Type Of School Research Articles

Examining fresh students’ achievement motivation and self-efficacy towards learning high school mathematics

One of the reasons for students’ reluctance to study and succeed in mathematics is that they may not be motivated to learn. This study examined fresh senior high school (SHS) students’ achievement motivation levels and its correlate to self-efficacy towards core mathematics. The study adopted descriptive research design involving a random sample of 314 fresh students in three SHSs in a low performing district in Ghana. The achievement motive scale and the new general self-efficacy scale were adapted and used for data collection. Data were analyzed using descriptive statistics, independent t-test, one-way analysis of variance and Spearman rank correlation. The results indicated that the students’ achievement motivation levels in dimensions of striving to achieve learning targets, participation in lessons, willingness to work and maintaining positive study habits towards mathematics were quite high. Furthermore, the students’ achievement motivation levels did not differ by gender, type of junior high school attended and boarding status. However, the students’ achievement motivation levels varied across the five programs of study. The study also found a moderately positive significant correlation between students’ achievement motivation and self-efficacy beliefs. The study concludes that the fresh students in this study are highly motivated and believe they can succeed in their study. The study recommends that mathematics teachers should guide these fresh students to set realistic short-long term learning targets to facilitate higher achievement in mathematics. Mathematics teachers should try to first gauge the achievement motivation of the fresh students for high school mathematics for appropriate pedagogical decisions.

Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus

AbstractThis paper explores the transfer, translation and recontextualisation of Laurence Stenhouse's work, as encapsulated in the ‘teacher as researcher’ metaphor, to the Greek language and in the fields of research and policy in Greece and Cyprus. We first briefly frame action research work as emerging through and within a specific space‐time (and in conversation with others in North America, Australia and Europe). We then trace its translation from English to Greek in specific key publications in books and articles (including his 1975 seminal work An introduction to curriculum research and development), which have since been central to curriculum studies as an academic field in both countries. We then construct four vignettes as cases of different uses of the metaphor in different fields. The first two refer to the institutional context of a new type of school called ‘second chance schools’ and a state policy for the professional development of teachers in Greece. The other two refer to an initial teacher education university programme and to the most recent school curriculum change in the Republic of Cyprus. We conclude by discussing certain patterns of constriction across the four vignettes in the recontextualisation of the ‘teacher as researcher’ to particular aspects of the metaphor as it morphed in two rather centralised contexts with a strong historical presence of a formal, state‐mandated curriculum and of teachers as public servants. Despite these patterns of constriction, we also note how other aspects of the metaphor provided conditions for some transformation.

A STUDY OF ACHIEVEMENT MOTIVATION AMONG SECONDARY SCHOOL STUDENTS WITH REGARDS TO CERTAIN DEMOGRAPHIC VARIABLES

The need and desire to achieve is a spring-board of the achievement motivation. The present study is initiated to access the level of achievement motivation of secondary school students with regards to certain demographic varriables.1007 secondary school students from Rajouri and poonch district of Jammu and Kashmir has been included in the sample. Achievement Motivation Scale by Deo and Mohan, (2011) has been used to collect the desired information. Results of the study has shown that an average secondary school student has low level of achievement motivation. With regards to demographic variables it is found that gender do not possess significant difference, whereas significant difference has been found in achievement motivation of secondary school students with regards to their place of living and the type of school in which they are studying.

School‑Friendly Parents? Characteristics of Parents’ Involvement in Vocational Schools in Hungary

RESEARCH OBJECTIVE: Our goal is to examine parental involvement in schools with higher dropout rates, lower dropout rates and disadvantaged family backgrounds. THE RESEARCH PROBLEM AND METHODS: In our study, we focus on vocational schools that do not offer a baccalaureate (matura) degree as well as vocational schools that do offer a baccalaureate (matura) degree. In the present study, we used data from a large sample database in Hungary. THE PROCESS OF ARGUMENTATION: . A number of international studies have examined the importance of parental involvement, especially for pre‑school children and primary school students. Few studies have focussed on parental involvement in secondary education, especially in Hungary where it has only recently become a focus of educational research, but the relationship between secondary education and parental involvement has only been partially investigated. RESEARCH RESULTS: Our results show that we need to pay more attention to these two types of schools. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Based on our questions on parents’ involvement in school, we obtained several significant results. Of the barriers we investigated, we found one to be relevant. Our study is exploratory in nature and aims to gather data and information on parents of VET students. Our objective was to obtain results relevant to VET.

