Upper-secondary School Research Articles

Learning stimulus for disengaged learners: Roles of outside participation

Background Learning contributes to adaptive performance needed in today’s business. A key challenge is workplace disengagement which can lead quiet quitting. Past studies indicate the compatibility when examining critical issues of learning in either a workplace or a classroom. Objective The case study examines the impacts on disengaged learners by outside participation. The business community’s participation focuses on providing continuous direct feedback and creating expectation (or subjective norms) at one upper secondary school where the feeling of disengagement has been prevalent. Methods The study’s construct adapts Theory of Planned Behavior and the Double-loop Learning Concept. The survey is completed by 171 current (Grade 12) and former students who have had two-year interactions with the business community from a group of 200 students. Statistical analysis is applied to examine the impacts on learning intention and behavior. Results The findings show the positive influence from direct feedback and subjective norms on intention to learn and attitude of disengaged learners which result in positive learning actions and behavior. Conclusions Dealing with disengagement should recognize consistency and continuity of feedback when involving outside participants. Feedback design to challenge the learners’ mindset and importance of subjective norm and informal learning are part of this consideration.

Education – Language – Identity

AbstractIn our paper we explore the intricate relationship between language and identity within the Hungarian language minority residing in Slovakia, examining the patterns of identification among high school students in Western Slovakia. Focusing on upper-secondary Hungarian-medium high school students, we investigate the role of the Hungarian language in shaping identity patterns and cultural unity. Through a mixed-methods approach, combining a quantitative questionnaire survey with qualitative focus group discussions, we address research questions regarding the construction of community belonging and adolescents' attachments to their region and homeland. Our study, encompassing 414 students from five Hungarian-medium gymnasiums, sheds light on the identity formation of the Hungarian national minority and highlights divergent tendencies between different age groups. The findings are part of an ongoing state-level research project.

Variation theory as a teaching theory in the theatre classroom

PurposeThe paper presents and discusses an example of findings from a research project. Filmed material from teaching situations in theatre has been the starting point for analysing and planning similar teaching situations in research lessons, where variation theory was used. The aim of using variation theory is to develop teaching practices in the school subject of theatre at upper secondary school level in Sweden.Design/methodology/approachIn the article, one example from the last part of a three-step research project design is discussed. In the third part of the design five research lessons, based on variation theory, were conducted. The starting point for planning the research lessons was teaching situations called didactic interventions, when the teacher interrupts the theatre rehearsals of a stage production and gives response on the student´s acting. The specific situations are used when planning five research lessons based on variation theory. In this paper, one example from one of the research lessons is presented, exemplifying how variation theory has been applied.FindingsThe example shows how variation theory was used in analysing and facilitating teaching in the classroom. The findings suggest that teachers can use variation theory as a way to strengthen the student’s experience of specified objects of learning, in this case, interplay in acting. Another conclusion is that variation theory is helpful when planning whole class teaching situations in the school subject of theatre.Originality/valueThis paper fulfils an identified need to study how to develop teaching practices in the school subject of theatre.

Identifying Variations in Motor Fitness Components among Upper Primary and Secondary School Male Students

Background. Motor fitness helps students develop academically and socially. The students are more engaged in fitness activities with classmates of similar skills. Therefore, motor fitness programs should address kids’ capacity to increase physical activity. Objectives. The study aimed to ascertain variations in upper primary and secondary school male students with respect to selected motor fitness components, i.e. strength (standing broad jump), speed (50-meter sprint) and endurance (800-meter run). Materials and methods. A total of 150 male students, aged 12 to 16, from five schools in Delhi, India, participated in this study. The students were divided into five groups, each consisting of 30 students from both private and government schools. The study assessed three motor fitness components: strength (measured by the standing broad jump), speed (measured by a 50-meter sprint), and cardiovascular endurance (measured by an 800-meter run). The one-way ANOVA was used to identify significant differences among the groups, with post hoc LSD tests performed for pairwise comparisons. A significance level of p < 0.05 was applied to all analyses. Results. The analysis revealed statistically significant differences among the groups in all three motor fitness components: speed (F(4,145) = 27.07, p < 0.05), strength (F(4,145) = 16.93, p < 0.05), and cardiovascular endurance (F(4,145) = 75.46, p < 0.05). Post hoc analysis using the LSD test further indicated that students in each group differed significantly in strength, speed, and cardiovascular endurance when compared to one another. Conclusions. The study concludes that male students in grades nine and ten demonstrate significantly higher levels of strength, speed, and cardiovascular endurance compared to students in grades six, seven, and eight. Therefore, motor fitness programs targeting these components should be tailored differently for upper primary and secondary school students to address their distinct developmental needs.

