FC25-06 - The impact of training cognitive-behavioral strategies on reduction of test anxiety in male high school students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1958-1958
Author(s):  
Z. Aalayi ◽  
T. Ahmadi Gatab
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Behavioral ◽  
Second Grade ◽  
Behavioral Strategies ◽  
School Students ◽  
Significant Difference ◽  
The Impact

IntroductionThe present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among second-grade high school male math students.ObjectivesThis study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students.MethodsThe subjects were 72 second-grade high school students who had obtained high scores on the test anxiety scale(sarason,1978) participants were selected by a multi-stage cluster sampling method from three high schools at Tehran after administering the self-report test anxiety scale as pre-test, the subjects were then divided into two groups of control and experimental with 36 students in each groupdid not receive any treatment then, both groups were asked to complete the test anxiety scale as post-test.ResultsAnalysis of variance (anova) with repeated measures was performed to analyze the data. the results revealed that there was a significant difference between the two groups and this difference was two the advantage of experimental group showing a significant reduction in test anxiety.ConclusionsThe results showed that training cognitive-behavioral strategies can reduce test anxiety.

scholarly journals Literasi matematis dan self-efficacy siswa ditinjau dari perbedaan kebijakan sistem zonasi

2021 ◽  
Vol 15 (2) ◽  
pp. 227-245
Author(s):  
Ahmad Muhazir ◽  
Kana Hidayati ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Senior High School ◽  
Mathematical Literacy ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
The Impact ◽  
Senior High School Students

Penelitian ini bertujuan untuk (1) mendeskripsikan kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; (2) mendeskripsikan dampak perbedaan kebijakan sistem zonasi terhadap kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; dan (3) mendes­kripsikan hubungan antara literasi matematis dan self-efficacy siswa kelas XI SMA. Penelitian survei ini melibatkan 346 siswa dari Kota Banjarmasin dan 321 siswa dari Kota Palangka Raya. Kedua kota tersebut memiliki kebijakan zonasi yang berbeda. Pengumpulan data dila­kukan me­lalui tes dan angket yang telah memenuhi kriteria valid dan reliabel. Teknik analisis data yang digunakan adalah statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa literasi matematis siswa di Kota Banjarmasin dan Kota Palangka Raya berada pada kategori ren­dah, sedangkan self-efficacy siswa pada kedua kota berada pada kategori sedang. Tidak terdapat per­bedaan yang bermakna pada rata-rata literasi matematis antara siswa di Kota Banjarmasin dan Palangka Raya. Namun demikian, terdapat perbedaan yang bermakna pada rata-rata self-effi­cacy antara siswa di Kota Banjarmasin dan Palangka Raya. Kebijakan zonasi di Kota Palangka Raya menyebabkan perbedaan rata-rata literasi matematis siswa pada sekolah kategori tinggi, sedang, dan rendah. Sedangkan kebijakan zonasi di Kota Banjarmasin menyebabkan perbedaan rata-rata self-efficacy siswa pada sekolah kategori tinggi, sedang, dan rendah. Terakhir, terdapat korelasi positif yang signifikan (meskipun lemah) antara literasi matematis dan self-efficacy siswa kelas XI SMA di Kota Banjarmasin dan Kota Palangka Raya (r = 0,194). Mathematical literacy and self-efficacy of students in terms of differences in zoning system policies.AbstractThis study aimed to (1) describe the mathematical literacy abilities and self-efficacy of eleventh-grade senior high school students; (2) describe the impact of differences in zoning system policies on the mathematical literacy and self-efficacy of eleventh-grade senior high school students; and (3) describe the relationship between mathematical literacy and self-efficacy of eleventh-grade senior high school students. This survey involved 346 students from Banjarmasin City and 321 students from Palangka Raya City, Indonesia. The two cities have different zoning policies. The data was collected through tests and questionnaires that met the valid and reliable criteria. The data analysis technique used was descriptive and inferential statistics. The results showed that students’ mathematical literacy in Banjarmasin and Palangka Raya City was in a low category, while self-efficacy in both cities was in the medium category. There was no significant difference in the mean of mathematical literacy of students in Banjarmasin and Palangka Raya City. How­ever, there was a significant difference in the mean of self-efficacy of students in Banjar­masin and Palangka Raya City. The zoning policy in Palangka Raya City causes differences in the mean of mathematical literacy of students in high, moderate, and low category schools. In contrast, the zoning policy in Banjarmasin City causes differences in the mean of self-efficacy of students in high, medium, and low category schools. Lastly, there was a significant positive correlation (al­though weak) between mathematical literacy and self-efficacy of eleventh-grade senior high school students in Banjarmasin and Palangka Raya City (r = 0.194).

