Investigation of Cardiovascular Endurance Levels of Sedentary High School Students

The aim of our study is to examine the cardiovascular endurance systems of sedentary high school students. The 112 sedentary individual was taken to the 1600 meter walking test run, and the 120 sedentary individual Harward step test. While both individuals were participating in the same test, weight, height, oxygen saturation, and heart rate of participants were measured before starting the test. As soon as the test is finished (recovery period), oxygen saturation and heart rate variability of individuals are measured at 1, 3, 5 minutes. All measured variables were analyzed and compared. Analysis of the data was done according to the SPSS statistical program and the significance level was accepted as p <0.05. In the 1600-meter walking test, it was observed that there was a significant difference in mean heart rate between males and females p<0.05. There was a significant difference between the mean values of the time of completion of the 1600 m running test by males and females (p < 0.05). During the 1600-meter walking and Harward step test recovery period, there was no difference in the participants' parameters. There was no significant difference between oxygen saturations at beginning, recovery 1st, 3rd, and 5th minutes in both tests. Significant differences were found between heart rate and oxygen saturation values (beginning, recovery 1st, 3rd, and 5th minutes) in the intra-group comparisons of both groups. Participants' heart rates began to increase with exercise, but remained above the initial heart rate level during recovery. Participants' body mass indexes were observed to be within normal values. We think that can be increased cardio respiratory and cardiovascular fitness levels and can been created lifelong exercise habits by regular exercise programs are given to Sedentary high school students. Thus, we believe that the young population can be prevented from getting sick by providing healthier, social, active individuals.

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Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

Journal of Educational Computing Research ◽

10.1177/07356331211039961 ◽

2021 ◽

pp. 073563312110399

Author(s):

Ting-Ting Wu ◽

Jian-Ming Chen

Keyword(s):

High School ◽

High School Students ◽

Programming Languages ◽

Situated Learning ◽

Learning Strategy ◽

Computational Thinking ◽

Learning Motivation ◽

School Students ◽

Study Results ◽

Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

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Creativity and Intelligence: Research Implications for Equal Emphasis in High School

Council review ◽

10.1177/001440297003600801 ◽

1970 ◽

Vol 36 (8) ◽

pp. 565-569 ◽

Cited By ~ 10

Author(s):

Vernon J. Damm

Keyword(s):

High School ◽

High School Students ◽

Well Being ◽

Educational Systems ◽

School Students ◽

Psychological Well Being ◽

Significant Difference ◽

Self Actualization ◽

Creative Abilities

The possible relationships among creativity, intelligence, and self actualization were examined in 208 high school students to determine whether or not consistent self actualization scores existed for subjects high in the first two variables. Students high in both creativity and intelligence had significantly higher scores in self actualization than those obtained by students high in either creativity or intelligence. No significant difference in self actualization was found between students high in creativity only and those high in intelligence only. The results were interpreted as indicating that educational systems should stress both intellectual and creative abilities to achieve the highest level of psychological well being in students.

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The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

10.31235/osf.io/6ufgq ◽

2019 ◽

Author(s):

Abdallah Mohammad Salem Almahasneh ◽

Samsiah Abdul-Hamid

Keyword(s):

High School ◽

High School Students ◽

Peer Assessment ◽

School Students ◽

Design Data ◽

Writing Performance ◽

English As Foreign Language ◽

Significant Difference ◽

Quasi Experimental ◽

Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

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The connection of committing and experiencing cyber-bullying peer violence with depression, anxiety and stress in high school students

10.31124/advance.15155820 ◽

2021 ◽

Author(s):

Marija Draganic

Keyword(s):

