Supporting second grade lower secondary school students’ understanding of linear equation system in two variables using ethnomathematics

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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Teacher–student interaction and lower secondary school students’ situational engagement

British Journal of Educational Psychology ◽

10.1111/bjep.12244 ◽

2018 ◽

Vol 89 (2) ◽

pp. 374-392 ◽

Cited By ~ 4

Author(s):

Sanni Pöysä ◽

Kati Vasalampi ◽

Joona Muotka ◽

Marja‐Kristiina Lerkkanen ◽

Anna‐Maija Poikkeus ◽

...

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Student Interaction ◽

Lower Secondary School ◽

School Students ◽

Teacher Student ◽

Teacher Student Interaction

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An assessment of the impact of improvised versus conventional laboratory equipment on students’ performance in thermal expansion

African Journal of Educational Studies in Mathematics and Sciences ◽

10.4314/ajesms.v15i1.11 ◽

2019 ◽

Vol 15 (1) ◽

pp. 135-140

Author(s):

Kizito Ndihokubwayo ◽

Jean Uwamahoro ◽

Irénée Ndayambaje

Keyword(s):

Thermal Expansion ◽

Secondary School ◽

Secondary School Students ◽

Statistical Significance ◽

Test Design ◽

Lower Secondary School ◽

School Students ◽

Laboratory Equipment ◽

Post Test ◽

The Impact

Science education in Rwandan schools still faces a number of challenges including the lack or shortage of equipment available for science experiments. This paper describes research conducted to assess the impact of using improvised versus conventional laboratory equipment in experiments. Eighty-five lower secondary school students were assessed using a semi-experimental post-test design on thermal expansion of bodies. Data analysis using a t-test produced a t-Stat of 2.74 over a t-Critical of 1.98 indicating a statistical significance between the two experimental groups in favour of the group using improvised equipment. As a result, it is recommended that improvised equipment be used in those instances in which there is a lack or shortage of conventional equipment since students’ achievement was similar regardless of the type of equipment used.

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Mapping Landscape Values and Conflicts through the Optics of Different User Groups

Land ◽

10.3390/land10121306 ◽

2021 ◽

Vol 10 (12) ◽

pp. 1306

Author(s):

Hana Vavrouchová ◽

Petra Fukalová ◽

Hana Svobodová ◽

Jan Oulehla ◽

Pavla Pokorná

Keyword(s):

Secondary School ◽

University Students ◽

Cultural Values ◽

Secondary School Students ◽

Point Of View ◽

Lower Secondary School ◽

School Students ◽

Online Data ◽

Landscape Values ◽

The Individual

The paper presents the results of the study on participative mapping of landscape values and conflicts and a subsequent interpretation of the indicated localities from respondents’ point of view. The study focused on younger groups of landscape users—lower-secondary-school students (aged 11–15) and university students (aged 20–25)—in comparison with experts’ points of view. The research presumed that the perception of landscape values and issues are determined by age, level of education and by experience in the field. The study was conducted in the southeastern area of the Czech Republic (49° N, 16° E) via online data collection. Based on the obtained records, we conclude that, in terms of the typology of the valuable and problematic locations, the individual groups of respondents did not differ significantly and the selection of location types was similar across all groups. Lower-secondary-school students rather identified cultural values associated with everyday activities, and the descriptions contained emotional overtones. University students preferred natural values associated with formal values based on general consensus or conflicts associated with society-wide impacts. The experts base served as the benchmark for other groups.

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A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

Arid International Journal of Educational and physcological sciences ◽

10.36772/arid.aijeps.2020.123 ◽

2020 ◽

pp. 40-107

Author(s):

بليغ حمدي إسماعيل عبد القادر

Keyword(s):

Reading Comprehension ◽

Secondary School ◽

Secondary Students ◽

Self Efficacy ◽

Secondary School Students ◽

Literary Texts ◽

Second Grade ◽

Control Group ◽

School Students ◽

Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

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