Defending either a personal or an assigned standpoint

2018 ◽  
Vol 7 (1) ◽  
pp. 72-100
Author(s):  
Timo Salminen ◽  
Miika Marttunen
Keyword(s):  
Secondary School ◽  
Role Play ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Face To Face ◽  
Personal Opinion ◽  
Upper Secondary ◽  
Support Students

Abstract This study clarifies whether a specific type of role play supports upper secondary school students’ collaborative argumentation. Data consist of 12 dyadic face-to-face and 12 chat debates. Data analysis focused on the quality of students’ argumentation. Comparisons were made between students who defended standpoints at variance with their personal opinions on the topics, between the two study modes and topics, and by gender. When the students defended a standpoint differing from their personal opinion, the male students engaged in counterargumentation more often than the female students. When, in turn, the students defended their personal standpoint, they produced both counterargumentative and non-argumentative speech turns equally often, and their arguments were more poorly elaborated than when they defended an assigned standpoint. The study suggests that role play in which both counterargumentation and students’ personal standpoints on an issue are taken into account is a viable means to support students’ high quality argumentation.

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

scholarly journals Vocational Interest of Secondary School Students with Reference to their Gender

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Shraddha U ◽  
Khandwala
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Female Students ◽  
T Test ◽  
Male Students ◽  
School Students ◽  
Vocational Interest ◽  
Interest Inventory

This study is an attempt to know the vocational interest of the secondary school students. The sample consisted of 120 students of class 9th. That is 60 male and 60 female. Vocational interest was measured by “Vocational Interest Inventory” (Jansari). The data was analyzed by using ‘t’ test. The results reveal that male students are more interested in enterprising fields of vocation than female students.

scholarly journals Interference of First Language in Secondary School Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 675-681
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
First Language ◽  
Writing Skills ◽  
Writing Strategies ◽  
L2 Acquisition ◽  
School Students ◽  
Essay Writing ◽  
Upper Secondary ◽  
Support Students

First language (L1) interference is inevitable in second language (L2) acquisition. The research was carried out to investigate types of students writing approach that relates to first language interference among upper secondary students and the level of first language interference in L2 written essays among lower secondary students in Malaysia. The participants in this research were 50 students currently studying Form Four in a state-funded school, Akademi Menara Gading, Pahang. The data was collected using the Student L1 Interference Tendency Questionnaire [SLITQ], and analysis of students’ essay writing samples. After triangulating the data, the result indicated that most students positive they have under-differentiation in their essay writing, and analysis of the student's written essays showed that there is less evidence of L1 interference. In conclusion, teachers and schools should acknowledge L1 interference in students’ writing skill and promote a variety of writing strategies to support students existing writing skills.

Exploring Factors That Influence Technology-Based Distractions in Bring Your Own Device Classrooms

2017 ◽  
Vol 55 (7) ◽  
pp. 974-995 ◽  
Author(s):  
Robin Kay ◽  
Daniel Benzimra ◽  
Jia Li
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Mobile Devices ◽  
Instant Messaging ◽  
Female Students ◽  
Bring Your Own Device ◽  
Male Students ◽  
Personal Digital Assistants ◽  
School Students ◽  
Peer Use

Previous research on distractions and the use of mobile devices (personal digital assistants, tablet personal computers, or laptops) have been conducted almost exclusively in higher education. The purpose of the current study was to examine the frequency and influence of distracting behaviors in Bring Your Own Device secondary school classrooms. Quantitative and qualitative data were collected from 181 secondary school students (55 female and 126 male) enrolled in three schools across Canada. Almost 80% of the students reported being on task regularly when using mobile devices in class. However, students also engaged in at least one of five distracting activities occasionally or regularly with their mobile devices including emailing (64%), surfing the web (65%), using social media (52%), instant messaging (32%), and playing games (30%). Female students engaged with social media significantly more than male students, whereas male students played games significantly more than female students. Students were rarely distracted by peer use of mobile technology devices. Students were more distracted by their own use of mobile devices when engaged in independent or group work, and less distracted with lectures and student presentations. Students claimed that teacher and school restrictions were probably the most effective method to limit distracting behavior while learning.

scholarly journals Exam Preparation: Concerns of London Upper Secondary School Students with Implications for Teachers and Teaching

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Mark A Minott
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Research Literature ◽  
Preparation Process ◽  
School Students ◽  
Face To Face ◽  
School Based ◽  
Exam Preparation ◽  
Upper Secondary ◽  
Examination Preparation