Secondary school students’ strategies when interpreting histograms and case-value plots: an eye-tracking study

AbstractMany students persistently misinterpret histograms. This calls for closer inspection of students’ strategies when interpreting histograms and case-value plots (which look similar but are different). Using students’ gaze data, we ask: How and how well do upper secondary pre-university school students estimate and compare arithmetic means of histograms and case-value plots? We designed four item types: two requiring mean estimation and two requiring means comparison. Analysis of gaze data of 50 students (15–19 years old) solving these items was triangulated with data from cued recall. We found five strategies. Two hypothesized most common strategies for estimating means were confirmed: a strategy associated with horizontal gazes and a strategy associated with vertical gazes. A third, new, count-and-compute strategy was found. Two more strategies emerged for comparing means that take specific features of the distribution into account. In about half of the histogram tasks, students used correct strategies. Surprisingly, when comparing two case-value plots, some students used distribution features that are only relevant for histograms, such as symmetry. As several incorrect strategies related to how and where the data and the distribution of these data are depicted in histograms, future interventions should aim at supporting students in understanding these concepts in histograms. A methodological advantage of eye-tracking data collection is that it reveals more details about students’ problem-solving processes than thinking-aloud protocols. We speculate that spatial gaze data can be re-used to substantiate ideas about the sensorimotor origin of learning mathematics.

Associations of generalized anxiety and social anxiety symptoms with sleep duration, amount of intense exercise, and excessive internet use among adolescents.

Among adolescents, symptoms of generalized anxiety disorder (GAD) and social anxiety disorder (SAD) are not only clinically significant but also continuingly increasing. During adolescence, individuals begin to establish distinct, self-determined lifestyle patterns. This study seeks to identify the associations between such lifestyle factors and the prevalence of GAD and SAD symptoms. The analyzable sample was based on a cross-sectional, nationally representative survey of Finnish 14-18 year old students from comprehensive schools, general upper secondary schools, and vocational institutions. The sample consisted of 60,252 boys and 71,118 girls, with the mean age of 16.05 years (standard deviation 1.06). Symptoms were identified using the GAD-7 (cutpoint of 10), the Mini-SPIN (cutpoint of 6), and the PHQ-2 (cutpoint of 3). Logistic regression models for both GAD and SAD symptoms were stratified by comorbidity group variables. GAD symptoms were closely related to excessive internet use and decreased sleep duration among adolescents, regardless of comorbidity with depression or SAD. SAD symptoms were associated with excessive internet use and a lack of intense exercise, independent of comorbid depression or GAD. The findings underscore the importance of considering lifestyle factors when developing interventions to mitigate GAD and SAD symptoms in adolescents. Interventions and policy recommendations aiming at improving adolescents' health behaviour and mental health should take into account the intertwining of these factors.

Career counsellors’ perspectives on educational mobility in Denmark

AbstractThis article explores career guidance counsellors’ (GC) perspectives on their role in relation to social mobility, presenting a thematic analysis based on 14 in-depth interviews with Danish upper secondary school GCs and managers. The analysis included Watts’ typology on the socio-political function of career guidance and generated three perspectives on social mobility: (a) an upward mobility perspective, (b) an alternative mobility perspective and (c) an equality perspective. The implications for career counselling in upper secondary schools in Denmark are considered and possible avenues for further research on social mobility and social justice in career guidance are identified.