scholarly journals THE IMPACT OF CURRICULUM AND INSTRUCTION MODEL TOWARDS RELIGIOSITY, SPIRITUALITY, AND BEHAVIOR OF ADOLESCENTS

EDUTECH ◽  
2015 ◽  
Vol 14 (3) ◽  
pp. 423
Author(s):  
Herlina Dkk
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum And Instruction ◽  
Deviant Behavior ◽  
Boarding School ◽  
School Students ◽  
Significant Difference ◽  
Religiosity And Spirituality ◽  
And Behavior ◽  
The Impact

Abstract, The present research aims at testing the impact of curriculum and instruction model towards religiosity and behavior of adolescent. Participants for the research are 634 high school students with gender percentage as following: 58% female students and 42% male students. The participants are students from Daarut Tauhid high school (SMA Daarut Tauhid) and PGII high school (SMA PGII) as representative of schools employing Islamic-based curriculum (IC), and SMA Kartika Siliwangi, SMA Negeri 23 and SMA Negeri 24 as representative of schools employing national curriculum (NC). The result of the research shows a significant difference between schools with IC and schools with NC in terms of students’ religiosity. In addition, significant difference is also found between schools with IC and schools with NC in terms of students’ spirituality. Moreover, the behavioral observation of students of schools with IC and students of schools with NC results on finding of significant difference as well. Integration of two factors—Islamic-based curriculum and boarding school model—would result on an effective and powerful aspect to develop students’ religiosity and spirituality, as well as reducing deviant and risky behavior. However, without the integration, Islamic-based curriculum itself is not a major factor in reducing deviant behavior in high school students; therefore, other potential factors should be integrated with the curriculum in playing important roles to develop students’ religiosity and spirituality and reducing deviant behavior. Keywords: Islamic-based curriculum, religiosity, spirituality, deviant or risky behavior. Abstrak,Penelitian ini bermaksud untuk menguji dampak kurikulum dan model pembelajaran terhadap religiusitas dan perilaku remaja. Sampel penelitian ini berjumlah 634 partisipan dengan proporsi jenis kelamin 58% perempuan dan 42% laki-laki yang merupakan siswa SMA Daarut Tauhid dan SMA PGII yang dianggap mewakili sekolah dengan kurikulum bermuatan Islam, dan SMA Kartika Siliwangi, SMA Negeri 23, dan SMA Negeri 24 yang dianggap mewakili sekolah dengan kurikulum nasional. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara religiusitas siswa sekolah dengan kurikulum bermuatan agama dan siswa sekolah berkurikulum nasional. Selain itu penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan antara spiritualitas siswa sekolah dengan kurikulum bermuatan agama dan siswa sekolah berkurikulum nasional. Hasil yang sama juga terjadi ketika menguji signifikansi perbedaan antara perilaku siswa di sekolah dengan kurikulum bermuatan agama dan siswa sekolah berkurikulum nasional. Kurikulum berbasis Islam dan model sekolah boarding school adalah dua faktor yang secara bersama-sama yang paling kuat meningkatkan religiusitas, spiritualitas, dan menurunkan perilaku menyimpang atau beresiko. Sedangkan kurikulum berbasis Islam bukan faktor utama atau ada faktor lain yang bisa menurunkan perilaku menyimpang siswa SMA.Kata kunci: Kurikulum, religiusitas, spiritualitas, perilaku yang menyimpang atau beresiko melanggar aturan, remaja