High School ◽

Factor Analysis ◽

High School Students ◽

Cyber Bullying ◽

Online Identity ◽

School Students ◽

Peer Violence ◽

Significant Difference ◽

Identity Concealment ◽

Explained Variance

This research has aimed to determine whether cyber-bullying peer violence is associated with depression, anxiety and stress in high school students. The research results are based on the data obtained from a sample of 202 Montenegrin high school students. It has been established that committing and experiencing e-violence is associated with depression. Committing and experiencing verbal online violence, as well as involvement in online counterfeiting/criminal acts, is associated with depression, while involvement in online identity concealment and lies has no connection with depression. When it comes to anxiety, the results of this research show that involvement in verbal e-violence and in online counterfeiting/criminal acts leads to anxiety, while committing and experiencing online identity concealmentis not related to anxiety. When it comes to committing and experiencing verbal online violence and stress, although there is a statistically significant difference, it is not applicable for all values. Consequently, we cannot draw a strong enough conclusion about it. Victims of online counterfeiting and criminal acts, according to the results of our research, have a higher level of stress than those not involved in this type of cyber-bullying peer violence.Cyber victim and bullying scale has been used to collect data on committing and experiencing e-violence among peers (Cetin, Yaman and Peker, 2011).Permission to use this scale was requested and obtained. The scale examines experiencing and committing online violence. It consists of two parts, each part containing 22 particles. In the first part (Experiencing cyber-bullying subscale), participants have assessed whether the described behavior happened to them,on a scale from 1 (never) to 5 (always). In the second part (Committing cyber-bullying subscale), and with identical particles, respondents have assessed whether they themselves behaved in this way. In our research, we have performed a factor analysis of the Cyber victim and bulling scale . When it comes to the Committing cyber-bullying subscale, the percentage of explained variance amounts to 55.141%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts. When it comes to the Experiencing cyber-bullying subscale, the percentage of explained variance amounts to 65,211%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts. We have used a scale for assessing the depression, anxiety and stress levels (DASS21) to determine whether experiencing e-violence leads to depression, anxiety and stress,and to what extent. We have chosen this scale because the results of a research checking its psychometric qualities have indicated that the DASS-21 scale’s psychometric qualities recommend it for use in researching unpleasant emotional states in adolescents. DASS-21 is a 21-item self-report measure giving three subclasses of seven items each: depression , anxiety and stress. Participants have been asked to indicate which statement applied to them over the past week on the Likert 4-point scale. DASS-21 has high reliability, consistent factor structure and high convergent valiadity. We did not have to ask permission for this scale and it can be used freely.

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LONELINESS OF HIGH SCHOOL AND COLLEGE STUDENTS: THE RELATION OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND SELF-ESTEEM WITH LONELINESS

Journal Human Research in Rehabilitation ◽

10.21554/hrr.042004 ◽

2020 ◽

Vol 10 (1) ◽

pp. 31-40

Author(s):

Nataša Kostić ◽

◽

Šuajb Solaković ◽

Keyword(s):

College Students ◽

High School ◽

High School Students ◽

Research Problem ◽

Self Esteem ◽

Demographic Characteristics ◽

Significant Relation ◽

School Students ◽

Level Of Education ◽

Significant Difference

The research problem relates to the examination of the relationof socio-demographic characteristics (gender, level of education and the place where most of childhood was spent) and the self-esteem of the respondents with loneliness.In investigating this problem, the focus was primarily on the perception of the distribution of loneliness, and the examination of the relation of independent variables (socio-demographic characteristics and self-esteem) with the dependent variable (loneliness).The sample of respondents consists of 677 high school students (49.34%) and college students (50.66%) of Bosnia and Herzegovina. The range of years of subjects ranges from 15 to 23 (AS = 18.696).The results of the study show that there is a statistically significant difference in loneliness with regard to gender (U = 38672.000, Z = -6.122, p = .000), to the level of education (U = 42292.500, Z = -5.905, p = .000) and the place in which the respondents spent most of their childhood (χ2 = 9.383, df = 2, sig = .009). The results show that there is a statistically significant relation between self-esteem and loneliness (ro = -.401, sig = .000, N = 676).

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JIGSAW II: An Effective Strategy to Develop Reading Comprehension Among School Children

Shanlax International Journal of English ◽

10.34293/english.v9is1-dec2020.3611 ◽

2020 ◽

Vol 9 (S1-Dec2020) ◽

pp. 30-33

Author(s):

Sindhu Thamban

Keyword(s):

High School ◽

Reading Comprehension ◽

High School Students ◽

Teaching Method ◽

Group Discussion ◽

School Students ◽

Team Members ◽

Learning Techniques ◽

Wide Range ◽

Significant Difference

The Jigsaw II, one form of Cooperative learning techniques is an efficient strategy to use in a language classroom. The basic activities include 1) Reading with team members 2) Expert group discussion 3) Team members report 4) Test 5) Team recognition. The jigsaw II strategy is easyto implement and works well with a wide range of students.Previous researches related to Jigsaw II shows that it is more powerful and effective and appropriate in situations where learning is from text based materials. Reviews related to the strategy shows that no researches have been carried out to develop the reading comprehension of the high school students, particularly in the Indian context. Hence through this paper an attempt has been made by the researcher to check the effectiveness of Jigsaw II in developing the reading comprehension of High school students.The study statistically revealed that there is significant difference in the reading comprehension achievement of the students who were taught by using the traditional method and to those taught by using the Jigsaw II strategy. In accordance with the qualitative and quantitative findings attained it was found that Jigsaw II was found to be more effective than the traditional teaching method in developing the reading comprehension of high school students.