The Upper Secondary School Act as legal violence in the Swedish welfare state: ‘I came to Sweden just so I could live’

In this article we investigate the harmful effects of the 2018 Upper Secondary School Act (the ‘Study Law’) upon young people in Sweden who have sought to regularise their stay with the help of this law. We analyse these harmful impacts as ‘legal violence’: structural and symbolic violence embedded in or intensified by law (Menjívar and Abrego, 2012), in the context of Swedish welfare regulation. The Study Law was ostensibly enacted to provide a new opportunity for some 7,000 young people, the majority of whom had fled Afghanistan. These young people had sought asylum in Sweden in 2015, but had not had their needs for protection recognised, instead being subjected to exclusionary laws, policies and growing racism. The Study Law substituted the possibility of protection with strict requirements of study, work and conduct, while the social and material support needed to fulfil these requirements largely was withheld. In our analysis, we draw upon interviews with young people collected as part of a doctoral research project, legal materials, and our own, earlier joint experiences as legal practitioners working with those affected by this law. The legal violence of the Study Law, we argue, has produced individual and social harms, particularly impacting the lives of young people seeking asylum. The law has created a complex and hard-to-navigate, legally-violent regime that, directly and indirectly, has exacerbated hardships and facilitated suffering and even death.

Upper Secondary School Student Digital Information Fluency: A Second-Order Confirmatory Factor Analysis

This research aimed to investigate the components of digital information fluency (DIF) skills among high school students. The sample comprised 354 teachers from schools supervised by the Office of the Basic Education Commission (OBEC) Secondary Educational Service Area Offices (SEAOs), selected through multiple-stage random sampling. Their opinions concerning student DIF skills were collected via a questionnaire and analyzed using descriptive statistics and a 2nd -order confirmatory factor analysis (CFA). Results revealed a high overall level of opinion among technology teachers regarding student DIF skills, with Digital Data Communication (DDC) exhibiting the highest weight (β = 1.00, R2 = 1.00), followed by Digital Literacy (DL) (β = 0.97, R2 = 0.95), and Digital Information Management (DIM) (β = 0.91, R2 = 0.83). This study contributes to the literature by providing insights into the perception of DIF skills among teachers, shedding light on areas of emphasis in digital fluency education. Additionally, it offers valuable implications for curriculum development and teacher training programs aimed at enhancing students' digital literacy in today's information-rich environment.

Special Educational Needs Coordinators’ Boundary Work in Swedish Upper-Secondary School

Special Educational Needs Coordinators’ Boundary Work in Swedish Upper-Secondary School

Sense‐Making Through Hybrid Talk: High‐Achieving Secondary Students' Language Use during Practical Work

ABSTRACTThis study contributes to discussions on facilitating students' sense‐making in science by analyzing the utterances of high‐achieving students in dialogues during practical work and identifying characteristics of their language use and learning processes. The context of the study is a general science course at an upper secondary school in Norway. During four lessons, students from two classes conducted three exercises in electrochemistry. Data consist of video recordings from group work and whole‐class dialogues, students' written explanations, and their grades in science. Using the Bakhtinian concept of hybrid constructions (i.e., utterances including both vernacular and scientific elements), we analyze dialogues about scientific concepts and possible explanations for observations made during practical work. The analysis focuses on mixed‐ability groups that include one or two high‐achieving students. These students' successful learning processes enable the identification of language use that is part of sense‐making dialogues. We found that all students participating in dialogues used a mixture of vernacular talk, hybrid constructions, and scientific language during their learning processes. The content of scientific explanations proposed by high‐achieving students initially tended to be correct but superficial. The content then became more complex and hybrid and displayed errors and inaccuracies when students discussed detailed explanatory mechanisms, and finally, it became complex and largely correct. The results indicate that the high‐achieving students' use of hybrid constructions during practical work was beneficial for their learning. We discuss challenges related to creating situations in science teaching that encourage all students to engage in hybrid talk during sense‐making dialogues.

Tekstmarkering, kommentarar og metaspråk

How do students in the second year of upper secondary school (vg2) comment on each other’s texts, which text aspects are emphasized and what meta-language do they use in such comments? The article presents a study of first drafts of academic articles in two vg2 classes, where students provide each other with feedback in the form of markings and comments. The texts are part of a text exchange project between two different classes from different parts of the country, where students provide anonymous feedback to the students in the other class. In addition to a classification of the comments with regard to text aspect and the functions of the comments, the specific meta-language the students use is examined more closely. The analysis shows that the students have a good balance between form and content and between micro and macro level in their text comments. At the same time, both praising and directive comments are largely general, which can make them less suitable as a basis for revision. All in all, it seems that the students have stronger and more explicit competence in the overall content and text organization aspects of the texts than is the case for form aspects and language systemic aspects. It is also related to the overall organization of the texts that they to the greatest extent display the use of an expanded meta-language.

