Students’ attitudes towards knowledge and the future of work

Kybernetes ◽  
2020 ◽  
Vol 49 (7) ◽  
pp. 1987-2002 ◽  
Author(s):  
Valeriu Frunzaru ◽  
Nicoleta Corbu
Keyword(s):  
Secondary School ◽  
Lifelong Learning ◽  
Intellectual Development ◽  
Secondary School Students ◽  
Online Information ◽  
School Students ◽  
Content Type ◽  
Future Of Work ◽  
The Future ◽  
Fact Checking

Purpose The purpose of this paper is to investigate to what extent secondary school students’ interest in intellectual development influences key abilities necessary to cope with the future of work. In the ever-changing world of work, deeply influenced by new technologies and cultural diversity in the workforce, young people must develop three essential traits to increase their capacity to quickly adapt to the situation in the labour market: openness to lifelong learning, critical thinking skills related to online information (of which online fact-checking is a key component) and openness to a multicultural society. In this paper, it is argued that these traits are directly related to young people’s interest in intellectual development but that additional interdependencies between these three traits complicate this equation. Design/methodology/approach The authors conducted a survey of secondary school students in the 12th grade (N = 1221). A hypothesized conceptual model was tested with AMOS software for structural equation modelling. Findings The findings show that students who are more interested in intellectual development are more open to lifelong learning. The relationship between intellectualism and lifelong learning is also mediated by online fact-checking. Moreover, the higher the interest in lifelong learning, the higher the openness to multiculturality. There is, however, no direct relationship between interest in intellectual development and multiculturality. Practical implications The results of this study will help making recommendations to three key stakeholders: young people, teachers and policymakers. They could have a practical impact on the labour market in the future. Originality/value This paper examines a topic that has not been systematically studied, namely, the possible influence of intellectualism on the future of work. The findings highlight the possible negative effects of a lack of interest in intellectual development on lifelong learning, living and working in a multicultural environment and processing online information.

scholarly journals Validating an instrument to investigate students’ conception of Salt hydrolysis

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Isnatul Husniah ◽  
Habiddin Habiddin ◽  
Muhammad Sua’idy ◽  
Nuryono Nuryono
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
School Students ◽  
High Category ◽  
Public Secondary School ◽  
The Future ◽  
Development And Validation

This paper outlines the development and validation of a Four-tier instrument in the topic of salt hydrolysis (FTISH). The instrument was developed by using the procedure of FTDICK instrument as published by Habiddin & Page (2019). This study was a part of other separates studies conducted by other groups of researchers including Devita, Habiddin & Suaidy (2019) (in press). This study involved 127 students in total and data collection were carried out two times involving 64 students in the first data collection and 63 students in the second one. The participants of both groups were public secondary school students from Malang. The FTISH consists of 23 questions. The results show that the validity of the questions ranged between 0.263 and 0.745. The reliability of the instrument was 0.80 and falls in the high category. The future implementation of the instrument to support the teaching and learning of salt hydrolysis are also discussed.

Academic-related stress among private secondary school students in India

2014 ◽  
Vol 3 (2) ◽  
pp. 118-134 ◽  
Author(s):  
Sibnath Deb ◽  
Esben Strodl ◽  
Jiandong Sun
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Future Research ◽  
School Students ◽  
Related Factors ◽  
Content Type ◽  
Exam Anxiety

Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.

scholarly journals Acceptance of Selected Returning Birds and Mammals through the Eyes of Secondary School Students

Envigogika ◽  
2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Jan Andreska ◽  
Adéla Hartlová ◽  
Matouš Žmolil
Keyword(s):  
Decision Making ◽  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Decision Making Process ◽  
Grammar School ◽  
Vertebrate Species ◽  
School Students ◽  
The Future ◽  
The Right

The presented study discusses the phenomenon of acceptance of returning higher vertebrate species to the Czech countryside, both from the perspective of grammar school students, who can further study the environmental protection and facilitate the return of some vertebrates, and students of secondary forestry schools, expected to engage in hunting care in the future. The attitude of students and young people, in general, is very important for the acceptance of the discussed species, as not only the politicians and publicists have the right to influence the general public, but rather the specialists educated in the field should participate in the decision-making process affecting the future of these animals. Overall, the work develops a hypothesis that people may have misconceptions about the return of some vertebrates as, rather than focusing on general facts, they are influenced by frequently hyped points, such as the fear and concern of aggrieved farmers, the overpopulating of some species and the infectious diseases that some animals may transmit. A questionnaire was designed and circulated to obtain the required data. For general simplification, only three options were presented in the questionnaire, either positive, negative, or neutral attitude as further structuring could compromise the clarity of the results.