The aim of this qualitative case study was to ascertain factors impacting the examination preparation process and causing concerns for London upper secondary students, to learn steps taken to reduce and/or resolve the concerns, and to discuss the implications for teachers and teaching. A subsidiary yet important aim was to give the students a “voice” in the research literature. Using convenient or opportunity sampling, 14 Grade 12 and 13 students, ages 16–18 in a south-west London secondary school, were interviewed face-to-face. The analysis of the data revealed external factors and a personal need factor, that is the need to pass the exam, impacted the examination preparation process and caused concerns for students. Schools and students have use various solutions to reduce and/or resolve concerns. For example, school-based solutions included offering make-up or additional sessions or extra classes. Students—when faced with large amounts of material and information—employed solutions such as “things-to-do lists” and breaking down tasks into manageable sections. Implications for teachers and teaching include the need for teachers’ lesson contents to address factors impacting exam preparation and students’ concerns. Teachers also need to equip students to use a variety of revision strategies, encourage students to use social support and ensure that promised extra lessons materialize.

scholarly journals Citizenship Knowledge among Secondary School Students from Multiple Ethnicities in Peninsular Malaysia

2018 ◽  
pp. 454-459
Keyword(s):  
Secondary School ◽  
Ethnic Diversity ◽  
Secondary School Students ◽  
Peninsular Malaysia ◽  
Female Students ◽  
Moderate Level ◽  
Male Students ◽  
School Students ◽  
National Education ◽  
Indian Students

The aim of this research which was carried out throughout the Peninsular of Malaysia is to identify the level of citizenship knowledge among secondary school students in Peninsular Malaysia according to gender and ethnicity. Citizenship knowledge among students which is under investigation is comprised of three aspects, namely the establishment of a sovereign country, democratization and ethnic diversity. The research design was a survey using a quantitative approach. The instrument used for this research was a questionnaire while the number of respondents recruited for this study was 1812 secondary school students from various ethnic groups in Peninsular Malaysia. The data were analyzed using descriptive statistics and inferential analysis of Manova by using SPSS software. The findings show that the level of citizenship knowledge among the students based on two of the aspects studied, namely the establishment of a sovereign country and democratization, are at a moderate level while the ethnic diversity aspect is at a medium high level. Overall without citizenship knowledge, students are at a moderate level. The findings also show that there are significant differences in citizenship knowledge of students based on gender and ethnicity. With regards to gender, it is found that male students show higher levels of citizenship knowledge with regards to the aspect of the establishment of a sovereign country and democratization compared to female students. In the meantime, female students showed higher levels of knowledge in terms of ethnic diversity than male students. With regards to ethnicity, Malay students showed higher levels of citizenship knowledge on democratization and ethnic diversity compared to Chinese and Indian students. Meanwhile, Indian students show the highest level of knowledge in terms of the establishment of a sovereign country compared to Malay and Chinese students. The findings of this study can affect the education process of the country in producing knowledgeable and skilled citizens in line with the aspiration of the National Education Philosophy in Malaysia. Hence, the implementation of citizenship education needs to be improved in order to increase the level of students’ citizenship knowledge.

scholarly journals An Investigation of Middle Secondary School Bhutanese Students’ Assertiveness

2021 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Age Groups ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Mind Training ◽  
Two Age Groups

The purpose of this study was to investigate and determine middle secondary school students’ assertiveness. A total of 88 IT students in one of the middle secondary schools in central Bhutan was surveyed. Students were classified based on two age groups of below 15 years and 15 to 18 years of age. Questionnaire was used to assess whether the attitudes of the students were passive, aggressive or assertive. The questionnaire was developed based on the book "Assertiveness" by Chalvin, (1981) and the interpretations from Pro mind training (2012). The questions corresponded to the three attitudes i.e. passive, aggressive and assertive attitude. 53.4 %, 35.2% and 11.4% of the total students were found passive, assertive and aggressive respectively. The results indicated female students to be more assertive than the male students from the age groups.

scholarly journals EXAMINATION OF STUDENTS’ ATTITUDES TOWARDS BIOLOGY AND BIOLOGY COURSE IN TERMS OF GENDER, GRADE LEVEL AND PET-KEEPING

2020 ◽  
Vol 78 (3) ◽  
pp. 328-341
Author(s):  
Dilek Sultan Acarlı ◽  
Hüseyin Abdurrahman Acarlı
Keyword(s):  
Secondary School ◽  
Grade Level ◽  
Secondary School Students ◽  
Positive Attitude ◽  
Female Students ◽  
Male Students ◽  
Lower Grade ◽  
School Students ◽  
Grade Levels ◽  
Students Attitudes