‘They don’t have bad intentions.’ The disciplinary power of heteronormative communication in upper secondary Polish physical education – a case study

ABSTRACT Background Previous studies have shown unequal treatment of female and male students during PE. However, few studies have focused on gendered communication between teachers and students. Particularly, students’ perceptions of communication have often remained unexplored. Understanding this process appears to be highly significant for ensuring gender equality in schools. In this study, we applied Foucault’s theory of normalization and Butler’s theory of gender performativity and heteronormativity to present data obtained during PE lessons in Polish upper secondary school. In Poland PE teachers still do not formally acquire knowledge of the significance of gender equality in the education process. No policies are formulated on teaching gender equality in schools. Hence, analyzing gendered communication during PE classes in Poland, where no specific gender equity legislation has been introduced, complements the ongoing discussion regarding prevailing gender structures in PE. Purpose The purpose of the study was to explore gendered communication between PE teachers and students in Polish upper secondary school, and perceptions about this communication specifically among male PE teachers and girls. Methods Data were gathered through three qualitative methods: observation of 60 PE lesson units, 17 focus group interviews with male (n = 27) and female students (n = 33), and 5 semi-structured in-depth interviews with PE teachers whose lessons were observed. Discourse analysis, informed by content analysis, was conducted to uncover fundamental communication patterns between teachers and students in the context of gender performativity and heteronormativity. Findings Communication between PE teachers and students demonstrated gender bias, indicating deeply rooted practices of heteronormativity. The male teachers communicated more frequently with female students than with male students and a significant portion of the communication took the form of jokes, teasing, and comments related to the physical appearance of the girls, romantic relationships and dating, and traditional gender roles assumed by women. Students’ statements obtained in the interviews indicate a significant degree of downplaying the impact of teachers’ way of communicating and ‘defending teachers’. They encountered a strong normalization process that restricted their ability to resist teacher communication. Although the PE teachers emphasized the importance of being ‘sensitive’ when communicating with students, PE the teachers’ understanding of gender issues appeared to be fragmented and unrefined, with insufficient recognition of the importance of proper communication with students. Conclusions The implications of this study emphasize the necessity for Polish PE teachers to acquire a deeper understanding of how gender operates within school environments and PE classes, recognizing its impact on students. This awareness is pivotal in recognizing and addressing heteronormative structures during lessons. In connection with that, a thorough discussion on the impact of political and cultural factors shaping the knowledge acquired by teachers and the curriculum in schools is required. Additionally, the research highlights a need for appropriate student education because they are currently subject to strong normalization processes. The normalization processes they undergo hinder their recognition of dominant gender relations in the school environment, and, consequently, their resistance to them.

Studying and Promoting Knowledge on Sustainable Agricultural Waste Management: A Case Study in Banhan Upper Secondary School and Surrounding Schools in Hongsa District, Xayaboury Province, Lao PDR