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The Relationship Between the Digital Game Addiction Levels of Secondary and High School Students and Their Motivation for Participation in Physical Activity During the Pandemic Process

10.31219/osf.io/sp54v ◽

2021 ◽

Author(s):

Burçak KESKİN ◽

Burcu GÜVENDİ23 ◽

Bilal KARAKOÇ ◽

Selman KAYA ◽

Onat ÇETİN2

Keyword(s):

Physical Activity ◽

High School ◽

High School Students ◽

Digital Game ◽

School Students ◽

Digital Gaming ◽

Game Addiction ◽

Significant Difference ◽

Motivation Scale ◽

The Relationship

This study aims to determine the relationship between the digital game addiction levels of secondary and high school students and their motivation for participation in physical activity during the pandemic process. the study participants include a total of 322 students, 227 males, and 95 females, aged between 11 and 18. the game addiction scale for adolescents and the motivation scale for participation in physical activity were used as data collection tools in the study. in the statistical method of the study, descriptive statistics (frequency, arithmetic mean, standard deviation), t-test, one-way analysis of variance (ANOVA), Tukey multiple comparisons, and Pearson correlation tests were used. In the research findings, it has been determined that there is a negative and low-level significant relationship between the individual reasons and causelessness sub-dimensions of the motivation scale for participation in physical activity and digital game addiction. there was a significant difference in the game addiction scale and sub-dimensions of the motivation for participation in physical activity according to the duration of digital gaming of the students and their education levels. A significant difference was determined in the motivation scale for participation in physical activity according to the branch variable, and in the scale of game addiction according to the situation of the parents’ setting limits on the duration of digital gaming. A significant difference was not found in either scale according to gender. As a result, it was observed that the more the motivation for participation in physical activity, the lower the digital game addiction.

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Validation of the Software-Hardware Complex “Rytm” for Measurement of the RR Intervals and Heart Rate Variability Analysis During Exercise and Recovery Period

Teorìâ ta Metodika Fìzičnogo Vihovannâ ◽

10.17309/tmfv.2021.1.08 ◽

2021 ◽

Vol 21 (1) ◽

pp. 61-68

Author(s):

Lyubomyr Vovkanych ◽

Yuriy Boretsky ◽

Viktor Sokolovsky ◽

Dzvenyslava Berhtraum ◽

Stanislav Kras

Keyword(s):

Heart Rate ◽

Heart Rate Variability ◽

Recovery Period ◽

Intraclass Correlation ◽

Step Test ◽

Heart Rate Variability Analysis ◽

Test Protocol ◽

Rr Intervals ◽

Significant Difference ◽

Very High

The study purpose was estimation of the accuracy of RR time series measurements by SHC “Rytm” and validity of derived heart rate variability (HRV) indexes under physical loads and recovery period. Materials and methods. The participants were 20 healthy male adults aged 19.7 ± 0.23 years. Data was recorded simultaneously with CardioLab CE12, Polar RS800, and SHC “Rytm”. Test protocol included a 2 minute step test (20 steps per minute, platform height – 40 cm) with the next 3 minute recovery period. HRV indexes were calculated by Kubios HRV 2.1. Results. The RR data bias in the case of physical loads was -0.06 ms, it increased to 0.09-0.33 ms during the recovery period. The limits of agreement for RR data ranged from 3.7 ms to 22.8 ms, depending on the period of measurements and pair of compared devices. It is acceptable for the heart rate and HRV estimation. The intraclass correlation coefficients (0.62–1.00) and Spearman correlation coefficient (0.99) were high enough to suggest very high repeatability of the data. We found no significant difference (p > 0.05) and good correlation (r = 0.94-1.00) between the majority of HRV indexes, calculated from data of Polar RS800 and SHC “Rytm” in conditions of physical loads (except for LF/HF ratio) and in the recovery period. The only one index (RMSSD) was different (p < 0.05) in case of Polar RS800 and SHC “Rytm” data, obtained in the recovery period. The largest numbers of different HRV indexes have been found during the comparison of CardioLab CE12 and Polar RS800 – RMSSD, pNN50, and SD1. Correlation between HRV indexes (r = 0.81-1.00) was very high in all pairs of devices in all periods of measurements. Conclusions. The SHC “Rytm” appears to be acceptable for RR intervals registration and the HRV analysis during physical loads and recovery period.