Differentiated Learning: Teachers' Understanding of Sekolah Penggerak Program at Deli Serdang District North Sumatera

This research aims to describe the level of understanding of secondary school teachers in the Deli Serdang area regarding differentiated learning in the Independent Curriculum that applies in Indonesia. This research is quantitative survey research. Population: The subjects of this research were high school teachers in Deli Serdang Regency, totalling 366 people, with a sample of 216 people selected by random sampling. Data was collected through a survey using a closed questionnaire. The data analysis technique uses the Mann-Whitney test to see differences in teachers' understanding of differentiated learning in public and private schools participating in the Driving School Program. The research results show that the level of teacher understanding of differentiated learning in private schools is moderate, and the level of understanding of teachers in state schools is in the high category. Based on the Driving School Program, which does not differentiate between the status of public and private schools in funding and program assistance, differences in understanding occur due to several internal and external factors found in schools, such as principal leadership, teacher competency, and different teacher statuses in the two types of schools. In conclusion, the Mobilizing School Program provides the same treatment in public and private schools and has the same programs and assistance. However, teachers' understanding of learning varies, which certainly impacts the learning process and learning outcomes.

독일 특수교육의 역사에서 시대별 특수학교 명칭의 변천 과정과 시사점 탐색

Terms related to disability reflect the reflection of times and philosophies of the time, and with what conceptualized vocabulary they should be expressed has been dealt with as a major topic in academia. This paper viewed that there must have been reasonable social public opinions and purposes in the process of changing the names of special schools, and mainly paid attention to understanding the paradigm shift in special education through the foregoing. In Germany, the names of special schools attended by students with disabilities have been changed several times. In this study, the names were divided into ‘Hilfsschule’, ‘Sonderschule’, and ‘Förderschule’ and the process of changing the names was generally examined. Whereas ‘Hilfsschule’ was introduced in that it was a positive term on humanitarian grounds, ‘Sonderschule’ helped organize 10 different types of special schools into one school system and establish a thoroughly independent school system. The name ‘Förderschule’, which has represented special schools in Germany since the 2000s, can be seen as emphasizing the need for special educational support. ‘Special schools for students with disabilities’ are being changed into ‘support centers for all students who need support.’ As concerns about terms that reflect the trends of the times are a common topic regardless of eras or societies, it is expected that examining the process of changing the names of special schools in Germany will have many implications for us as well.

Protection Against Cyberbullying for Teens in the United States

Cyberbullying, also known as cyberbullying, is any form of violence experienced by a child or adolescent and perpetrated by peers their age through the internet or cyberspace. If a child or teenager is teased, insulted, bullied, or humiliated by another child or youth through the medium of the internet, digital technology, or cell phones, this is also known as cyber bullying. This research uses a literature study approach to explore it, this approach involves the disclosure of a comprehensive literature to sources relevant to cyberbullying cases in the United States. In achieving the research objectives, the main focus will also be given to factors affecting cyberbullying and protection efforts from cyberbullying as well as the United States' policy in handling cyberbullying cases among adolescents. There are several factors that can influence the occurrence of cyberbullying in adolescents. Some of these include individual factors including experience of violence, perception, gander, age, psychological control, and additive use. Family factors include parenting, family support, and parental stress. The friend factor is support. The school factor is the type of school. The last factor is the use of the internet in the form of intensity and competence of ethical media. There are also cyberbullying protection measures for adolescents and U.S. policies in handling cyberbullying cases among adolescents. Cyberbullying is an increasing concern affecting young people around the world, particularly in the United States. To address this issue, it is important to develop comprehensive strategies and support systems that address the root causes of cyberbullying and encourage positive social interactions.

The Influence of Robotic Process Automation on the Administrative Workload of Teachers

Teachers often encounter a massive volume of administrative tasks that may affect their productivity and overall satisfaction with their work. Due to excessive workloads, teachers may encounter high levels of stress and a decline in the quality of their teaching. An advanced solution technique that incorporates Robotic Process Automation (RPA) offers a possible resolution to optimize teachers’ workload. Therefore, this study investigates the influence of RPA in optimizing administrative workload and job satisfaction. Moreover, this study has the goal of identifying key considerations and challenges in developing RPA projects within educational settings. The research included a sample of 30 teachers selected from several schools, ensuring a diverse sample in terms of experience, subject specialization, and school type which are public and private. The surveys are conducted to allow for a comprehensive understanding of the varying impacts and perceptions of RPA across different educational contexts. The results demonstrate a significant integration of RPA in terms of minimizing administrative workload, challenges of adaptation, enhanced job satisfaction, and increased efficacy and productivity. Teachers also expressed a greater positive impact of the implementation of RPA with 76.7% influence on interaction with students and 46.7% able to improve job satisfaction. The integration of RPA into administrative workload not only streamlines administrative tasks but also allows teachers to dedicate more time to instructional and student-centered activities. Future research could focus on long-term impacts and exploration of RPA across different educational contexts.

