A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

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Human flourishing: an enabler of entrepreneurial intention in Latin American students

European Business Review ◽

10.1108/ebr-11-2020-0283 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Geraldina Silveyra ◽

Lucía Rodríguez-Aceves ◽

Humberto Charles-Leija ◽

José Manuel Saiz-Álvarez

Keyword(s):

Secondary Schools ◽

Latin American ◽

Structural Equation ◽

Entrepreneurial Intention ◽

Human Flourishing ◽

Content Type ◽

Upper Secondary ◽

American Students ◽

Latin American Students ◽

Upper Secondary Schools

Purpose This study aims to propose a causal relationship between the level of students’ human flourishing (HF) and their entrepreneurial intention (EI) and the mediation role of entrepreneurial self-efficacy (ESE). Design/methodology/approach The study uses a sample of 5,035 first-year university students who graduated from 950 different upper secondary schools in Mexico and abroad. Data were analysed using structural equation modelling. Findings The results reveal that HF increases EI and ESE; ESE positively impacts EI; and the student’s ESE partially mediates the HF-EI relationship. Practical implications These findings may improve educational strategies in upper secondary schools and higher education institutions’ management programmes to impact graduates’ HF and EI. To the knowledge, the authors are the first to measure how HF in upper secondary school graduates contributes to increasing their EI. Social implications Recommendations are made to increase Latin American students’ HF and EI. Originality/value The authors propose an inverse relationship between HF and EI, as HF can be enhanced in upper secondary education to boost EI later in students’ lives.

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Students’ voices about information and communication technology in upper secondary schools

International Journal of Information and Learning Technology ◽

10.1108/ijilt-09-2017-0088 ◽

2018 ◽

Vol 35 (2) ◽

pp. 82-92 ◽

Cited By ~ 3

Author(s):

Anders D. Olofsson ◽

Ola J. Lindberg ◽

Göran Fransson

Keyword(s):

Secondary Schools ◽

Information And Communication Technology ◽

Communication Technology ◽

Qualitative Content Analysis ◽

School Students ◽

Content Type ◽

Everyday Activities ◽

Upper Secondary ◽

Information And Communication ◽

Upper Secondary Schools

Purpose The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school. Design/methodology/approach In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis. Findings The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage. Research limitations/implications A relatively small number of students in three schools and three specific programmes make generalisations difficult. Practical implications Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure. Social implications The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life. Originality/value The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.

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Entrepreneurship in Swedish upper secondary schools: governing active future citizens?

Journal of Enterprising Communities People and Places in the Global Economy ◽

10.1108/jec-06-2016-0020 ◽

2017 ◽

Vol 11 (5) ◽

pp. 547-563

Author(s):

Eva-Lena Lindster Norberg

Keyword(s):

Secondary Schools ◽

School Context ◽

Female Students ◽

School Students ◽

Content Type ◽

Geographically Dispersed ◽

Upper Secondary ◽

Individual School ◽

The Individual ◽

Upper Secondary Schools

Purpose The purpose of this paper is to provide an empirical contribution by exploring how secondary school students are governed and shaped when entrepreneurship is emphasised in school curricula, and if female and male students are governed in different ways through different techniques connected with entrepreneurship in school. Design/methodology/approach This study takes its departure in Michel Foucault’s concept of governmentality. In total, 90 students in gendered focus groups from three upper secondary schools were interviewed about how entrepreneurship in school was implemented and experienced. The schools were geographically dispersed. Findings The analysis indicates, the three schools included in the study provide different prerequisites for students to become an active subject. This partly depends on where the individual school is geographically located, but also on the students gender. When entrepreneurship in school is implemented throughout the entire curriculum, female students tend to adopt male-coded entrepreneurial abilities. The neoliberal agenda, with an aim of fostering entrepreneurial self, appears to have permeated the awareness of students, especially female students. Originality/value First, the paper contributes with an empirical research regarding students’ experiences of entrepreneurship in school. Second, the paper contributes to a gender perspective on entrepreneurship in school. Third, the paper contributes to the understanding of how entrepreneurship in school is realised in a different school context.

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