The investigation took place at Banhan upper secondary school in the Hongsa district of Xayaboury Province. It spanned a duration of 12 months and involved providing TOT training on managing reused and recycled waste to 35 students and teachers at the school. Additionally, 48 trash bins were supplied and set up across 7 schools and 3 related offices. A school received a trash bin to collect recyclable waste that was set up for the students' practice. The findings presented that 94.71% with understanding index 1.24 SD of the students and teachers were displayed a good understanding and comprehended the project's activities, with 83.47% with sastisfacting index 0.77 SD expressing satisfaction. Only a small fraction, less than 5.29%, struggled with waste management and required further enhancement of their knowledge and skills. The waste collected from 10 locations comprising schools and offices underwent 8 rounds of 2 months collection. In total, 1,121.2 Kg of waste was disposed of, averaging 280.3 Kg per mounth. The waste output in schools increased due to the growing number of students and educators. Banhan upper secondary school accounted for the highest waste quantity output at 49.7 Kg/month (17.73%), followed by Monk lower secondary school at 36.2 Kg/month (12.91%), and Nasan primary school at 33.8 Kg/month (12.06%) and the least amount of waste was generated by the district office of Education and Sports only 13.7 Kg/month (4.89%) representively. The quantity of 4 categories of waste revealed that the burnable waste promoted largest quantity 149.9 Kg/month (4.99 Kg/day), connected by compost waste 71.4 Kg/month (2.38 Kg/day), Reusable waste 60 Kg/month (2 Kg/day) and harmful waste 2 Kg/month (0.07 Kg/day). Waste in a day per person was calculated from populalation of the institution in 8h a day (working day), result shown that district office of Natural Resource and Enviroment has a high significant in quantity of waste 0.0351 Kg (35.1 g)/person/day. Then, Phonchan primary school 0.0221 Kg (22.1 g)/person/day and Nasan primary School 0.0205 Kg (20.5g)/person/day, the lowest quantity of waste was Hongsa upper secondary school 0.0012 Kg (1.2 g)/person/day. Nevertheless, the primary emphasis of this research was on the quantities of waste can be reuse, aiming to enhance awareness among academic staff, teachers, and students. The goal is to ensure comprehension, discourage indiscriminate disposal of garbage, and promote waste reduction through practices such as reuse and recycling.

Field of study, political attitudes, and support for the radical right in Sweden and Europe

This study uses three different surveys to investigate the links between various educational fields, radical right support, and political opinions. Logit regressions and KHB mediation analysis of 41,770 observations from the Swedish SOM survey (2011–2019) reveal that graduates from technical and agricultural fields are approximately twice as likely to support the radical right as graduates from sociocultural fields. Fields such as natural sciences, business, and health demonstrate medium to medium-high support. These differences are partially mediated by horizontal, but not vertical, labor market allocation. Replication using the European Social Survey (ESS) indicates that these patterns are generalizable to Western, but not Eastern, Europe. Additional analyses show that radical right support and refugee intake skepticism decrease with years spent in sociocultural, but not technical, fields in upper-secondary school. Moreover, panel data from the Swedish Level of Living Survey (LNU) show that progressive attitude shifts occur predominantly following education in sociocultural fields.

Building performance optimization through sensitivity Analysis, and economic insights using AI

Optimizing building designs for energy efficiency and occupant comfort presents significant challenges due to the complex and often conflicting requirements of various stakeholders. Consequently, this study conducts a multifaceted sensitivity and economic impact analysis that aims to improve building performance in terms of energy efficiency and occupant comfort by implementing machine learning techniques. Using a broad dataset comprising of 12,000 energy simulation runs for Tvedestrand Upper Secondary School in Norway, several machine learning models were employed with Multi-Layer Perceptron outperforming the others. In addition, several sensitivity analysis methods were used to explore the influence of individual parameters on building performance. The analysis reveals that ventilation rate, room depth, U-value of the facade, and heat gains significantly affect energy consumption. Economic impact analysis was also carried out to compare the cost-effectiveness of traditional HVAC systems with Building Management System (BMS) HVAC solutions. The BMS HVAC system shows significantly lower operational costs over time, with investment costs averaging around 1200 Norwegian kroner (NOK)/m2 and operational costs of approximately 150 NOK/m2 per year. Sensitivity analysis under different economic scenarios highlights the economic viability of the BMS HVAC system. This study identifies optimal building parameters that balance energy efficiency and thermal comfort, achieving total energy consumption between 11.05 and 22.51 kWh/m2 and zero discomfort hours (h > 26 °C). In sum, the findings offer valuable insights for stakeholders, enabling informed decisions about sustainable building design and energy efficiency improvements, ensuring both technical soundness and financial viability under a wide range of conditions, while using the tested tools.