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THE INFLUENCE OF PERSONALITY AND LANGUAGE PROFICIENCY ON ESL LEARNERS' WORD CONTRIBUTIONS IN FACE-TO-FACE AND SYNCHRONOUS ONLINE FORUMS

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol6iss1pp199-221 ◽

2021 ◽

Vol 6 (1) ◽

pp. 199-221

Author(s):

Shin Yi Chew ◽

Lee Luan Ng

Keyword(s):

High School ◽

High School Students ◽

Language Proficiency ◽

Online Discussions ◽

Online Forums ◽

School Students ◽

Face To Face ◽

Significant Difference ◽

Esl Learners ◽

Synchronous Online

Background and Purpose: Recent technological advancements and Covid-19 pandemic have prompted more opportunities for online learning. However, there is a dearth of empirical research that is focused on high school students. Therefore, this study aims to obtain a more comprehensive view of ESL learners’ involvement or word contributions in a ‘normal’ face-to-face situation and in a synchronous online text-based environment by relating it to their personality and language proficiency. Methodology: In this study, a quasi-experiment was carried out over four weeks. It involved eight sessions of face-to-face and online discussions with 48 Malaysian high school students who were divided into two matched-sample groups. The participants' feedback was used to support and provide insights on the findings. The quantitative data were analysed using using IBM SPSS statistics 26 software while the participants’ responses to the online feedback session were analysed using open coding and axial coding strategies. Findings: Statistically significant difference was found in learners’ word contributions during face-to-face and online discussions. Apart from the extroverts with high-intermediate language proficiency, the other groups of learners who are either introverts or having lower level language proficiency were found to produce significantly more words in synchronous online text-based discussions. The non-face-to-face context of online forums might have lowered the learners’ level of anxiety and increased their confidence to interact with their peers. Contributions: Learners’ personalities and language proficiency levels should be considered when choosing a discussion setting and when facilitating discussion activities. More support should be provided for the less proficient or introverted learners to express themselves in a face-to-face discussion. Keywords: Personality, Language proficiency, Computer-mediated communication, Synchronous text-based online discussions, Word contributions Cite as: Chew, S. Y., & Ng, L. L. (2021). The influence of personality and language proficiency on ESL learners' word contributions in face-to-face and synchronous online forums. Journal of Nusantara Studies, 6(1), 199-221. http://dx.doi.org/10.24200/jonus.vol6iss1pp199-221

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Lovemaking: Sex Before Marriage (Perception Towards Premarital Sex)

Proceedings Journal of Interdisciplinary Research ◽

10.21016/irrc.2016.au30wf059o ◽

2016 ◽

Vol 3 ◽

pp. 12-18

Author(s):

Andro T. Tabiolo

Keyword(s):

High School ◽

High School Students ◽

Drop Out ◽

Premarital Sex ◽

Source Information ◽

School Students ◽

Future Health ◽

Significant Difference ◽

Mother And Child ◽

Marital Sex

Adolescent pregnancy is becoming a matter of increasing concern. Johnson, (1972) revealed that pregnancy in the adolescent is the largest single reason why female students drop out of secondary schools. Early pregnancy and parenthood are established indicators of high-risk status for both mother and child with regard to future health problems, poverty, and child abuse and neglect. Premarital sex is a huge problem in society today; the numbers are staggering. Teens everywhere are not waiting until they are married to have sex. Teens are less developed emotionally and physically before having sex, and they are not prepared for the serious problems that come along with their decision to have sex. There are always consequences when a teenager chooses to have sex. Teens who engage in premarital sex are more likely to suffer negatively from long-term physical, emotional, social, and moral effects, than teens that choose to wait. The study was conducted to determine the perception of high school students in the District of Buruanga on premarital sex. Specifically, it attempted to determine the respondents’ perception of premarital sex and identified the source of information about sex. The survey questionnaire was administered to 80 respondents to examine their perception of pre-marital sex. The study revealed that respondents conveyed on a disagreed perception towards pre-marital sex; that there is no significant difference in the respondents’ insight on the practice of premarital sex as grouped according to sex. It shows that, the high school students in the District of Buruanga disagreed on the practice of premarital sex; that, mass media (television, internet, social networks), books and friends were the respondents’ main source information about sex. Young people should be informed in order that teenage pregnancies, early or untimely experience of motherhood or fatherhood could be avoided.

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