Predicting Middle School Students' Use of Web 2.0 Technologies Out of School Using Home and School Technological Variables

Purpose: This study aimed to determine the extent to which a concept-based physical education curriculum, specifically the Science of Healthful Living (SHL) curriculum, influenced middle school students’ knowledge, motivation for physical education (PE) and physical activity (PA), and out-of-school PA. Methods: A static group comparison design was adopted to analyze the differences on fitness knowledge, autonomous motivation for PE and PA, and out-of-school PA between eighth-grade students who studied the SHL curriculum (the experimental condition, n = 168) and their peers who studied a multiactivity PE (the control condition, n = 226) 1 year earlier. Results: The students who studied the SHL curriculum demonstrated significantly higher levels of knowledge (p < .05, Cohen d = 0.81), autonomous motivation toward PA (p < .05, Cohen d = 0.20), and out-of-school PA (p < .05, Mann–Whitney U effect size = 0.01) than students who had experienced the multiactivity PE. The students in both conditions were equally motivated in their respective PE courses. Conclusion: The SHL curriculum is effective in promoting students’ PA behavior outside of the school.

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The Impact Of Out Of School Time (Ost) Math And Science Clubs On Elementary And Middle School Students, Teachers, Schools And The Undergraduate And Graduate Fellows That Facilitate Them

10.18260/1-2--4093 ◽

2020 ◽

Author(s):

Lynn Albers ◽

Althea Smith ◽

Kate Caldwell ◽

Jessica McCoy ◽

Laura Bottomley ◽

...

Keyword(s):

Middle School ◽

Middle School Students ◽

School Students ◽

Out Of School Time ◽

School Time ◽

Math And Science ◽

Science Clubs ◽

The Impact ◽

Elementary And Middle School ◽

Out Of School

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Absenteeism and parental involvement in home and school among middle school students of public school in northern Mindanao, Philippines: basis for intervention

10.31219/osf.io/d9nxt ◽

2021 ◽

Author(s):

Charry Mae P. Cepada ◽

Benzar Glen Grepon

Keyword(s):

Middle School ◽

Public School ◽

Middle School Students ◽

Parental Involvement ◽

Negative Relationship ◽

Educational Goals ◽

School Students ◽

Significant Difference ◽

Home And School ◽

At Home

Educational attainment is an important determinant of one’s success. Yet, absenteeism among adolescents jeopardizes chances of achieving their educational goals. Absenteeism can lead to an increasing disinterest in school and the chance of dropping out in school. Thus, this study determined how parental involvement affects absenteeism among 60 Middle school students of a public school. Specifically, it tested the extent of absenteeism of the respondents and the extent of parental involvement in school. Also, this study correlates students’ absenteeism and parental involvement both at home and school. This study used descriptive–correlational method. A validated researcher-made questionnaire was used to determine the extent of absenteeism, extent of parental involvement and the respondents’ perception towards parental involvement. Further, frequency, weighted mean, Pearson R correlation, and t-test for Two Independent Means were used as statistical tools in analyzing the gathered data. The study disclosed that parents were greatly involved at home but were moderately involved in school which contributed to the absenteeism of the students. Parental involvement in school was deemed important in terms of giving support and monitoring their children’s attendance and performances in school. The findings revealed that parental involvement in school had a strong negative relationship with absenteeism. This meant that as parental involvement decreased, absenteeism among students increased. With α=0.05, there was a significant relationship between parental involvement and absenteeism both at home and in school. Conversely, there was no significant difference on how the students and their parents perceived parental involvement. As gleaned in the data, both parents and students considered parental involvement as one of the important factors that enabled the students to pursue their studies. This study concludes that parental involvement in school and at home is correlated with absenteeism of the Middle school students in a public school. Parental involvement at home enables the parents to take good care of their children and show support in the learners’ academic endeavors. Parental involvement in school also provides a big impression to the students. The presence of the parents in school boosts self-esteem and self-worth among their children.

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Scientific process skills test development within the topic “Matter and its Nature” and the predictive effect of different variables on 7th and 8th grade students’ scientific process skill levels

Chemistry Education Research and Practice ◽

10.1039/c8rp00071a ◽

2019 ◽

Vol 20 (1) ◽

pp. 160-174 ◽

Cited By ~ 2

Author(s):

Cemal Tosun

Keyword(s):

Middle School ◽

Middle School Students ◽

Learning Opportunities ◽

Process Skills ◽

Scientific Process ◽

School Students ◽

8Th Grade ◽

School Learning ◽

Predictive Effect ◽

Out Of School

The aim of this study was to develop a Scientific Process Skills Test (SPST) in the context of “Matter and its Nature”. It was investigated whether there was a predictive effect of demographical features and participating out-of-school learning opportunities across the 7th and 8th grade students’ Scientific Process Skill (SPS) levels. Quantitative research methods were used in this study. Data were collected from 289 middle school students for the validity and reliability of the test. The SPST consisted of 30 items and entailed three sub-dimensions (“basic scientific process skills, causal scientific process skills and experimental scientific process skills). The reliability coefficient of the test was calculated using the KR-20 formula and was found to be 0.84. The SPST was applied to 472 middle school students with the aim of determining whether there is a predictive effect of gender, grade level, school location, parent's education level and participation in out-of-school learning opportunities across the 7th and 8th grade students’ SPS levels. Multiple regression analysis was conducted to determine the effects of demographical features and out-of-school learning opportunities on students’ SPS levels. As a result, it was determined that the grade level, gender or mother's education level were important predictor variables that affect middle school students’ SPS levels. It was also determined that out-of-school learning opportunities such as participating in science fairs, designing projects or reading scientific journals had an important predictive effect on students’ SPS levels.

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