Factors Influencing of School Type, Parental Educational Background, Gender, and Age on the English Language Speaking Proficiency of Chinese College Students

English, as an international language of communication, plays a crucial role in the development of global economic exchanges. In China, where English serves as a second language, the improvement of college students' English language speaking proficiency faces numerous challenges due to the lack of authentic English communication environments. However, there has been a lack of in-depth research on the relationship between Chinese college students' English language speaking proficiency and factors such as school background. This study utilized multiple linear regression to analyze data from the 2021 China General Social Survey. It aimed to investigate the relationship between college students' English language speaking proficiency and various factors, including different types of high school experiences, parental educational backgrounds, gender differences, and age disparities. The findings revealed that college students who attended provincial-level and municipal-level key high schools demonstrated higher English language speaking proficiency. Additionally, paternal educational background had a more significant impact on the English language speaking proficiency of offspring compared to maternal educational background. Furthermore, female students exhibited higher English speaking proficiency levels than male students. Moreover, English speaking proficiency showed an inverted "U"-shaped trend with age, peaking at 22.5 years old. Based on the research results, recommendations were proposed to balance the educational resources of different types of high schools and to reform English teaching in universities. These suggestions aim to provide robust evidence for the formulation of educational policies to meet the growing demand for English learning in China.

Demographics and job satisfaction as predictors of mental well-being of Filipino teachers

Teachers worldwide have had to change how they work because of the COVID-19 health crisis. These work changes and pandemic challenges have affected teachers in one way or another. There is a need to investigate teachers' welfare and how contented they are with their jobs two years after the onset of the pandemic and nationwide lockdown. This study examined the factors predicting the subjective mental well-being of teachers in the Philippines. Using a cross-sectional study design, the survey responses of 218 Filipino teachers were analyzed. Data were gathered electronically using the demographic profile form, a short version of the Warwick–Edinburgh Mental Well-being Scale, and the Short Index of Job Satisfaction. Results indicated that the majority of teachers had average to high job satisfaction and average subjective mental well-being. Regression analysis revealed that the type of school employed, residence, and job satisfaction were significant predictors of the mental well-being of teachers. This study affirms that certain demographic variables and satisfaction at work exert a positive influence on the mental health of teachers. Continuously making improvements in the working conditions of teachers and devising ways to enhance their well-being are vital.

Navigating Through Disruption: How are School Principals Leading Digital Learning in Secondary Schools in Ireland

The COVID-19 pandemic forced school leaders to rapidly adopt digital technologies, sparking new awareness and discussions about digital education and its transformation. Despite significant advances, these changes may be minor compared to the potential impact of artificial intelligence and immersive technologies in education. This paper explores digital learning leadership in Ireland’s secondary school sector using the ISTE Standards for Educational Leaders as a guiding conceptual framework. Qualitative interviews with school principals from various secondary school types provide insights into their existing leadership practices and anticipate their future needs. Key findings revealed digital learning visions integrally woven into the school’s broader learning and educational vision and fresh assessments of student digital competence. They highlighted the salience of the school context in decision-making and the drive for more strategic deployment of formal leadership positions and relationships within and between schools. The implication of these findings underscores the imperative of professional learning models for school leaders that are sensitive to the unique context of each school, their bespoke opportunities and challenges, and the rapid advancements in digital technologies.

