The Role of Inquiry Teaching in Promoting Entrepreneurship at the Primary and Secondary School Levels in Nigeria

2011 ◽  
Vol 3 (2) ◽  
pp. 75-78
Author(s):  
Janet Omolayo Olajide ◽  
Timothy James
Keyword(s):  
Secondary School ◽  
Inquiry Teaching ◽  
Primary And Secondary School

scholarly journals The role of sports clubs in sports activity of students

2014 ◽  
Vol 53 (1) ◽  
pp. 26-33
Author(s):  
Petra Golja ◽  
Tatjana Robič
Keyword(s):  
Secondary School ◽  
School Children ◽  
First Year ◽  
Sports Activity ◽  
Sports Clubs ◽  
Sports Club ◽  
Club Membership ◽  
Primary And Secondary School

Abstract Objective: Exercise is a recognised means for improving quality of life. In general, students perform less sports activity than previous generations. In contrast, however, children’s participation in competitive sports has increased. The present study therefore aimed to assess how many students participate in sports clubs, how active in sports student (non)members are, and what actual effect sports clubs have on enabling sufficient sports activity. Methods: Students (N=213) in the first year of university studies (19-20 years) were recruited for a study approved by the Slovenian Ethics Committee. They answered a questionnaire on their sports club membership and on their sports activity during organised sports training and/or in their free time. Results were statistically analysed and compared to our previous results obtained from primary and secondary school children (1). Results: Only 16% of students participate in sports clubs, which is less (p<0.001) than in primary and secondary school children. The average (SD) sports activity of student sports-club members is 11.7 (6.8) h/week, with students non-members being significantly (p<0.001) less active with 4.6 (3.0) h/week. Participation in sports clubs is lower (p<0.001) in female (15%) than in male (21%) students, which is similar to children. Conclusions: The results of the study demonstrate that sports clubs in Slovenia are important for promoting sufficient sports activity. Namely, most of the student members participate in sports activity more than the recommended 1 h/day and are more than two times more active than their peers. Females, however, participate less often in sports clubs, which calls for further attention.

scholarly journals La mediación lectora en contextos internacionales. Los casos de Chile, Polonia y Portugal

2020 ◽  
Author(s):  
Christian Alejandro Arenas Delgado ◽  
Herminda Otero Doval ◽  
Cecylia Tatoj
Keyword(s):  
Secondary School ◽  
Reading Skills ◽  
Training Needs ◽  
Reading Teachers ◽  
Reading Education ◽  
Reading Habits ◽  
School Students ◽  
Leisure Reading ◽  
Primary And Secondary School

The present article, part of the project “Reading habits in international contexts of secondary school students. A study of educational practices for the promotion of reading” (PR2018057), reports the results of an exploratory-observational scope research extracted from that context. The main objective is to evidence research hypotheses on the training needs of reading teachers. It investigates some areas of the reading habits of Chilean, Polish and Portuguese adolescents who are in transition between primary and secondary school. There are common and divergent patterns in the answers to a questionnaire that delves into motivational and teaching aspects linked to reading education: leisure reading habits, the provenance of the books students read and the use of libraries, the hierarchization of the importance of reading, the strategies of teachers who train reading skills and also the initiatives to promote reading in schools, and their participation. In the light of results obtained, paths of educational and didactic research are proposed that allow to add value to the role of teachers as mediators of reading in the three national contexts that are part of the analysis.

Personal Best (PB) Goal Setting and Students’ Motivation in Science: A Study of Science Valuing and Aspirations

2014 ◽  
Vol 31 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Andrew J. Martin ◽  
Tracy L. Durksen ◽  
Derek Williamson ◽  
Julia Kiss ◽  
Paul Ginns
Keyword(s):  
Secondary School ◽  
Goal Setting ◽  
Learning Goals ◽  
Control Group ◽  
Treatment Control ◽  
School Students ◽  
Correlational Research ◽  
Treatment Control Group ◽  
Primary And Secondary School

To build on prior correlational research into personal best (PB) goals and motivational outcomes, an experimental study was conducted to assess the role of PB goal setting in gains (or declines) in students’ motivation in science (viz. biology, anatomy, health). The study (comprising N = 71 elementary/primary and secondary school students) applied a pre/post-treatment/control group experimental design to test whether setting a PB learning goal in a self-paced science education program (conducted in a museum context) leads to growth in science valuing and science aspirations. The treatment group (PB goal setting), but not the control group, demonstrated significant growth in science aspirations (but not valuing) between pre- and post-testing. This study provides support for the proposition that PB learning goals are associated with motivational growth in students’ lives. Findings also hold implications for museum-based education programs for students.

Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

2021 ◽  
pp. 232102222110244
Author(s):  
Li Yuelin ◽  
Liu Yujie ◽  
Shu Xiaohui
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Students ◽  
Online Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Effects ◽  
School Students ◽  
Primary And Secondary School

In the first half of 2020, primary and secondary school teaching was transformed into online teaching in China, and the teaching effects have attracted considerable attention. This article collects relevant data on the effects of online learning among primary and middle school students through questionnaire surveys to study the impact of parents and teachers on learning effects, provide an experience for future online education and improve the quality of online education for primary and secondary school students in the future. Through empirical analysis, this article draws three main conclusions. First, parents improve students’ offline social presence, while teachers or classmates improve their online presence. Both changes have a significant positive impact on students’ subjective learning effects. Second, parents are more helpful with regard to the improvement of students’ objective learning effects. Third, in terms of age, parents have a greater influence on younger students. The innovation of this article is that the object of the study is primary and secondary school students. The article considers not only the role of teachers but also the role of parents, thereby filling gaps in the previous literature. JEL codes: I20, I21, I25

scholarly journals La mediación lectora en contextos internacionales. Los casos de Chile, Polonia y Portugal

2020 ◽  
pp. 169-198
Author(s):  
Christian Alejandro Arenas Delgado ◽  
Herminda Otero Doval ◽  
Cecylia Tatoj
Keyword(s):  
Secondary School ◽  
Reading Skills ◽  
Training Needs ◽  
Reading Teachers ◽  
Reading Education ◽  
Reading Habits ◽  
School Students ◽  
Leisure Reading ◽  
Primary And Secondary School

The present article, part of the project “Reading habits in international contexts of secondary school students. A study of educational practices for the promotion of reading” (PR2018057), reports the results of an exploratory-observational scope research extracted from that context. The main objective is to evidence research hypotheses on the training needs of reading teachers. It investigates some areas of the reading habits of Chilean, Polish and Portuguese adolescents who are in transition between primary and secondary school. There are common and divergent patterns in the answers to a questionnaire that delves into motivational and teaching aspects linked to reading education: leisure reading habits, the provenance of the books students read and the use of libraries, the hierarchization of the importance of reading, the strategies of teachers who train reading skills and also the initiatives to promote reading in schools, and their participation. In the light of results obtained, paths of educational and didactic research are proposed that allow to add value to the role of teachers as mediators of reading in the three national contexts that are part of the analysis.

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