scholarly journals Instructional congruence and changing students’ attitudes and interests toward science in “Low Performing” secondary schools

2010 ◽  
Vol 2 (2) ◽  
pp. 1260-1265
Author(s):  
Ahmad Nurulazam Md Zain ◽  
Rohandi ◽  
Azman Jusoh
Keyword(s):  
Secondary Schools ◽  
Instructional Congruence ◽  
Students Attitudes

scholarly journals Attitudes Towards Science: A Study of Gender Differences and Grade Level

2022 ◽  
Vol 11 (2) ◽  
pp. 599-608
Author(s):  
Susilawati*, Nurfina ◽  
Nurfina Aznam ◽  
Paidi Paidi
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Gender Gap ◽  
Grade Level ◽  
Primary Schools ◽  
Attitudes Toward Science ◽  
Sixth Grade ◽  
Total Sample ◽  
School Students ◽  
Students Attitudes

<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

Evaluation of Huntington II Project on Computer Simulation

1975 ◽  
Vol 3 (4) ◽  
pp. 303-311
Author(s):  
E. J. Piel
Keyword(s):  
Computer Simulation ◽  
Secondary Schools ◽  
Computer Simulations ◽  
National Science Foundation ◽  
Positive Shift ◽  
Attitude Inventory ◽  
National Science ◽  
Students Attitudes

This paper reports on the findings of an evaluation of the use of computer simulation packages in secondary schools. It focuses on the results of an attitude inventory of a larger study which was funded by the National Science Foundation. One of the significant findings is the detection of a positive shift in students' attitudes toward computer simulations.

scholarly journals Teachers’ And Students’ Attitudes Towards Integrating Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Timothy Mandila Chikati
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Environmental Degradation ◽  
Environmental Attitudes ◽  
Action Plan ◽  
School Curriculum ◽  
Teachers And Students ◽  
Secondary School Curriculum ◽  
Students Attitudes

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (2007). The theory views the implementation of IEE programme through lenses of four independent variables identified as need; clarity; complexity; quality and practicality on the one hand and teachers’ and students’ levels of environmental awareness, knowledge, skills, attitudes and participation as dependent variables on the other hand. These variables network with local factors and external factors as intervening variables to determine the IEE implementation process. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants for the study. The target population of this study was public secondary schools, teachers and form 4 students from Machakos Sub-County. Stratified and simple random sampling techniques were employed in sampling secondary schools, teachers and students.  Questionnaires were used for data collection. Quantitative data were analysed using simple descriptive statistics. Overall study findings demonstrated that both teachers’ and students’ attitudes towards integrated environmental education in the secondary school curriculum were fairly positive though not adequate enough for effective implementation of IEE in the school curriculum hence, the unyielding environmental degradation in Machakos Sub-County. The study recommended that The Ministry of Education and the relevant urgencies such as KICD, DQAS and KNEC work jointly with school managers to draw an action plan to reinforce and intensify teachers’ and students’ levels of environmental attitudes through pre-service and in-service training, workshops and seminars on contemporary environmental issues. It is also recommended that studies are undertaken to understand those impediments that impede change in teachers’ and students’ environmental attitudes so that useful and practical interventions can be identified.

scholarly journals Geografilärares och niondeklassares syn på undervisningen om klimatförändringenClimate change education: Geography teachers’ and ninth-graders’ views

2014 ◽  
Vol 10 (2) ◽  
pp. 176-194 ◽  
Author(s):  
Mikaela Hermans
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Schools ◽  
Ninth Graders ◽  
Collective Actions ◽  
Structured Interviews ◽  
Climate Change Education ◽  
Students Attitudes ◽  
Action Competence ◽  
Made In

It has been increasingly recognised that education plays a key role in addressing human-induced climate change. The ultimate goal of climate change education (CCE) is positive impacts on the climate through both individual and collective actions. The aim of this study is to investigate geography teachers’ and their ninth-graders’ views about CCE. Data was collected using semi-structured interviews with geography teachers (N = 13) and questionnaires for ninth-graders (N = 549) at eleven secondary schools from all parts of Swedish-speaking Finland. The results show that although the students’ attitudes to CCE is positive, it does not supply them with action competence. The geography teachers in this study largely miss the ultimate goal of CCE, pointing at the need for more effort to be made in the process of developing CCE at secondary school.

Persepsi Pelakuan Agresif Dan Faktor Yang Mempengaruhi Di Lima Buah Sekolah Di Kawasan Bandar Johor Bahru

2012 ◽  
Author(s):  
Azizi Yahaya ◽  
Yusof Boon ◽  
Jamaludin Ramli ◽  
Shahrin Hashim ◽  
Faizah Idris
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Environment ◽  
Family Income ◽  
Family Background ◽  
Peer Group ◽  
School Students ◽  
Significant Difference ◽  
Aggressive Attitude ◽  
Students Attitudes

