Thirsty? Choose Water! Encouraging Secondary School Students to choose water over sugary drinks. A descriptive analysis of intervention components

2021 ◽  
Author(s):  
Justine Gowland‐Ella ◽  
Nicole Kajons ◽  
Michael David ◽  
Peter Lewis ◽  
Katie Trinh ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
School Students ◽  
Sugary Drinks

scholarly journals Creative Learning Design in Social Studies to Promote Productive Citizenship of Secondary School Students

2021 ◽  
Vol 11 (4) ◽  
pp. 84
Author(s):  
Rattikorn Chanchumni ◽  
Charin Mangkhang
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
School Principal ◽  
School Students ◽  
Creative Mind ◽  
Study Results ◽  
Creative Learning ◽  
Learning Management

The purposes of this research are: 1) to study the creative learning in social studies to promote productive citizenship of secondary school students; and 2) to design the guidelines for such learning. This research implements the methodology of action research, consisting of 8 samples: 1) 1 school principal and 2 social studies teachers; and 2) 5 learning management experts. The samples are chosen by the purposive sampling method. Research tools consist of 1) unstructured interview form; and 2) appropriateness assessment form for the guidelines of creative learning in social studies to promote productive citizenship of secondary school students. Methods of data analysis consists of content analysis, and descriptive analysis, in addition to calculation of the means and standard deviation. Study results revealed that: 1. Creative learning in social studies to promote productive citizenship of secondary school students consists of the development of 4 minds, including: 1) critical mind; 2) creative mind; 3) productive mind; and 4) responsible mind. And 2. The guidelines of creative learning in social studies to promote productive citizenship of secondary school students consist of 4 subjects and 8 learning management plans. The effectiveness of the guidelines in terms of the learning management was evaluated as excellent.

scholarly journals Knowledge and Attitudes towards Road Safety Awareness among Secondary School Students in Batu Pahat, Johor

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Mustafa Anjang Ahmad ◽  
Siti Athirah Topik ◽  
Kamarudin Ambak ◽  
Munzilah Md Rohani ◽  
Nur Sabahiah Abd Sukor
Keyword(s):  
Secondary School ◽  
Road Safety ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
T Test ◽  
Road User ◽  
School Students ◽  
The Road ◽  
Safety Awareness ◽  
High Level

Road safety awareness is a important element subject in which also involved school students. The school students are the most prone group of that become the victims of the road accidents. This study is carried out to identify the road safety awareness, knowledge, driving attitudes among secondary school students in Parit Raja, Johor. The study was involved a total of 298 school students as respondents. The questionnaires were distributed and the data were processed using descriptive statistics, t-test, correlation and regression analyses. The descriptive analysis shows, more than half of respondents are those aged 16 years old. About 76.5% of them do not have the driving license. The result also shows that the road safety awareness among the students is at quite high level (mean score = 3.57). Next, t-test and regression analysis shows that every 1% increase in road safety awareness will affect 35.0% of increase to driving attitude among students (p<0.05, β = 0.35). Besides that, the factor analysis, items in the variable of Road Safety Factor shows that there are three methods of road safety are identified; Environment of Highway, Uses of Highway and Law of Road Safety. Therefore, road safety awareness and driving attitudes are the important factors to ensure the road user concern to road safety. However, some improvements to the existing road facility or road safety deficiencies in Parit Raja need to be undertaken to ensure the road is safer to others.

scholarly journals Opinions of Secondary School Students on the Use of Mobile Augmented Reality Technology in Science Teaching

2021 ◽  
Vol 4 (4) ◽  
pp. 327-336
Author(s):  
Gonca Keçeci ◽  
Pelin Yıldırım ◽  
Fikriye Kırbağ Zengin
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Science Teaching ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Structured Interview ◽  
Control Group ◽  
Mobile Augmented Reality ◽  
School Students