Changes in the association between educational achievement, attainment and subsequent mental health: A survival analysis of 21 Swedish graduation cohorts

BackgroundLow academic achievement and low educational attainment in adolescence is associated with higher risks of internalizing disorders later in life. However, less is known regarding if these associations vary over time across cohorts. The aim of this study was to investigate temporal changes in the association between academic achievement or educational attainment and subsequent inpatient treatment for internalizing disorders among Swedish youths.MethodsRegister data on all students graduating from compulsory school in Sweden between 1990 and 2010 (N = 2 252 703) were used. Students were followed for a maximum of 8 years using discrete time proportional hazard models. Internalized disorders were measured by specialized inpatient psychiatric care for depression or anxiety disorders. Academic achievement was measured by grades at the end of compulsory school, and educational attainment by completion of upper secondary school.ResultsThe positive association between inpatient treatment for internalizing disorders and both low compulsory school achievement and non-completion of upper secondary school became stronger in more recent cohorts. The results were completely driven by girls and native-born youth.ConclusionsLow compulsory school achievements and failure to complete upper secondary school has become more important risk factors for inpatient treatment for internalizing disorders, particularly in native-born youth and girls. More research is needed to establish whether youth with internalizing disorders increasingly fail in school or whether low achievement has become more harmful for mental health.

AN ANALYSIS OF HIGHER SECONDARY STUDENTS CHALLENGES WITH CHEMISTRY LEARNING

Every facet of contemporary society is impacted by the benefits and influence of science. In todays society, chemistry is essential to satisfying peoples needs and desires, and it has become a major human endeavor. The basis for all other sciences is chemistry. Learning new information and abilities as well as comprehending the relationships that relate the problems solution to it are the main objectives of chemistry education. The complexity of chemistry instruction at the upper secondary level has increased. This studys primary goal was to identify the difficulties chemistry students have in their studies and offer suggestions for improving their performance in upper secondary school. In the Thoothukudi district of Tamilnadu, India, 200 higher secondary students who were all taking chemistry as one of their subjects participated in the research. The findings showed that higher secondary pupils have more complex comprehension issues with chemistry ideas. Based on the students class level (Standard XI and XII) and location, there was no discernible variation in the challenges they faced when learning physics nevertheless, there were discernible disparities based on the gender.

An Empirical View of the Extent of Exercising the Education Exception to Copyright in Cultural Heritage Institutions

The article presents findings from a study funded by the Estonian Ministry of Justice titled ‘Extent of Use of Educational Exceptions of Copyright in Cultural Heritage Institutions’. The impetus for this work came from the fact that rights-holders, who are not compensated for the use of copyrighted works and material covered by related rights under the educational exception, desire compensation for such use yet data pertaining to the practices of educators conducting education programmes in cultural heritage institutions are scarce. The study’s results are important for the holders of the rights but also for policymakers and for those providing professional-development courses to the educators such that their practices could be fully aligned with the education exception to copyright. A 105-respondent questionnaire – adapted from an instrument used in a similar study that focused on educators in pre-school education, basic schools, upper secondary schools, vocational-education institutions, institutions for professional higher education, universities, ‘hobby schools’, and continuing-education institutions – among educators who are not copyright experts helped answer the question ‘What is the extent of exercising the education exception to copyright in cultural heritage institutions in Estonia?’. The paper explains the quantitative results further in light of focus-group interviews with seven representatives of cultural heritage institutions, of several types. Also, the results of this study are compared with the findings from the earlier one. The results, which shed light on copyright awareness, the form and extent of copying, etc. in relation to literary and reference works, photographs, musical works, and audiovisual works, indicate that Estonian cultural heritage institutions’ reliance on the education exception is in accordance with copyright law and, therefore, significant changes in related policy are unnecessary. However, responses to the survey and interview questions revealed aspects that could be addressed in designing guidelines and professional-development activities for educators in cultural heritage institutions.

Coaching by doing: communities of practice at Swedish sport schools in XC skiing since the 1970s

Since the introduction of a national system for upper-secondary sport schools in Sweden in the 1970s, these institutions have been an important environment for developments in training and coaching. This is particularly true for cross-country skiing, where these schools quickly became an obligatory passage point. Coaches at the sport schools, often formally employed as PE teachers, were among the first professionalized endurance sport coaches in Sweden. This article examines how communities of practice have influenced the professionalization process of XC ski coaches at Swedish sport schools. The results show how being part of this community is conditioned on personal experience of active learning, historically as a skier yourself and currently as a coach who participates in the everyday work. The strong communities of practice have enabled coaches to maintain a high degree of self-­governance and ensured that experiential knowledge remain important in relation to scientific knowledge.