ICT in Science Education: A quasi‐experimental study of achievement, attitudes toward science, and career aspirations of Korean middle school students

2009 ◽  
Vol 31 (8) ◽  
pp. 993-1012 ◽  
Author(s):  
HyeRan Park ◽  
Samia Khan ◽  
Stephen Petrina
Keyword(s):  
Middle School ◽  
Experimental Study ◽  
Science Education ◽  
Middle School Students ◽  
Attitudes Toward Science ◽  
Career Aspirations ◽  
School Students ◽  
Achievement Attitudes ◽  
Quasi Experimental

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students

2012 ◽  
Vol 43 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Laura B. Sample McMeeking ◽  
Rebecca Orsi ◽  
R. Brian Cobb
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Students ◽  
Mathematics Instruction ◽  
Development Program ◽  
Middle Level ◽  
Teacher Participation ◽  
School Students ◽  
Mathematics Test ◽  
Quasi Experimental

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented summer courses and pedagogy-oriented structured follow-up experiences during the subsequent academic year. Student effects of the PD program were measured using Colorado's state mathematics test results for 2 cohorts of students: 1 that received mathematics instruction from participant teachers in the year prior to the PD and another cohort that received mathematics instruction in the year following the PD. The odds of a student achieving a Proficient or Advanced score on the state test were then compared between cohorts. Results showed that students' odds of achieving a score of Proficient or better increased with teacher participation in the PD program.

scholarly journals An Associational Research on Turkish Children's Environmentally Responsible Behaviors, Nature Relatedness, and Motive Concerns

2017 ◽  
Vol 28 (2) ◽  
pp. 111-118
Author(s):  
Fatma Bahar ◽  
◽  
Elvan Sahin ◽  
Keyword(s):  
Middle School ◽  
Science Education ◽  
Middle School Students ◽  
Political Commitment ◽  
School Students ◽  
Nature Relatedness ◽  
Environmentally Responsible ◽  
Responsible Environmental Behavior ◽  
Environmentally Responsible Behaviors ◽  
Responsible Behaviors

Science education has changed in recent decades with respect to key issues faced in this century. These issues such as renewable energy, waste management, air quality and biodiversity require dealing with transition towards a sustainable future. Thus, to contribute to the reconceptualization of science education in a developing country, the present study aimed to assess (1) Turkish middle school students' environmentally responsible behaviors, nature relatedness, and motive concerns and (2) the power of environmental motive concerns and nature relatedness in predicting the related behaviors. Measuring tools covering the Nature Relatedness Scale, the Environmental Motive Concerns, and Children's Responsible Environmental Behavior Scale were administered to middle school students in the northern part of Turkey. The results indicated that these students reflected an external nature-related worldview. Regarding their behaviors, it was revealed that the students frequently engaged in some actions linked to physical and economic contribution to the environmental quality. However, they did not demonstrate any actions on political commitment although they were very concerned about the environmental issues. Examining the predictors of their responsible environmental behaviors, a linear combination of these attributes significantly contributed to explaining such behaviors. This study provided practical tips for science and sustainability educators in that children could be provided with some opportunities to get in touch with nature and appreciate value of being in nature.

Strategies and Tools to Embrace Prevention with Upstream Programs: A Novel Pilot Program for Enhancing Social and Emotional Protective Factors in Middle School Students

2019 ◽  
Vol 41 (4) ◽  
pp. 213-220
Author(s):  
M Amaris Knight ◽  
Amanda Haboush-Deloye ◽  
Pamela M Goldberg ◽  
Kelly Grob
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Protective Factors ◽  
Problem Behaviors ◽  
Self Regulation ◽  
Intervention Group ◽  
School Students ◽  
Negative Behaviors ◽  
Social And Emotional ◽  
Quasi Experimental

Abstract Social–emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs (SEL@MS, formerly known as STEP UP) is a comprehensive SEL curriculum for middle school students aimed at promoting universal prevention strategies for healthy populations. SEL@MS enhances protective factors against negative behaviors by reinforcing multilevel approaches to strengthening community, interpersonal, and individual attributes with lesson plans that can be integrated into school curricula. This quasi-experimental pilot study was conducted over the course of two years with 59 middle school students assigned to either the intervention (n = 27) or control (n = 32) group. Analyses demonstrated significant improvements among students in the intervention group in self-regulation, responsibility, social competence, and empathy. Results of this study suggest that SEL@MS is a promising approach to enhance social and emotional protective factors that, when fostered over time, have the potential to improve overall mental health.

The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students With Disabilities

2016 ◽  
Vol 50 (2) ◽  
pp. 195-212 ◽  
Author(s):  
Michael F. Hock ◽  
Irma F. Brasseur-Hock ◽  
Alyson J. Hock ◽  
Brenda Duvel
Keyword(s):  
Middle School ◽  
Achievement Gap ◽  
Reading Achievement ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Reading Disabilities ◽  
Reading Program ◽  
School Students ◽  
Standardized Measures ◽  
Quasi Experimental

Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read below the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge for more than 35 years. In this article, we report on the promise of a comprehensive 2-year reading program called Fusion Reading. Fusion Reading is designed to significantly narrow the reading achievement gap of middle school students with reading disabilities. Using a quasi-experimental design with matched groups of middle school students with reading disabilities, statistically significant differences were found between the experimental and comparison conditions on multiple measures of reading achievement with scores favoring the experimental condition. The effect size of the differences were Hedges’s g = 1.66 to g = 1.04 on standardized measures of reading achievement.

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