Persepsi Pelakuan Agresif Dan Faktor Yang Mempengaruhi Di Lima Buah Sekolah Di Kawasan Bandar Johor Bahru

2012 ◽  
Author(s):  
Azizi Yahaya ◽  
Yusof Boon ◽  
Jamaludin Ramli ◽  
Shahrin Hashim ◽  
Faizah Idris
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Environment ◽  
Family Income ◽  
Family Background ◽  
Peer Group ◽  
School Students ◽  
Significant Difference ◽  
Aggressive Attitude ◽  
Students Attitudes

Kajian ini bertujuan untuk mengenal pasti persepsi pelajar terhadap tingkah laku agresif yang berlaku di lima buah sekolah di kawasan Bandar Johor Bahru. Secara khusus, kajian ini untuk mengenal pasti persepsi pelajar terhadap faktor yang menyebabkan berlakunya perlakuan agresif pelajar dan jenis tingkah laku agresif yang berlaku di sekolah menengah. Dalam konteks kajian ini, hanya tiga persepsi pelajar sahaja yang dikaji, iaitu dari aspek faktor yang menjurus kepada perlakuan agresif pelajar, jenis tingkah laku yang berlaku di sekolah dan persepsi hipotesis. Seramai 260 orang pelajar yang dikategorikan sebagai agresif dari tingkatan satu, dua dan empat di lima buah sekolah di kawasan bandar Johor Bahru dipilih secara rawak berperingkat dilibatkan dalam kajian ini. Alat kajian ini ialah Instrumen Soal Selidik Senarai Semak Masalah Mooney yang mengandungi 64 item berbentuk skala Likert. Nilai kebolehpercayaan (alpha croanbach) alat kajian adalah 0.81. Secara keseluruhan, tahap persepsi pelajar terhadap perlakuan agresif dan jenis berada pada tahap yang tinggi melebihi min 3.67. Dapatan hipotesis menunjukkan tidak terdapat perbezaan yang signifikan antara faktor suasana sekolah, latar belakang keluarga, sikap pelajar, psikologi dan rakan sebaya dengan jantina. Di samping itu, terdapat hubungan yang signifikan antara tingkah laku verbal dan anti sosial dengan pendapatan ibu bapa. Persepsi pelajar terhadap perlakuan agresif di sekolah menengah menunjukkan bahawa pelajar bertindak secara agresif berpunca daripada faktor–faktor berikut, iaitu suasana sekolah (min 4.1), latar belakang keluarga yang kurang memberikan perhatian kepada pelajar (min 3.86), sikap pelajar (min 3.88), psikologi (min 3.65) dan rakan sebaya (min 3.68). Tingkah laku agresif yang kerap dilakukan ialah tingkah laku fizikal (min 3.57), verbal (min 3.53) dan anti sosial (min 3.34). Dapatan kajian ini menunjukkan tahap agresif pelajar di sekolah adalah pada tahap yang tinggi. Cadangan untuk mengatasi masalah antaranya ialah pihak sekolah harus mengenal pasti budaya pelajar agresif dan memperkasakan program pembimbing rakan sebaya agar dapat mengurangkan masalah pelajar agresif. Kata kunci: Faktor suasana sekolah; latar belakang keluarga; sikap pelajar; faktor psikologi; rakan sebaya; agresif The objective of the study is to identify the perception of the students on aggressive attitudes in five secondary schools in Johor Bahru. This study also attempts to identify the factor and types of aggressiveness among secondary school students. This study focused on three important aspects which was causes on students’ aggressiveness, types of aggressive attitudes and hypothesis perception. A total of 260 questionnaires were distributed at random stage to aggressive student from form one, two and four. The instrument used for this research the Mooney Problem Check List. consist of 64 Likert skill items. The reliability value (alpha croanbach) for the instrument was at 0.81. Findings revealed that the level of students aggressiveness and the type of aggressiveness in secondary schools in Johor Bahru were at the high mean score more than 3.67. Researach hypothesis shows that there is no significant difference between school environment factors, family background, students attitudes, psychology, and peers group with gender. There is significant relationship between verbal behaviour and anti–social with family income. Students’ perception between aggressive attitude in secondary school show that environment of the school is dominant (mean 4.1), less attention from family background (mean 3.8), students’ attitude (mean 3.88), psychology (mean 3.65) and their friends (mean 3.68). The most common aggressiveness attitude among student was the physical attitude (mean 3.57), verbal (mean 3.53) and anti social (mean 3.34). Thus this research shows that the aggressive attitude among students was high. The study suggested that the school should identify aggressiveness culture among the students and should implement the peers program reduce the problems. Key words: School environment; family background; peer group; students attitude; psychology factor; aggressive

scholarly journals Examination of Social Media Attitudes and Loneliness Levels of Secondary Education Students with Regard to Gender and Sport