Evaluating Consent Labs: prioritizing sexual wellbeing through a youth-led, curriculum-based education initiative

IntroductionConsent Labs is an Australian, youth-led, not-for-profit organization delivering comprehensive consent education. Workshops are co-designed by young people and delivered by near-to-peer facilitators in secondary and tertiary institutions. The aims of this paper are (1) to describe the development, design and delivery of Consent Labs and (2) to conduct a retrospective analysis of evaluation data collected by Consent Labs.MethodsE-survey data were collected by workshop facilitators between March 2021 and April 2023. This paper presents a retrospective analysis of these de-identified data. Survey items included age, identity, pre- and post- sexual consent knowledge, attitudes towards the content and delivery and questions inviting free-text responses. Quantitative data were analyzed using descriptive statistics: frequencies, self-reported change in knowledge using paired t-tests, and differences between groups using chi-square tests. Free-text responses were analyzed using content analysis.ResultsWe describe the conceptualization of Consent Labs, present information about topics covered and report on process evaluation data analysis. Six thousand and twenty-six students returned complete evaluation surveys; 76.3% were school students and 23.7% were university students. The majority (67.3%) identified as female, 24.2% as male, 1.7% as non-binary, 1.2% as other gender identity. Self-reported change in knowledge before and after workshops was significant (pre-workshop knowledge mean score 3.77; post-workshop knowledge mean score 4.58; p < 0.0001). Change in knowledge remained significant when analyzed by institution, school type gender and sexual identity. ‘Consent Foundations’ was the most frequently selected (41.0%) topic as being most valuable. Respondents selected ‘Recognizing Coercion’ and ‘Gaslighting and Other Consent Challenges’ most frequently for future workshops (both 48.3%). Analysis of free text responses provided additional feedback.DiscussionConsent Labs has been gaining recognition nationally since it was first implemented; this is the first analysis of process evaluation data. Limitations of the study include the low response rate, self-reported change in knowledge and the cross-sectional nature of the evaluation. Preliminary findings are encouraging and provide a sound platform for quality improvement and further evaluation. A recent government grant to partner with education academics will ensure that the Consent Labs program and continuing growth will be informed by more rigorous evaluation and evidence.

The structure of traumatic brain injury in the city of Rostov-on-Don during the new coronavirus infection COVID 19

Objective: to study the frequency and structure of traumatic brain injury in the pre-ovoid, covid and post-ovoid periods in Rostov-on-Don.Materials and methods: to study the frequency and structure of traumatic brain injury in three years from 2019 to 2021 (in the pre-ovoid, covid and post-ovoid periods) according to the neurosurgical department and the department of combined trauma of the Emergency Medical Hospital No. 2 in Rostov-on-Don. Data processing using the IBM SPSS Statictic program version 26.0 using the χ2-Pearson criterion, in pairwise a posteriori comparative analysis, the χ2-Pearson criterion with Yates correction and likelihood correction were used. If the significance level is p<0.05, the differences are statistically significant.Results: in the pre-crisis period (2019), household trauma prevailed, the total number of hospitalized with TBI was 1,322. Of these, concussions accounted for 71%, brain contusions accounted for 28%, diffuse brain injury — 1%, street injury — 6.9%, transport injury — 6.81% and intentional injury — 24.1%. In the covid period (2020), the total number of patients admitted to the department decreased by 24%. The structure of the injury remained unchanged (concussions in 70% of cases, brain contusions in 28%, diffuse brain injury in 2%). In 2021 (completion of covid restrictions), the number of inpatient patients with TBI remained reduced (by 23%), the ratio of concussions, bruises, diffuse brain injuries remained the same.Conclusions: during the period of social isolation, there was a decrease in the number of hospitalized with TBI, which coincides with global indicators. The end of the restrictions associated with the pandemic is also characterized by a decrease in the number of patients admitted to the hospital with TBI. At the same time, a decrease in the ratio of the number of hospitalizations to the total number of deaths from head injury in 2019 and 2020 should be taken into account. from 19.83 to 14.98 in the Rostov region (according to the Federal State Statistics Service on the number of deaths from head injuries in 2019-2020), which reflects the level of accessibility of medical care. There was also a significant decrease in household, street, transport, school, sports and intentional types of TBI (p<0.05), while occupational injuries and trauma, the circumstances of which are unknown, did not significantly differ from the pre-pandemic indicators. Taking into account these results will improve the organization of emergency and emergency medical care for patients with TBI.

The effects of Title IX enforcement on sexual assaults on college campuses

AbstractThis study investigates the impact of U.S. Department of Education's Office of Civil Rights (OCR) investigations, prompted by the “Dear Colleague Letter” (DCL) in 2011, on sexual assaults in educational institutions. While previous research has primarily focused on the effects of OCR investigations on enrollments and reputation, using a potential outcome model (POM) and an event study, we analyze treatment effects across different school types, considering factors like endowments. We find the strongest treatment effect in private baccalaureate schools, underscoring the importance of school‐specific factors in understanding the role played by OCR investigations in addressing sexual assaults on campuses.