Mobile augmented reality (MAR) draws attention in terms of providing a flexible learning process and environment. It is thought that learning environments can be more effective using MAR technology. The research aimed to determine the secondary school students' views on the use of MAR technology in science teaching. The research was conducted with 143 students studying in the sixth grade at two different secondary schools in Turkey. In the research, convergent parallel patterns from mixed-method patterns were used. For eight weeks, the research was carried out to cover the systems unit in our body, situated in the 6th-grade science course curriculum. During the process, the Anatomy 4D application was used in the experimental group during the procedure, and the science course curriculum was used in the control group.  In this paper, a part of the mixed research, the qualitative data collected from the experimental group's semi-structured interview form and diaries were analyzed. Descriptive analysis was used to analyze the data. As a result of the research, although the students do not have a clear idea about AR and MAR technologies at the beginning of the application, it is observed that their thoughts change over time, and MAR applications are effective on the success of the course.

Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study

2020 ◽  
Vol 64 (3) ◽  
pp. 204-218
Author(s):  
Xinjie Chen ◽  
Xitao Fan ◽  
Joseph Wu ◽  
Hoi Yan Cheung
Keyword(s):  
Secondary School ◽  
Cultural Context ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Gifted Students ◽  
Psychological Resources ◽  
School Students ◽  
Negative Effect ◽  
Broaden And Build Theory ◽  
Academically Gifted

From the perspective of positive psychology, this study examined the variables in four domains of personal resources under the broaden-and-build theory concerning their relationships with suicidal cognition among academically gifted students. A total of 386 academically gifted secondary school students in China participated in the study. First, the descriptive analysis results indicated that the mean score of suicidal cognition was below average, but these students were experiencing sleep deprivation problem in their daily lives. Second, based on the broaden-and-build theory, correlational analysis results suggested that most of the variables from the four domains of resources were significantly related to suicidal cognition. Most important, regression results showed that cognitive and psychological resources appeared to be the most influential for suicidal cognition. Furthermore, parents should be alerted that, for academically gifted students, parental relationship (social resource) is important, as lack of such a positive relationship (i.e., parents’ alienation) showed strong negative effect on suicidal cognition of these students. This was the first study that used the framework of broaden-and-build theory to study and compare the predictive effects of resources on suicidal cognition of academically gifted secondary school students in the Chinese social and cultural contexts.

scholarly journals TAHAP KESEDARAN DAN PEMBUDAYAAN ALAM SEKITAR DALAM KALANGAN PELAJAR SEKOLAH MENENGAH DI KOTA KINABALU, SABAH

2021 ◽  
pp. 73-88
Author(s):  
ABDUL HAIR BEDDU ASIS ◽  
SYAMSUL AZIZUL MARINSAH ◽  
HABIBAH @ ARTINI BINTI RAMLIE
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Environmental Issues ◽  
School Curriculum ◽  
Human Beings ◽  
School Students ◽  
Starting Point ◽  
The Relationship

Isu alam sekitar telah menjadi ancaman yang sangat berbahaya kepada manusia. Kebergantungan manusia terhadap elemen alam sekitar memaksa manusia untuk masuk ke dalam sistem alam sekitar yang sangat terbatas. Cara terbaik untuk menjaga hubungan baik terhadap alam sekitar adalah melalui pemuliharaan dan pemeliharaan alam sekitar agar sentiasa lestari. Hal ini tentu sekali bermula daripada titik awal iaitu pendidikan. Pelbagai usaha menerapkan pendidikan alam sekitar ke dalam sistem kurikulum sekolah namun kesedaran terhadap alam sekitar dalam kalangan pelajar sekolah menengah masih berada pada tahap yang kurang memuaskan. Oleh hal yang demikian, kajian terhadap kesedaran dan amalan pendidikan berunsur alam sekitar dijalankan. Selain itu, hubungan antara kesedaran dan pembentukan amalan pendidikan alam sekitar dalam kalangan pelajar sekolah menengah di Kota Kinabalu turut dikenal pasti. Kajian ini menggunakan borang soal selidik yang diedarkan di sepuluh buah sekolah terpilih dengan jumlah responden seramai 500 orang dan analisis data dilakukan secara analisis deskriptif. Hasil dapatan menunjukkan hubungan antara kesedaran terhadap kepentingan alam sekitar dengan amalan pembudayaan amalan pendidikan alam sekitar dalam kalangan pelajar sekolah menengah di daerah Kota Kinabalu, Sabah adalah tidak signifikan.   Environmental issues have become a very dangerous to human beings. Human dependence on environmental elements forces humans to adapt into a very limited environmental system. The best way to maintain good relations with the environment is through conservation and preservation of the environment so that it is always sustainable. This starts from the starting point which is education. Various efforts implemented environmental education into the school curriculum system but the environmental problems among school students are still at an unsatisfactory level. Therefore, this study was conducted to identified the level of awareness and practice of environmental education as well as to measure the relationship between awareness and practice of environmental education among secondary school students in Kota Kinabalu. This study uses a questionnaire distributed in ten selected schools with a total of 500 respondents and data analysis was done by descriptive analysis. The results of this study found that there is no significant relationship between environmental awareness and practices on environmental culture among secondary school students in the district of Kota Kinabalu, Sabah.