2018 ◽  
Vol 7 (5) ◽  
pp. 54
Author(s):  
Gaye Erkmen ◽  
Mehmet Altin
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Secondary School Students ◽  
Personal Information ◽  
Attitude Scale ◽  
Education Students ◽  
School Students ◽  
Test Analysis ◽  
Significant Difference ◽  
Students Attitudes

The purpose of the study was to examine secondary school students' attitudes towards social media and their loneliness levels in terms of gender and whether they do sports or not. The sample of the study consisted of 175 female and 269 male secondary school stıdents. To collect data personal information form, Social Media Attitude Scale (Otrar ve Argın, 2013) and UCLA Loneliness Scale (Russell, Peplau, & Cutrona, 1980) were used to in this study. Independent t test analysis was conducted to examine whether the participants' social media attitudes and loneliness levels differed with regard to gender and do sport. According to the results, there was no significant difference in social media attitudes (t = -.832, p > .05) with regard to gender. However, loneliness levels of the participants seems to be significantly different with regard to gender (t = -6.513, p = .000). When the participants were examined whether they do sports or not, there was not any significant difference in social media attitudes (t = -.427, p> .05). However, the levels of loneliness was significantly found to be different in terms of doing sports or not (t = -3.675, p = .000). Furthermore, there was not a significant relationship between social media attitudes and loneliness (p > .05). It can be concluded that sport and regular physical activity can be considered as a means to provide environments where individuals will feel far away from the feeling of loneliness and that they will feel themselves more valuable. 

scholarly journals The Impact of Covid-19 Pandemic ‘Lockdown’ on Reading Engagement of Selected Secondary School Students in Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Ibitola Oluwatoyin Adigun ◽  
Fadekemi Omobola Oyewusi ◽  
Kolawole Akinjide Aramide
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Online Survey ◽  
School Library ◽  
School Libraries ◽  
Reading Engagement ◽  
School Students ◽  
Significant Difference ◽  
The Impact

Several studies have decried the non-existence of functional school libraries in many primary and secondary schools in Nigeria. This inadequacy in school libraries made it extremely difficult for school librarians to foster the culture of reading in students through school library use and reading promotional activities. Moreover, library hours are not included in the school time table in many of the secondary schools in Nigeria. Thus, reading engagement has been on the decline among secondary school students in the country. Despite these challenges, some studies suggested that students will spend more time reading if they have more spare time. Therefore, this study investigated selected secondary school students’ reading engagement during the COVID-19 pandemic school lockdown. It was assumed that the availability of time during the period would motivate students to read since schools were closed and movement was restricted. The study adopted an online survey instrument (Questionnaire) administered to the students over 3-month period (April - June 2020). This instrument was adopted because there was total closure of schools throughout the country, thus the only means students could be reached at the time was through online. The questionnaire was sent to individual students and school online groups. Thus, the study was limited to students with information technology gadgets and online presence. The result revealed that there was no significant difference in the duration of time students spent reading during the lockdown and when school was in session. It also revealed that students read textbooks to prepare for examinations and to keep sound academically.

scholarly journals Construction and Standardization of Literary Interest Inventory for the Students of Higher Secondary Schools

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. Veenaben Patel ◽  
Pro. Dinesh Patel
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Rural Students ◽  
Survey Method ◽  
School Students ◽  
Interest Inventory ◽  
Significant Difference ◽  
Commerce Students ◽  
Type Of School

The literary interest is to be measured and an inventory is prepared for that. In the present inventory students point out whether they like the activity, like it strongly, dislike or strongly dislike. To construct and standardize literary interest inventory for higher secondary school students. To investigate the significant difference in the literary interest of the students between the sub-groups on gender, area, stream, type of school, standard and components of interest inventory. 3119 higher secondary school students is population. Hence survey method was suitable for the present study. The steps of the construction of the inventory are as follows. Items having t- value more than 1.96 and r-value more than 0.20 were selected. Thus, out of the 100 items, 80 items were selected in the final form of the inventory. The reliability of the inventory was established via test-retest method and split-half method. For establishing criterion validity The Teacher Criterion scale that depict various literary activities that can be carried out in higher secondary schools. The null hypotheses were tested using t-test and f-test. Significant difference is observed in the literary interest of the students with reference to gender. Girls are more inclined towards the literary interest than the boys. Rural students show more interest in literature than the urban students. Students of arts stream show more interest in literature than the students of commerce students and students of science stream show more interest in literature than the students of both streams. Significant difference is students with reference to type of school. Students of grant-in-aid schools show more interest in literature than the students of non-grant-in aid schools.