Nicotine pouch use by sex, school type and tobacco product use among Finnish adolescents during the 2023 change in regulatory scheme with deregulated sales.

In Finland, nicotine pouches entered the national market abruptly in 2023, following a change in April 2023 from medicinal product classification into less regulated tobacco surrogate status. This study aimed to measure adolescent nicotine pouch use and associated characteristics. A cross-sectional, nationwide school-based survey among students in comprehensive schools (COMP), general upper secondary schools (GEN) and vocational institutes (VOC) in 2023 in Finland. A total of 151 224 respondents aged 14-20 years (mean age 16.18 years, standard deviation 1.20 years). Nicotine pouch use was used as the outcome variable. Demographics included age, sex, school type and tobacco product use (smoking, snus use and e-cigarette use). Covariates included parental education and parental smoking. All measures were self-reported. Unadjusted results showed that current nicotine pouch use was more common among boys (11.3%) than among girls (3.3%), adolescents in VOC (15.4%) compared with COMP (6.8%) and GEN (4.3%), whereas daily use of other tobacco and nicotine products was associated with current nicotine pouch use compared with never using such products and the association was especially strong for snus use. The fully adjusted estimates of current nicotine pouch use remained strong for daily use of other tobacco and nicotine products (snus use: adjusted prevalence ratio [aPR] = 74.95, 95% confidence interval [CI] = 65.65-84.25; smoking: aPR = 1.43, 95% CI = 1.36-1.50; e-cigarette use: aPR = 2.15, 95% CI = 2.04-2.27) and for sex (boys aPR = 1.53, 95% CI = 1.48-1.57). There was no clear evidence of differences in current nicotine pouch use by school type, age or parental factors in the fully adjusted model. In Finland in 2023, during which the availability of nicotine pouches became less regulated, nicotine pouch use appeared to be more common among boys and adolescents who used other nicotine products.

The Moderating Effect of Gender and School Type on the Nexus between Soft Skills and TVET Graduates’ Employability

As the global economy evolves, the need for highly skilled workers becomes increasingly vital. In response to widespread unemployment throughout Africa, TVET programs offer opportunities for citizens to receive professional training. For potential employees, self-perception plays a critical role in their employability. Thus, this study examined the moderating roles of gender and school type in the relationship between soft skills and employability for TVET graduates. Using a survey research design, 327 respondents were systematically sampled and surveyed. The instrument's reliability was assessed with ordinal alpha coefficients of 0.89 and 0.77. The inferential analysis, specifically -the regression statistic, was used to evaluate the hypotheses at a significance level of 0.05. Hayes model 2 was also used to determine the moderation effects. Results revealed that gender does not moderate the relationship between soft skills and employability, but school type significantly moderated the relationship between soft skills and employability, with graduates from technical colleges having a stronger and more positive relationship between soft skills and employability than those from Brigade schools. To enhance employability, governments, professional institutions, and TVET program administrators should provide development programs on soft skills for educators, regardless of school type, to transfer relevant skills to their learners.

Analysis of Selected Physical Fitness, Physiological, and Psychological Variables among Government, Government-Aided, and Private School Boys in Chennai District

Purpose: This study aims to analyze and compare selected physical fitness, physiological, and psychological variables among boys from government, government- aided, and private schools in the Chennai district. The purpose is to understand how different school environments impact these variables and to provide insights that can inform policy and practice in physical education and health promotion.  Methodology: A sample of 300 boys aged 12-15 years was selected through stratified random sampling, with 100 boys from each school type (government, government-aided, and private schools). Physical fitness was measured using the Fitness Gram test battery, physiological variables such as BMI, resting heart rate, and blood pressure were assessed using standard clinical procedures, and psychological variables were evaluated using the Rosenberg Self- Esteem Scale and the Perceived Stress Scale. Data were analyzed using ANOVA to compare the means across the three school types, with post-hoc tests conducted to identify specific group differences.  Conclusion: The study found significant differences in physical fitness, physiological health, and psychological well-being among boys from different types of schools. Boys from private schools exhibited better physical fitness and lower stress levels compared to their peers in government and government-aided schools. These findings highlight the influence of socio-economic factors and access to resources on students' health and suggest the need for targeted interventions in government and government- aided schools to improve physical and psychological well- being among students.

