Financial literacy programs and youth entrepreneurial attitudes: some insights from the Jordanian community

2020 ◽  
Vol 14 (5) ◽  
pp. 787-810
Author(s):  
Nour Walid Aljaouni ◽  
Baker Alserhan ◽  
Kimberly Gleason ◽  
Jusuf Zeqiri
Keyword(s):  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Literacy Program ◽  
School Students ◽  
Content Type ◽  
Entrepreneurial Attitudes ◽  
Students Attitudes ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to explore the impact of a financial literacy program (FLP) recently implemented in Jordanian junior high and high schools as part of a national financial literacy agenda on students’ attitudes toward entrepreneurship relative to a control sample of students who had not yet participated in the FLP. This paper also examines the role of moderating variables, including students’ perception of teachers’ attitudes (TA) on students’ entrepreneurial attitudes. Design/methodology/approach Survey methodology was used to obtain data and hierarchical regression analysis was used to test hypotheses. Findings Results indicate that students who completed the FLP exhibited significantly higher entrepreneurial awareness than those that had not yet participated in the program. Students who took the entrepreneurship module of the FLP exhibited significantly lower entrepreneurial intention than those that had not yet taken the entrepreneurship module. However, TA did not impact students’ attitudes. Research limitations/implications The study examines a sample of middle and high school students in only one district in Amman, Jordan, and cannot be generalized to other communities where the FLP has been implemented. Practical implications The findings provide valuable insights for educators, policymakers and non-governmental organizations considering large scale, publicly funded FLPs as part of the K-12 educational system. Social implications Stakeholders should consider reforms to the implementation of entrepreneurship education as part of the FLP in Jordanian schools and other developing country K-12 programs. Originality/value This study is the first to examine the new Jordanian literacy program and the impact it has on attitudes toward entrepreneurship of middle and high school students.

Impact of an intuitive eating education program on high school students’ eating attitudes

2015 ◽  
Vol 115 (2) ◽  
pp. 214-228 ◽  
Author(s):  
Nicole Healy ◽  
Elana Joram ◽  
Oksana Matvienko ◽  
Suzanne Woolf ◽  
Kimberly Knesting
Keyword(s):  
High School ◽  
High School Students ◽  
Healthy Eating ◽  
Education Program ◽  
Eating Attitudes ◽  
Small Sample ◽  
Intuitive Eating ◽  
School Students ◽  
Content Type ◽  
K 12

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitudes on the Intuitive Eating Scale than students in the comparison program (p=0.045), as well as on the Unconditional Permission to Eat subscale (p=0.02). There were no significant effects of sex on any of the analyses. Research limitations/implications – Because of the relatively small sample size and short duration of the program, the results should be generalized with caution. Practical implications – The results suggest that IE instruction may encourage the development of healthy eating attitudes in high school students, and health teachers may wish to consider including IE instruction in the health curriculum. Originality/value – This is the first study to examine the effectiveness of an IE program in a K-12 population, with instruction provided in the context of the school. The results are promising and suggest that this may be a fruitful area for future research in nutrition education.

scholarly journals Arts in Science: ‘Painting’ Health Allied Senior High School Students’ Meaningful Learning Engagement

2021 ◽  
Vol 3 (2) ◽  
pp. 58-67
Author(s):  
Juland Salayo ◽  
Buen Euleen V. Lainez ◽  
Russel Dustin R. Dolendo ◽  
Jamie Marie Reynielle D. Agonoy ◽  
Rica Madeleine B. Bargo ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Vital Role ◽  
Senior High School ◽  
School Students ◽  
Study Results ◽  
Teachers And Students ◽  
K 12 ◽  
The Impact

The education system acknowledges the relevance and impact of arts in exploring students' different skills and competencies.  However, most of the learners remain bias on the purpose and essence of art-based activities since most of the strands offered in senior high school are academically designed through the K-12 program, which guides and prepares incoming college students in choosing their career path.  Hence, this study attempted to determine the vital role of arts-based instructional approaches to enrich students' learning in one selected catholic Senior High school in Manila, Philippines.  Applying a qualitative approach through intensive interviews, 15 Health Allied students participated in this study.  Results revealed that arts are highly integrated with the delivery of the different lessons of the involved strand.  Moreover, arts proved that they have solid and influential roles in improving students' quality of learning.  Furthermore, the impact and relevance of arts as an instructional approach supports the learning process of health allied students. Thus, this research informs and guides the teachers and students on the importance and impact of art as an overlooked field in education that maximizes one's potentials.