Secondary school students’ views of food and nutrition education in Kolkata, India

2017 ◽  
Vol 117 (3) ◽  
pp. 310-322 ◽  
Author(s):  
Neha Rathi ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Nutrition Education ◽  
Secondary School Students ◽  
Barriers To Learning ◽  
School Students ◽  
Cross Sectional ◽  
Content Type ◽  
Nutrition Curriculum ◽  
Dietary Behaviours ◽  
Food And Nutrition

Purpose School-based nutrition education programmes have the potential to reinforce healthy dietary behaviours in adolescents. The purpose of this paper is to understand the views of secondary school students in Kolkata, India, regarding the food and nutrition curriculum, food skill acquisition at school and home and barriers to learning food skills. Design/methodology/approach The sample of 1,026 year nine students was drawn from nine private, English-speaking secondary schools in Kolkata, India to participate in a cross-sectional, self-reported paper-based survey. Data analyses including descriptive statistics and χ2 analyses were performed. Findings The majority of the respondents (65.3 per cent) were female. Biology, Home Science and Life skills classes were the main places in which students acquired food and nutrition knowledge. Almost two-thirds of the respondents acknowledged the importance of acquiring food-related knowledge and skills. Approximately half (48.3 per cent) reported that the food and nutrition curriculum involved excessive memorisation while around the same proportion described the curriculum as interesting (47 per cent) and easy to comprehend (50.3 per cent). However, relatively few students said they enjoyed attending food and nutrition classes (38.7 per cent). Only a minority reported receiving food skills training, i.e. cooking skills (23 per cent), meal planning skills and food purchasing skills (12.3 per cent) at school. Despite some parental support received at home, time constraints (50.5 per cent) and lack of interest (26.3 per cent) were cited as prominent barriers to learning food skills. Practical implications These data underscore the need for a skills-focussed food and nutrition curriculum to improve Indian adolescents’ food-related skills, nutritional knowledge and dietary behaviours. Originality/value This is the first cross-sectional survey to investigate the delivery of nutrition education and food skills in the Indian school context.

The LifeMatters programme for developing life-skills in children: an evaluation

2016 ◽  
Vol 5 (2) ◽  
pp. 144-157 ◽  
Author(s):  
Margaret O'Rourke ◽  
Sean Hammond ◽  
David O'Sullivan ◽  
Ciara Staunton ◽  
Siobhan O'Brien
Keyword(s):  
Secondary School ◽  
Life Skills ◽  
Secondary School Students ◽  
The Body ◽  
Relationship Building ◽  
Positive Thinking ◽  
School Students ◽  
Content Type ◽  
Categorical Analysis ◽  
Taking Care

Purpose – LifeMatters is a cognitive behavioural coaching programme that provides tools and techniques for developing and applying five areas of life skill competency: taking care of the body, feeling positive, thinking wisely, acting wisely, and taking care of the spirit. The purpose of paper is to evaluate the viability of the LifeMatters programme with a cohort of secondary school students (12-15 years) in Ireland. Design/methodology/approach – Open-ended feedback obtained from 196 participants who completed an open-ended questionnaire. These responses were subjected to a thematic analysis. Subsequent quantitative analysis of the resulting categorical data were carried out using correspondence analysis. Findings – Categorical analysis produced statistically significant sex and age differences showing that males and females differed in their experience of the programme. Girls benefited more from a focus upon stress and self-confidence whereas boys benefited more from a focus on relationship building. Originality/value – This study demonstrates the viability of the LifeMatters programme for secondary school students as an aid to develop life skills. It highlights the different needs of boys and girls in this area.

An investigation of secondary school students’ attitudes toward pedagogical use of ICT in learning in Ghana

2014 ◽  
Vol 11 (4) ◽  
pp. 302-314 ◽  
Author(s):  
Charles Buabeng-Andoh ◽  
Issifu Yidana
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Secondary School Students ◽  
School Type ◽  
Information Communication ◽  
School Students ◽  
Content Type ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Students Attitudes

Purpose – The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. Design/methodology/approach – The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. Findings – The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. Originality/value – The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.

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