scholarly journals Effects of STEM applications on the scientific process skills and performance of secondary school students

2021 ◽  
Vol 18 (2) ◽  
pp. 159-184
Author(s):  
Özge Köngül ◽  
Mehtap Yıldırım
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Process Skills ◽  
Process Performance ◽  
Scientific Process ◽  
School Students ◽  
And Performance ◽  
Qualitative Part ◽  
Academic Year

In this study, it was aimed to examine the effect of STEM applications on the scientific process skills and process performance of 6th grade secondary school students. Convergent parallel design, one of the mixed research designs, was used in the study. The sample of the study consists of 35 6th grade students studying at a public school in the district of Küçükçekmece, Istanbul in the 2018-2019 academic year. Three STEM lesson plans developed by the researchers were implemented for six weeks. Scientific Process Skills Test was used as a data collection tool in the quantitative part of the research. In the qualitative part, activity papers were used. While the data obtained in the scientific process skills test were analyzed using a statistics program, the activity papers were analyzed with descriptive analysis. As a result of the study, it was seen that science teaching supported by STEM applications positively affected the scientific process skills and improved the process performance of the students positively.   Özet   Bu araştırmada, STEM uygulamalarının ortaokul altıncı sınıf öğrencilerinin bilimsel süreç becerilerine ve STEM performanslarına olan etkisinin incelenmesi amaçlanmıştır. Araştırmada karma araştırma desenlerinden iç içe karma desen kullanılmıştır. Araştırmanın çalışma grubunu 2018-2019 eğitim-öğretim yılında İstanbul Küçükçekmece ilçesinde bir devlet okulunda okuyan 35 öğrenci oluşturmaktadır. Araştırmacılar tarafından geliştirilen üç STEM ders planı ve bir ön etkinlik planı olmak üzere dört uygulama yapılmıştır. Çalışma grubu öğrencilerine STEM uygulamaları ile desteklenmiş fen öğretimi 5E modeli kapsamında verilmiştir. Etkinlikler sınıf ortamında ve sınıf dışı alanda gerçekleştirilmiştir. Öğrencilere "Bilimsel Süreç Becerileri Testi" ön ve son test olarak uygulanmıştır. Öğrencilerin öğrenme sürecindeki STEM performanslarını öğrenebilme amacıyla "Etkinlik Kâğıdı" uygulama sürecinde öğrencilere uygulanmıştır. Araştırma toplam altı hafta sürmüştür.  Veri toplama aracı olarak araştırmanın nicel kısmında Bilimsel Süreç Becerileri Testi kullanılmış ve veriler bir istatistik programı kullanılarak analiz edilmiştir. Çalışmanın nitel kısmında ise uygulama ile ilgili etkinlik kâğıtları kullanılmış ve betimsel analiz ile incelenmiştir. Araştırmanın sonucunda STEM uygulamaları ile desteklenmiş fen öğretiminin öğrencilerin bilimsel süreç becerilerinde anlamlı farklılık yarattığı ve STEM performanslarını olumlu yönde etkilediği görülmüştür.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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