Prevalence of Dental Fear and Anxiety among School Children in Zawia City, Libya

Odontophobia, also known as dental fear and anxiety (DFA), is a type of phobia that can negatively affect the dental and oral health of people who experience it. This phobia has psychosocial characteristics that make it complex to address in dental practice. Dealing with dental fear is a challenging issue in dentistry for various reasons. Although this issue has been studied in children for quite some time around the world, no such studies have been conducted in Zawia, Libya. Therefore, this study aimed to determine the prevalence of dental fear and anxiety (DFA) among pupils aged 5 to 12- years in public and private schools in Zawia City. A cross-sectional survey was conducted in Zawia City over three months. In the survey, 205 students were randomly selected from several private and public schools. All participants were given a self-reported questionnaire containing ten closed-ended questions about DFA. After collecting the data, the results were analyzed based on gender and school type and entered into a Microsoft Excel sheet for further analysis. Results of the study showed that 31.71% of all pupils experienced dental fear and anxiety (DFA). Furthermore, the slight variations in fear levels based on school type indicate that the school environment may influence a pupil's perception of dental visits. Most private school students experienced DFA during physical contact with their dentists and upon seeing dental anesthesia injections. Whereas pupils attending government schools experienced DFA when hearing voices during treatment. Across all areas studied, female students reported slightly higher levels of anxiety than male students. Based on the survey results, it is evident that many pupils experience high levels of dental fear and anxiety (DFA). This highlights the need for intervention and attention in such situations, as DFA can significantly affect a pupil's dental experience and oral health outcomes. Therefore, it is essential to address these fears and anxieties to improve the overall dental experience of pupils and promote better oral health

Demographic predictors of public speaking anxiety among university students

Public speaking is a crucial component of many higher education courses and is essential for students’ academic performance and future career success. Despite its importance, public speaking anxiety is a common issue among higher education students, adversely impacting their learning. Addressing this anxiety through targeted interventions, especially for the most at-risk students, is vital. This study provides insights into the demographic predictors of public speaking anxiety, using a sample of 1745 students from a large public university in the Czech Republic. We employed the Personal Report of Confidence as a Speaker in a short form to assess public speaking anxiety levels. Our multivariate regression analysis identified gender, type of high school, and study level as significant predictors of public speaking anxiety, whereas age, nationality, and field of study were not. The study found that women, non-binary individuals, graduates of academic high schools, and bachelor’s students are more prone to public speaking anxiety. These findings highlight the need for targeted intervention and support strategies for students with higher levels of public speaking anxiety.

The State of Education in Kyrgyzstan at the End of the XIX Beginning of the XX Century

This article examines the situation of education at the end of the XlX-beginning of the 20th century in Kyrgyzstan. It describes the methods and ways of education in Kyrgyzstan before the Soviet era, as well as the types of schools and educational institutions. It is known from history that Kyrgyz from ancient times were a people striving for knowledge. With the accession of Kyrgyzstan to Russia, the relationship between the Muslim and Turkic peoples living there intensified, the works of Kyrgyz scientists and historians began to be published. Based on this, it is said that the number of schools, educational institutions, madrasas, as well as the number of students and educated people has increased in Kyrgyzstan. At the end of the XlX-beginning of the 20th century, state educational institutions were opened for the Turkic peoples of the Volga region, the Caucasus and Central Asia. This contributed to the management of a new method of education. The programs of these schools were developed in 1905-1906 at a congress of Muslims in the city of Nizhny Novgorod. In such schools, not only religious classes were held, but also general education classes. In 1901-1902, Russian-native schools of a new type began to appear in Kyrgyzstan. Representatives of the new type of education Jadidists who criticized religious schools with old methods of education, tried to change the general school system in accordance with the requirements of that time. Through these schools, the Muslim population of Russia, including Kyrgyz, began to get acquainted with European civilization. Later, graduates of these schools subsequently formed the basis of the leading intelligentsia of Kyrgyzstan. The article studied some aspects of the organization of a new type of school, the subjects taught were fully consistent with religious beliefs, the national mentality, which positively led to the consciousness of local residents. The features of educational institutions in Kyrgyzstan, the role and importance of educating the younger generation, along with the formation of pre-existing religious madrasah schools and writing culture, were analyzed. The influence along with enlightenment work, knowledge and culture of other peoples and indigenous people, their place and significance before Soviet power were studied. A comprehensive study of the history and culture of Kyrgyzstan on a scientific basis was carried out in the second half of the XlX century.