scholarly journals Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions

2020 ◽  
Vol 3 (2) ◽  
pp. 99-105
Author(s):  
Muhammad Ali Kurniawan ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Saeed Almuntasheri
Keyword(s):  
High School ◽  
High School Students ◽  
Situated Learning ◽  
Chemical Equilibrium ◽  
Learning Model ◽  
Positive Influence ◽  
School Students ◽  
Significant Difference ◽  
Science Educators ◽  
The Impact

This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.

scholarly journals The Impact of Personal Computer on Students’ Academic Performance

2021 ◽  
Vol 8 (7) ◽  
pp. 187-191
Author(s):  
Sadat Blah
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Personal Computer ◽  
Senior High School ◽  
School Students ◽  
Significant Difference ◽  
Computer Students ◽  
The Impact ◽  
Senior High School Students

ABSTRACT This study aimed to determine the effects of Personal Computer on students' academic performance of the Grade 11 Senior High School students at MSU-Maguindanao. Specifically, this study identified the uses of Personal Computers as rated by the students in their studies, the academic performance of respondents with Personal Computer, the academic performance of respondents without Personal Computer, and the significant difference in academic performance of respondents with and without Personal Computer. Survey questionnaire was used as an instrument in gathering data. The questionnaire contains ten (10) related to the uses of computer in the students’ studies. The 10 questions are measured in terms of a 4- point scale such as: 1 for always, 2 for often, 3 for seldom and 4 for never. The statistical tools used in the analysis of data are the frequency count and the mean to describe the effects of personal computer on Senior High School students’ academic performance. The data gathered were consolidated and tabulated. The computations were done manually with the aid of scientific calculator. Findings show that the academic performance of the students with personal computer is generally higher than those without personal computer. Therefore, personal computer has effects in improving the students' academic performance. Keywords: Impact, Personal Computer, Students’ Academic Performance

An Investigation of the Impact of a Flipped Classroom Instructional Approach on High School Students’ Content Knowledge and Attitude Toward the Learning Environment.

2020 ◽  
Vol 7 (5) ◽  
pp. 338-349
Author(s):  
Matthew Bell ◽  
Steven Shumway ◽  
Geoff Wright
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
The Body ◽  
School Students ◽  
Significant Difference ◽  
Students Attitudes ◽  
Knowledge And Attitude ◽  
The Impact

The idea of the “flipped classroom” has become increasingly popular in education. However, very little research in how “flipped classrooms” impact high school students’ ability to perform on exams has been done. The purpose of this research is to add to the body of knowledge and help provide data to investigate how well students learn physics content by using the flipped classroom in a high school Physics with Technology class. Seven periods of Physics with Technology at Lone Peak High School in Highland, UT were used in this study. Three of the classes were randomly assigned to be “flipped” while the other four were taught using what is considered a “traditional” method of instruction of physics (guided inquiry). The pacing and content was matched each day and all classes participated in the same labs, homework, quizzes and tests. The defining difference is the method which the content was covered. The flipped classes watched video lectures at home to learn the majority of the content, then did what is traditionally known as “homework” in class with the teacher present to help. In this study, it was found that there was no statistically or practically significant difference in mean test scores for the first three units. Student responses on a survey also showed very little statistical difference in the students’ attitudes towards the classroom environment in either instructional method.

scholarly journals Impact of biological education and gender on students’ connection to nature and relational values

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0242004
Author(s):  
Matthias Winfried Kleespies ◽  
Paul Wilhelm Dierkes
Keyword(s):  
High School ◽  
High School Students ◽  
Environmental Research ◽  
Connection To Nature ◽  
School Students ◽  
Connectedness To Nature ◽  
Relational Values ◽  
Significant Difference ◽  
The Impact ◽  
Biological Education