Biology course can be difficult for students at times as it includes a lot of concepts and a relatively intense content. At this point, students’ attitude towards biology and biology course is highly important because having developed a positive attitude would significantly affect behavior. In other words, those students who have developed a positive attitude towards biology and biology course are expected to be more interested in class, more enthusiastic for learning, and as a result more successful. In this research, the gender and grade level variables as well as the pet-keeping variable were examined. The effects of these variables on the attitudes of secondary school students towards biology and biology course were examined by MANOVA. The sample of the research, which was designed in a relational survey model, consisted of 1047 secondary school students. In the collection of data, “Secondary School Students’ Attitude towards Biology and Biology Course Scale” was used. It was concluded that students who keep a pet have a more affirmative attitude. It was determined that female students have a more affirmative attitude compared to male students and 9th graders have a more affirmative attitude compared to students in other grade levels. Finally, it has been discussed why female students', pet keeping students' and lower grade students' attitudes towards biology and biology course are more affirmative, and suggestions for increasing students' attitudes have been developed. Keywords: attitude towards biology, biology course, secondary school students, pet-keeping behavior.

scholarly journals Nutrition Knowledge and Attitude Change of Students Studying in State and Private Secondary Schools

2018 ◽  
Vol 6 (6) ◽  
pp. 63
Author(s):  
Ali Osman Kıvrak ◽  
Mehmet Altın
Keyword(s):  
Secondary School ◽  
Private School ◽  
Nutrition Knowledge ◽  
Female Students ◽  
Male Students ◽  
Nutritional Knowledge ◽  
School Students ◽  
Knowledge And Attitudes ◽  
Knowledge And Attitude ◽  
State Schools

The aim of this study is to analyse the changes in nutrition knowledge and attitudes of secondary school students depending on certain socio-demographic factors. The universe of the study is composed of 521 students, including 142 female and 379 male students studying in the secondary school and the sampling group in Konya province private and state central secondary education schools. The "Nutrition Knowledge and Attitude Scale", developed by Ertürk (2010), was used for nutrition attitude and knowledge and personal information form to acquire socio-demographic information. Descriptive statistics of the data were made, variance and homogeneity were tested, independent sample t test was used for binary comparisons, One Way Anowa was utilized for multiple comparisons, and Tukey test was benefitted to determine difference sources. Nutrition knowledge of students in state schools was found to be lower than that of students in private schools and this gap was identified to be statistically significant (P <0.05). Nutritional knowledge and attitudes of female students were determined to be higher than males’ and this difference was found to be statistically significant (P <0.05). Nutritional knowledge and attitudes of students who received elective nutrition classes were found to be higher than those who did not have nutrition classes and this change was again found to be statistically significant (P <0.05). The number of siblings and education status of parents were found to be statistically significant variants (P <0.05). As a result, the high level of nutrition knowledge and attitudes of female students compared to male students, the status and role of cultural transfer and social structure featured on male and female can be seen as the reason for that matter. It can be said that taking a nutrition class has a positive influence on nutrition knowledge and attitude, and that private school students have more nutrition knowledge yet similar nutrition attitudes with those in state schools.

scholarly journals Exploring gender-based biological concepts: an analysis of bilingual secondary school students

Biosfer ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 1-13
Author(s):  
Endah Kristiani ◽  
Rizhal Hendi Ristanto ◽  
Elsa Lisanti
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Bilingual Programs ◽  
Anatomy And Physiology ◽  
Average Value ◽  
Biological Concepts ◽  
Gender Based

The purpose f this study was to analyze gender-based biological concepts understanding at secondary school students of bilingual programs. 6 (sixth) problems, according to Bloom’s taxonomy categorization, were designed consisted of: understanding, applying, analyzing, evaluating, and creating. The topics included cell, classification of the organism, ecology, plant anatomy and physiology, and human anatomy and physiology. Samples were 47 students from grade nine (secondary school) from one of the bilingual secondary schools in Jakarta. Data obtained were analyzed quantitatively and qualitatively. The analysis showed that the average value of the concept comprehension test was 55.07, which was below the Minimum Criteria of Completeness score of 73. The average value of male students was 57.29, and average value of female students was 52.85. There was no significant difference between the learning outcomes of male and female students. Some male students have higher achievements because they have more engagement in science than others. Students’ low ability to understand the biology concept makes them unable to perform their competency at the stages of applying, analyzing, evaluating, and creating. Overall, data showed that the average level of understanding of biological concepts for secondary school of bilingual programs still tends to be low and needs to be continuously improved in the learning process. Further studies, hopefully, can be conducted to develop the most appropriate learning method to improve biological concepts.

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