scholarly journals THE IMPACT OF THE USE OF GEOGEBRA ON STUDENT’S MATHEMATICAL REPRESENTATION SKILLS AND ATTITUDE

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Fazli Rabi ◽  
Ma Fengqi ◽  
Muhammad Aziz ◽  
Muhammad Ihsan Ullah ◽  
Nuritdinova Hilola Abduraxmanovna
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Test ◽  
Mathematical Representation ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact ◽  
Experimental Group

<p>Mathematics is important and applies to science, technology, society or the natural sciences. It is applied directly or indirectly. Most students find this to be a very stimulating, complex, and well-understood subject. Maths in high school is extremely important. The study was designed to investigate the impact of students' mathematical representation skills and their attitudes towards GeoGebra. This study was quasi-experimental and carried out on high school students. We have two groups belonging to the same standard class. The control group consisted of 22 students, while the experimental group consisted of 28 participants. The conventional approach was used to teach certain concepts of plane geometry to the students in the control group. On the other hand, the experimental group taught similar teachings using GeoGebra. The results show that students have more skills in mathematical representation using GeoGebra. The semi-empirical test also showed a significant change in students' attitudes between the pre-test and the post-test. Students are more active in mathematical representation skills in GeoGebra.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0967/a.php" alt="Hit counter" /></p>

An Investigation of the Impact of a Flipped Classroom Instructional Approach on High School Students’ Content Knowledge and Attitude Toward the Learning Environment.

2020 ◽  
Vol 7 (5) ◽  
pp. 338-349
Author(s):  
Matthew Bell ◽  
Steven Shumway ◽  
Geoff Wright
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
The Body ◽  
School Students ◽  
Significant Difference ◽  
Students Attitudes ◽  
Knowledge And Attitude ◽  
The Impact

The idea of the “flipped classroom” has become increasingly popular in education. However, very little research in how “flipped classrooms” impact high school students’ ability to perform on exams has been done. The purpose of this research is to add to the body of knowledge and help provide data to investigate how well students learn physics content by using the flipped classroom in a high school Physics with Technology class. Seven periods of Physics with Technology at Lone Peak High School in Highland, UT were used in this study. Three of the classes were randomly assigned to be “flipped” while the other four were taught using what is considered a “traditional” method of instruction of physics (guided inquiry). The pacing and content was matched each day and all classes participated in the same labs, homework, quizzes and tests. The defining difference is the method which the content was covered. The flipped classes watched video lectures at home to learn the majority of the content, then did what is traditionally known as “homework” in class with the teacher present to help. In this study, it was found that there was no statistically or practically significant difference in mean test scores for the first three units. Student responses on a survey also showed very little statistical difference in the students’ attitudes towards the classroom environment in either instructional method.

High School Students Attitudes about and Recommendations for Their Peers with Significant Disabilities

1998 ◽  
Vol 23 (3) ◽  
pp. 272-282 ◽  
Author(s):  
Douglas Fisher ◽  
Ian Pumpian ◽  
Caren Sax
Keyword(s):  
High School ◽  
High School Students ◽  
Inclusive Education ◽  
Student Attitudes ◽  
School Students ◽  
Significant Disabilities ◽  
Negative Attitudes ◽  
Service Models ◽  
Students Attitudes ◽  
The Impact

The present study addresses the impact that placement and service models have had on nondisabled high school student attitudes. Negative attitudes have been a frequently identified barrier to participation, interactions and acceptance. 1413 typical students from two high schools, one inclusive and one traditional self-contained, were surveyed regarding their attitudes toward peers with disabilities and their recommendations for inclusive education. Results suggest that experiences in school significantly impact students' recommendations about the implementation of inclusive education.

Sign in / Sign up

Export Citation Format

Share Document