The new concept of relational values (RVs) is gaining more and more attention in environmental research, but empirical analyses are still rare. However, this type of research is necessary because the RVs have an influence on environmental behavior. To evaluate the impact of biological education on attributing higher importance to RVs and connectedness to nature, we compared the connection to nature scores (using the inclusion of nature scale (INS) and connectedness to nature scale (CNS)) and RV scores of biologically interested high school students (n = 417) with first year (n = 593) and advanced biology (n = 223) students. While high school students showed significant lower connection to nature scores than university students, there was no significant difference in RVs between the test groups. These results suggest that there is a lack of factors in the university study of biology that can change RVs. The gender comparison of RVs and connection to nature showed a significant higher RV score for females while INS and CNS did not show a gender difference. Thus, the study makes an important contribution to the research, as it was able to prove that gender has an influence on a person's RVs but not on their connection to nature.

scholarly journals IMPROVING SENIOR HIGH SCHOOL STUDENTS’ SPEAKING ABILITY IN THE PROCESS OF LEARNING ENGLISH DISCUSSION USING TALKING CHIPS TECHNIQUE

2019 ◽  
Vol 2 (2) ◽  
pp. 102
Author(s):  
Titin Nurjanah ◽  
Wida Widiastuti ◽  
Evi Kareviati
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Class Action ◽  
T Test ◽  
Second Grade ◽  
School Students ◽  
Second Grade Students ◽  
Significant Difference ◽  
Senior High School Students

This research is a classroom action research. The objectives of this study were: (1) to find out whether there were significant differences in students' speaking abilities after being taught through Talking Chips techniques, and (2) to find out which techniques were better for improving students. 'Speaking ability. This research was conducted on second grade students at YAS Sindangkerta High School. The method used in this study is Class Action Research. The research was on two cycles with total meetings were seven; three meetings were for tests, and four meetings were for treatment. Each cycle covered the step of planning, acting, observing, and reflecting. The data were analyzed by using independent sample t-test in SPSS 16.0. There is a significant difference of the students’ speaking ability achievement between the students who were taught through the Talking Chips technique and taught without Talking Chips technique. In Cycle 1 the increase score 59.62 while in cycle 2 is 72.25. From the result of the data, teaching speaking through Talking Chips technique is more effective to increase students’ speaking ability because Talking Chips technique can give more enjoyable speaking atmosphere for students in the classroom. Keywords:  Talking Chips, Speaking ,Car

scholarly journals Effect of Test Anxiety on Some Physiological and Biochemical Parameters

2021 ◽  
Vol 4 (1) ◽  
pp. 15-20
Author(s):  
Zaitoon A. Hamad ◽  
Mamoon Q. Salih ◽  
Sayfaddin S. Hamad
Keyword(s):  
High School ◽  
Blood Pressure ◽  
High School Students ◽  
Structured Interviews ◽  
School Students ◽  
Current Case ◽  
Personal Lives ◽  
Significant Difference ◽  
Socially Isolated ◽  
The Impact

The current case study is based on semi structured interviews. The psychological effects of stress can impair the students' ability to think, behavior and emotions during exams. Also stress can cause restlessness; lack of motivation and irritability, the research tested the effects of examination anxiety on 200 male and female high school students with effects on cardiac rhythm and vascular regulations with using a Hamilton Anxiety Scale questionnaire. The results showed a statistically significant difference (p<0.05) in groups' systolic blood pressure during the test compared to both participants after the examination. The experiment aimed at knowing the impact of anxiety/stress on the cardiovascular system, for example, blood pressure, random blood sugar and pulse levels during and after exam on high school students and their sexual predominance. This condition negatively impacts their motivation and academic performance, minimizes their interest in education, and leads to the incidence of anxiety in both academia and the family. This depression can have a destructive impact on students' professional and personal lives, leaving them anxious, exhaustive and socially isolated at low academic levels, blood pressure. The hazardous factors that can alter the arterial pressure and cardiac frequency include age, gender, ethnicity, family history, obesity, smoking and alcoholism.

