scholarly journals The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

2020 ◽  
Author(s):  
Diego Ardura ◽  
Ángela Zamora ◽  
Alberto Pérez-Bitrián
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Causal Attributions ◽  
The Other ◽  
Education Curriculum ◽  
School Students ◽  
The Family ◽  
The Right

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.

scholarly journals Determinants of Intellectual Security from The Perspective of The Qur’an and Sunnah in light of Some Variables among High School Students in Hail Region in Saudi Arabia

2021 ◽  
Vol 5 (1) ◽  
pp. 178-200
Author(s):  
Wail Ismail ◽  
Alshammari Ateeq Zaeed M ◽  
Abdul Muhsien Sulaiman
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Educational Level ◽  
Secondary School Students ◽  
Two Dimensions ◽  
School Students ◽  
Economic Level ◽  
Educational Role ◽  
The Family

Abstract the current research  aimed to presenting theoretical framework that reflects the determinants of intellectual security from the perspective of the Qur’an and Sunnah as stated by previous studies and research, as well as identifying the level of intellectual security, and the role of: (the participant's type, the educational level of the parents, the economic level of the family) in The degree of intellectual security in two components: the value and educational role of secondary school students in the region of Hail; To achieve the desired goals, the descriptive and inductive approach was used by preparing a questionnaire to identify the two dimensions of intellectual security. It was applied to a number of high school students in the Hail region, their number reached (400) students, and the research concluded that the level of intellectual security among secondary school students in the region of Hail was high, and there is no effect for each of: the type of participant, the educational level of the parents, the economic level For the family) in the degree of intellectual security with two dimensions: the educational role and the value role Keywords: Intellectual security, Qur’an and Sunnah, The Value Role, The Educational Role ملخص البحث يأتي البحث الحالي في محاولة للتعرف على المحددات الإيمانية والعقائدية للأمن الفكري المستمدة من القرآن والسنه، وذلك بهدف تقديم إطار نظري يعكس محددات الأمن الفكري من منظور الكتاب والسنة، ويعكس ايضا المحددات الاجتماعية المستمدة من المستوى التعليمي والمعيشي للأسرة كما جاءت في الدراسات والبحوث السابقة. ولتحقيق الأهداف المنشودة تم استخدام المنهج الوصفي الاستقرائي من خلال إعداد استبيان للتعرف على بعدي الأمن الفكري: الدور القيمي، والدور التربوي، ودور كل من:(نوع المُشارك، والمستوى التعليمي للوالدين، المستوى الاقتصادي للآسرة)، وقد تم تطبيقه على عدد من طلبة المرحلة الثانوية بمنطقة حائل  بلغ عددهم (400) طالب وطالبة، وتوصل البحث إلى أن مستوى الأمن الفكري لدى طلبة المرحلة الثانوية بمنطقة حائل جاء مرتفعاً، ولا يوجد تأثير لكل من:( نوع المُشارك، والمستوى التعليمي للوالدين، المستوى الاقتصادي للآسرة) في درجة الأمن الفكري ببعديه: الدور التربوي، والدور القيمي.    الكلمات المفتاحية: الأمن الفكري، القرآن والسنة، الدور القيمي، الدور التربوي

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

FALSEOINTERACTION IN SECONDARY EDUCATION AS A SOCIAL PROBLEM

2020 ◽  
Vol 73 (1) ◽  
pp. 203-212
Author(s):  
E. Tolegen ◽  
◽  
T. Morozova ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Social Problem ◽  
Secondary School Students ◽  
Special Kind ◽  
School Students ◽  
Scientific Analysis ◽  
Special Studies ◽  
The Relationship

The article is devoted to the problems of false interaction of students in the field of secondary education.The article conducts a scientific analysis of the term «paleointensity».Falseointractions are interactions of a special kind, characterized by the awareness of lies (falsehood, deception) by both Actors and the simultaneous acceptance (or imitation of acceptance) of this lie for the truth.The main purpose of the article is to explain the relationship between truthfulness and falsity of information through falseointeraction among secondary school students and to determine the level of relevance of this problem on the basis of special studies and scientific articles published

scholarly journals The conception of substitution of the equals sign plays a unique role in students' algebra performance

2019 ◽  
Vol 5 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Emine Simsek ◽  
Iro Xenidou-Dervou ◽  
Ilyas Karadeniz ◽  
Ian Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The Other ◽  
School Students ◽  
Unique Role ◽  
School Year ◽  
Equals Sign ◽  
Definition Of ◽  
Unique Predictor ◽  
Algebra Learning

Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but it has been recently argued that the substitution component of relational equivalence should also be operationalised (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign.

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