mentoring networks for low‐income urban adolescent girls pursuing healthcare careers

In the career research literature focused on adults, diversely composed mentoring networks are advocated due to their effectiveness in providing a wide range of mentoring functions. This study investigates the composition of informal mentoring networks utilized by low‐income urban adolescent girls with healthcare college and career aspirations. In this study, sixty ethnically diverse students in their third year of secondary school participated in a survey about their future educational and career plans and the persons providing support for their future plans. The number of mentoring sources and the number of contexts from which mentoring was derived were both positively associated with the number of mentoring functions (i.e., receiving both socio‐emotional and instrumental functions, more comprehensive array of instrumental mentoring functions). Results suggest that diversely composed, or multi‐context, informal mentoring networks are effective in supporting adolescents in their educational and career pursuits. Implications for future research and programming that bridge home and school contexts are discussed.

Masculinity, Whiteness, and the New Economy

This article takes up the varying ways in which white working-class men remake class and masculinity in the context of massive changes in the global economy. Situated in the northeast rust belt in the United States, the piece draws upon data gathered at two points in time—during the men's third year of secondary school in l985, and again when these same men reached the ages of 30–31. Data gathered via participant observation and indepth interviews in 1985 and a set of follow-up in-depth interviews in 2000–2001 suggest that it is the movement off the space of hegemonically constructed white working-class masculinity—that masculinity which emerged in relation to the old industrial economy— that now encourages “stable” working-class lives.

SPISE - Select Programme In Science and Engineering

Subject choices in the third year of secondary school profoundly affect pupils' studies and careers. Yet many pupils, particularly girls, drop science subjects without full awareness of the consequences. The authors describe a programme set up by the Polytechnic of North London to encourage a range of pupils to continue their studies in science.

The pupils’ view of electricity

The sight and use of electrical appliances, the folklore and attitudes towards them, and the vague pre‐concepts about the nature of electricity, all precede and influence school learning about it. This research into the young pupils’ views was undertaken by a group of practising school teachers who used free writing, similes, and pictures, as well as group interviews. The results show strong signs of parental influence, of common adages and attitudes, of fear, and of tacit knowledge acquired through the handling of appliances. The samples of school children were drawn from different British schools and were in either the first or third year of secondary school. The older group showed only occasional signs of advancement over the younger year‐group and these could be more due to social than to school learning.