Kajian ini bertujuan untuk mengenal pasti persepsi pelajar terhadap tingkah laku agresif yang berlaku di lima buah sekolah di kawasan Bandar Johor Bahru. Secara khusus, kajian ini untuk mengenal pasti persepsi pelajar terhadap faktor yang menyebabkan berlakunya perlakuan agresif pelajar dan jenis tingkah laku agresif yang berlaku di sekolah menengah. Dalam konteks kajian ini, hanya tiga persepsi pelajar sahaja yang dikaji, iaitu dari aspek faktor yang menjurus kepada perlakuan agresif pelajar, jenis tingkah laku yang berlaku di sekolah dan persepsi hipotesis. Seramai 260 orang pelajar yang dikategorikan sebagai agresif dari tingkatan satu, dua dan empat di lima buah sekolah di kawasan bandar Johor Bahru dipilih secara rawak berperingkat dilibatkan dalam kajian ini. Alat kajian ini ialah Instrumen Soal Selidik Senarai Semak Masalah Mooney yang mengandungi 64 item berbentuk skala Likert. Nilai kebolehpercayaan (alpha croanbach) alat kajian adalah 0.81. Secara keseluruhan, tahap persepsi pelajar terhadap perlakuan agresif dan jenis berada pada tahap yang tinggi melebihi min 3.67. Dapatan hipotesis menunjukkan tidak terdapat perbezaan yang signifikan antara faktor suasana sekolah, latar belakang keluarga, sikap pelajar, psikologi dan rakan sebaya dengan jantina. Di samping itu, terdapat hubungan yang signifikan antara tingkah laku verbal dan anti sosial dengan pendapatan ibu bapa. Persepsi pelajar terhadap perlakuan agresif di sekolah menengah menunjukkan bahawa pelajar bertindak secara agresif berpunca daripada faktor–faktor berikut, iaitu suasana sekolah (min 4.1), latar belakang keluarga yang kurang memberikan perhatian kepada pelajar (min 3.86), sikap pelajar (min 3.88), psikologi (min 3.65) dan rakan sebaya (min 3.68). Tingkah laku agresif yang kerap dilakukan ialah tingkah laku fizikal (min 3.57), verbal (min 3.53) dan anti sosial (min 3.34). Dapatan kajian ini menunjukkan tahap agresif pelajar di sekolah adalah pada tahap yang tinggi. Cadangan untuk mengatasi masalah antaranya ialah pihak sekolah harus mengenal pasti budaya pelajar agresif dan memperkasakan program pembimbing rakan sebaya agar dapat mengurangkan masalah pelajar agresif. Kata kunci: Faktor suasana sekolah; latar belakang keluarga; sikap pelajar; faktor psikologi; rakan sebaya; agresif The objective of the study is to identify the perception of the students on aggressive attitudes in five secondary schools in Johor Bahru. This study also attempts to identify the factor and types of aggressiveness among secondary school students. This study focused on three important aspects which was causes on students’ aggressiveness, types of aggressive attitudes and hypothesis perception. A total of 260 questionnaires were distributed at random stage to aggressive student from form one, two and four. The instrument used for this research the Mooney Problem Check List. consist of 64 Likert skill items. The reliability value (alpha croanbach) for the instrument was at 0.81. Findings revealed that the level of students aggressiveness and the type of aggressiveness in secondary schools in Johor Bahru were at the high mean score more than 3.67. Researach hypothesis shows that there is no significant difference between school environment factors, family background, students attitudes, psychology, and peers group with gender. There is significant relationship between verbal behaviour and anti–social with family income. Students’ perception between aggressive attitude in secondary school show that environment of the school is dominant (mean 4.1), less attention from family background (mean 3.8), students’ attitude (mean 3.88), psychology (mean 3.65) and their friends (mean 3.68). The most common aggressiveness attitude among student was the physical attitude (mean 3.57), verbal (mean 3.53) and anti social (mean 3.34). Thus this research shows that the aggressive attitude among students was high. The study suggested that the school should identify aggressiveness culture among the students and should implement the peers program reduce the problems. Key words: School environment; family background; peer group; students attitude; psychology factor; aggressive

scholarly journals AN ANALYSIS OF MULTI-ETHNICS STUDENTS’ ATTITUDES IN THE TEACHING AND LEARNING OF HISTORY AT THE SELECTED SECONDARY SCHOOLS IN SABAH, MALAYSIA

2018 ◽  
Vol 12 (2) ◽  
pp. 240
Author(s):  
Mohamad Johdi Salleh ◽  
Ariegusrini Agus
Keyword(s):  
Human Capital ◽  
Standard Deviation ◽  
Secondary Schools ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Learning Session ◽  
History Teachers ◽  
Upper Secondary ◽  
Core Subject ◽  
Students Attitudes

The purpose of this study is to examine the multi-ethnics students’ attitudes in the teaching and learning of History at the selected secondary schools in Sabah, Malaysia. This study was based on the data collected from questionnaires distributed to 189 students of various ethnicity including Dusun Bagahak, Suluk, Bajau, Chinese, Cocos, Iranun, Bugis, Kadazan, Timor, Tidong, Javanese, Orang Sungai, Kagayan, and, Malays. The data was analyzed by using convenience statistics such as frequency, mean, standard deviation, and, independent samples test. The results showed that the students’ interest, motivation, and, examination performance were greatly influenced by the teaching strategies of history teachers. The study suggests that if the teachers have the ability in attracting their students’ attention during the learning session, there will be great possibilities that the entire students regardless of gender and ethnics will love to learn History. It is hoped that more students would have benefits from this core subject of the lower and upper secondary levels, ICSS Malaysia, towards the realization of the first class human capital of Malaysian in the era of globalization.

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