scholarly journals Knowledge and Attitudes of Sexually Transmitted Infections Among High School Students in Sarajevo

2019 ◽  
Vol 48 (2) ◽  
pp. 147
Author(s):  
Sabina Mahmutovic Vranic ◽  
Mufida Aljicevic ◽  
Sabina Segalo ◽  
Anes Joguncic
Keyword(s):  
High School ◽  
High School Students ◽  
Sexually Transmitted Infections ◽  
Cross Sectional Study ◽  
School Students ◽  
Transmitted Infection ◽  
Cross Sectional ◽  
Sexually Transmitted ◽  
Significant Difference ◽  
The Impact

<p><strong>Objective. </strong>The aim of the study was to evaluate knowledge and behavioural risks related to sexually transmitted infection (STIs) among high school students.</p><p><strong>Methods. </strong>The cross sectional study was conducted among students aged 15-18 years old from two high schools in the Sarajevo Canton in the period from October 2017 to March 2018. An anonymous self-administered questionnaire was used. The survey investigated their socio-demographic characteristics, sexual habits and level of knowledge about STIs. The data were analysed using SPSS version 25 and MS Excel 2016.</p><p><strong>Results. </strong>In total 278 high school students participated in the study, with a mean age of 17.79±1.026 years, of which 89 (32%) were male, and 189 (68%) were female. There was no significant difference in age in relation to sex distribution (P=0.074). Regarding the number of participants, 234 (84.2%) were from the dental school, while 44 (15.8%) were from a <em>gimnazija </em>(grammar high school). There was no significant difference in gender-based distribution by school (P=0.080). Students from the grammar high school had significantly better knowledge about the impact of STI on the foetus (P=0.025) and infected individuals (P=0.001), also about the impact of STI on sterility (P=0.005).</p><p><strong>Conclusion. </strong>Our study confirmed the need for implementation of sexual education programs in the final grades of elementary school or in first grades of high school, aimed at improving knowledge of sexually transmitted infections and improving sexual and reproductive health.</p>

scholarly journals BioQuest: Gamified software for teaching molecular biology

2020 ◽  
Vol 8 (11) ◽  
pp. 469-485
Author(s):  
Marília Faustino da Silva ◽  
Andrea Soares da Costa Fuentes
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Biology ◽  
School Environment ◽  
Basic Education ◽  
Scientific Information ◽  
Previous Experience ◽  
School Students ◽  
Significant Difference ◽  
The Impact

Science teaching in basic education aims to provide content for individuals who can handle with new information and are able to understand, question and position themselves before ethical debates related to biotechnology and molecular biology. However, the information flow generated in the molecular biology field is not accompanied by the dissemination of scientific information into the school environment, nor is it incorporated into the teaching knowledge on a continuous basis. In addition, the teaching of molecular biology and its related concepts, which involves great abstraction capacity on the part of students, requires the elaboration and use of specific didactic resources. Thus, this work aims to present the gamified software BioQuest and its usability and interface evaluation made by 131 Brazilian high school students from the São Paulo State public school system in São Carlos region. The data show that there is no significant difference in the game evaluation made by students with previous experience with games and those without the habit of playing, except when it comes to understanding the commands proposed by the game. This implies that students with previous experience in games have greater ease in using this teaching resource. Regarding the impact on their learning, the data show that students who interacted with the game performed better on conceptual issues related to Molecular Biology when compared to students who did not. Specifically, the questions related to game phases that contained gamification elements of the narrative and extrinsic motivation types, correlated with better grades obtained by the students. The practical experience of BioQuest proposed for high school students allowed to observe a significant improvement in the quality of teaching that can contribute to became a reference in this area.

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