scholarly journals CAUSES AND LEVELS OF TRUANCY AMONG SECONDARY SCHOOL STUDENTS: A CASE STUDY OF RIVERS STATE, NIGERIA

2012 ◽  
Vol 45 (1) ◽  
pp. 51-62
Author(s):  
Iheanyi N. Okwakpam ◽  
Ikechi O. Okwakpam
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Family Background ◽  
School Students ◽  
Case Study Design ◽  
Significant Difference ◽  
Research Questions ◽  
Rivers State ◽  
Structured Questionnaire

The study was a case study design aimed at determining the causes and levels of truancy among secondary school students, using Rivers State, Nigeria. The research sample consisted of 105 teachers and was purposefully sampled. Four research questions and one hypothesis were posed, formulated and tested respectively. A structured questionnaire was developed, validated and administered to the respondents selected for the study. T-test, standard deviation and mean were used to analyze the data collected. The results indicated that there is a significant difference between family background and student factor. The implication of this is that the student’s family background contributes greatly to the student’s level of truancy. Hence, the null hypothesis was rejected. Based on the findings, some recommendations were made towards the reducing the level of truancy among secondary school students. Key words: Nigeria, Rivers State, school, secondary school, students, truancy.

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

scholarly journals Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning

2021 ◽  
Vol 13 (21) ◽  
pp. 11714
Author(s):  
Agne Brandisauskiene ◽  
Loreta Buksnyte-Marmiene ◽  
Jurate Cesnaviciene ◽  
Ausra Daugirdiene ◽  
Egle Kemeryte-Ivanauskiene ◽  
...  
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Secondary School Students ◽  
Short Form ◽  
Research Work ◽  
Well Being ◽  
School Students ◽  
Environment Variables ◽  
Significant Difference ◽  
Behavioural Engagement

The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.

scholarly journals Emotional Intelligence of Higher Secondary School Students With Respect to Their Gender

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Arshad Ali Bhat
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Altruistic Behavior ◽  
Self Awareness ◽  
School Students ◽  
Jammu And Kashmir ◽  
Five Dimensions ◽  
Significant Difference

Present Study lights on Emotional Intelligence in higher secondary school students. Emotional intelligence is the ability to understand emotional intelligence and their causes, the capability to effectively regulate these emotions in one self and in others and most importantly being able to use the emotions as a source of and dealing with social situations. The sample of present study was drawn randomly from different higher secondary schools, of baramulla district state Jammu and Kashmir. The researcher therefore selected 11th and 12th grade 120 students randomly from different higher secondary schools of baramulla district, out of 120 students 60 were girls and 60 were boys. The investigator has employed English version of Emotional Intelligence scale (EIS) as developed by Anukool Hyde, Sanjyot Pethe And Upinder Dhar is used for the present study. The scale is based on five dimensions viz. self awareness, empathy, self motivation, emotional stability, managing relations, integrity, self development, value orientation, commitment, altruistic behavior. There is significant difference between boys and girls in the level of emotional intelligence.

scholarly journals Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

2020 ◽  
Vol 7 (2) ◽  
pp. 68-77
Author(s):  
Olofin S. O. ◽  
E. B. Kolawole
Keyword(s):  
Academic Performance ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test

The study examined the effects of Kolawole’s Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi – experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students’ performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

scholarly journals Inclusive Education Facilities in Secondary Schools of Pakistan: A Gender Based Comparison

2019 ◽  
Vol 1 (2) ◽  
pp. 75-83
Author(s):  
Muhammad Jahanzaib ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Unit ◽  
School Students ◽  
Persons With Disabilities ◽  
Male And Female ◽  
Validated Questionnaire ◽  
Significant Difference

Man is the most civilized and enlightened creation of Allah. Man and women formulate the basic unit of civilization. A comparison about provision of rights and facilities in every field of life has been going on since their creation. Nowadays inclusive education has proved a successful educational system for persons with disabilities. In this study, researchers have tried to explore difference between inclusive education facilities in male and female secondary schools of the province of Punjab, Pakistan. In order to attain this goal the survey technique was used to collect the data from 196 male and female secondary school teachers working in rural and urban secondary schools conveniently selected from five districts viz Okara, Sahiwal, Lahore, Pakpattan and Kasur by a self developed and validated questionnaire i.e. Research Questionnaire about the Condition of Available Inclusive Education Facilities and Opportunities in Secondary Schools of Punjab. For cross validation of data, interview schedule was used to collect data from 17 secondary school students with disabilities. Both the descriptive and inferential statistics were used to analyze the collected data. This study describes that there is no significant difference in inclusive education facilities between male and female secondary schools. Moreover special students denied provision of inclusive education facilities as claimed by the teachers. Conclusions were drawn and recommendations were made.

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