scholarly journals Types of Humour Categories Used to Generate and Maintain Interest in Mathematics Among Secondary School Students in South Sudan’s Displaced and Re-settled Communities

2021 ◽  
Vol 9 (2) ◽  
pp. 14
Author(s):  
William D. Tap ◽  
David K. Mtetwa ◽  
Joseph C. Vere
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Qualitative Data ◽  
Mathematics Classroom ◽  
Classroom Teachers ◽  
Student Interest ◽  
School Students ◽  
South Sudanese ◽  
Multiple Choice Items ◽  
Potential Use

While there has been appreciable consensus among humour researchers as well as classroom teachers that the use of humour in the classroom setting can be an effective teaching tool, there is still, however, a dearth of literature available that classroom practitioners could use as a guide in actual practice. Most of the literature currently available tends to address the potential use of classroom humour in general, and does not go into the specifics of exactly “what types of humour forms” are effective. This article addresses this question in the context of a secondary school mathematics classroom in South Sudan’s displaced and re-settled communities, where the lesson plans used in the intervention were infused and laced with instructional humour–humour related to the mathematics concepts being discussed–for the purpose of generating and maintaining student interest in mathematics. Using a researcher constructed observation sheet (RCOS) as the research instrument for capturing the desired qualitative data, five specific literature recommended humour types or categories (namely: mathematical jokes, puns, riddles, related stories and funny-multiple choice items) were used and identified as the ones that generated and maintained interest among the South Sudanese secondary school students. Classroom teachers who would like to use classroom humour for the purpose of motivating and inspiring their students may find the information contained in this article useful, as a practical-reference classroom guide.

Secondary Education, Unemployment, and Crime in Kenya

1975 ◽  
Vol 13 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Emmit B. Evans
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Qualitative Data ◽  
Educational Aspirations ◽  
School Students ◽  
African Students ◽  
Unemployment And Crime ◽  
Conducting Research

While conducting research on the occupational and educational aspirations and expectations of secondary-school students in Kenya during 1972, I obtained quantitative and qualitative data from a sample of 699 African students indicating that the problem of crime among unemployed school leavers is likely to substantially worsen in the coming years. The purpose of this article is to present that data within the context of a discussion of secondary education, unemployment, and crime in Kenya.

Inconsistencies in Students' Reasoning About Probability

1993 ◽  
Vol 24 (5) ◽  
pp. 392-414
Author(s):  
Clifford Konold ◽  
Alexander Pollatsek ◽  
Arnold Well ◽  
Jill Lohmeier ◽  
Abigail Lipson
Keyword(s):  
Secondary School ◽  
Random Process ◽  
Conceptual Understanding ◽  
Secondary School Students ◽  
Multiple Choice ◽  
School Students ◽  
College Age ◽  
Prediction Scheme ◽  
Multiple Choice Items

Subjects were asked to select from among four possible sequences the “most likely” to result from flipping a coin five times. Contrary to the results of Kahneman and Tversky (1972), the majority of subjects (72%) correctly answered that the sequences are equally likely to occur. This result suggests, as does performance on similar NAEP items, that most secondary school and college-age students view successive outcomes of a random process as independent. However, in a follow-up question, subjects were also asked to select the “least likely” result. Only half the subjects who had answered correctly responded again that the sequences were equally likely; the others selected one of the sequences as least likely. This result was replicated in a second study in which 20 subjects were interviewed as they solved the same problems. One account of these logically inconsistent responses is that subjects reason about the two questions from different perspectives. When asked to select the most likely outcome, some believe they are being asked to predict what actually will happen, and give the answer “equally likely” to indicate that all of the sequences are possible. This reasoning has been described by Konold (1989) as an “outcome approach” to uncertainty. This prediction scheme does not fit questions worded in terms of the least likely result, and thus some subjects select an incompatible answer based on “representativeness” (Kahneman & Tversky, 1972). These results suggest that the percentage of secondary school students who understand the concept of independence is much lower than the latest NAEP results would lead us to believe and, more generally, point to the difficulty of assessing conceptual understanding with multiple-choice items.

Teaching composing in secondary school: a case study analysis

2009 ◽  
Vol 26 (2) ◽  
pp. 137-152 ◽  
Author(s):  
Benjamin Bolden
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Classroom Teachers ◽  
Experienced Teacher ◽  
School Students ◽  
Urban Centre ◽  
Case Study Analysis ◽  
Music Classroom ◽  
Meaningful Involvement

This article reports a case study of an experienced teacher of composing working with secondary school students in a large urban centre in Ontario, Canada. Results suggest authentic assignments connect student composing to the ‘real world’, and so have meaning and life beyond the music classroom. Teachers can facilitate the development of theoretical music knowledge by supporting and enhancing the experiential learning that students accomplish on their own, through composing. Offering suggestions for change to compositions-in-progress, and cultivating a classroom ethos where students exchange this service amongst themselves, serves to enhance composing potential. By helping students infuse their work with personal knowledge, experiences, and interests, teachers can increase students’ meaningful involvement in classroom composing.

scholarly journals THE USE OF EDUCATIONAL SONGS IN SCIENCE: THE SOLAR SYSTEM AND ECLIPSES

2021 ◽  
Vol 9 (62) ◽  
Keyword(s):  
Solar System ◽  
Data Collection ◽  
Secondary School ◽  
Quantitative Data ◽  
Secondary School Students ◽  
Qualitative Data ◽  
Attitude Scale ◽  
Rank Test ◽  
Science Lesson ◽  
School Students

Nowadays, the interdisciplinary position of science is at the forefront. For this reason, attention is drawn to the use of different disciplines in the teaching of science. The aim of this study is to get the opinions of secondary school students about the science lesson taught with educational songs and to examine the effect of the implementation on the attitudes of the students. The research model of the study is a mixed method in which qualitative and quantitative patterns are combined. The study was conducted with 12 middle school 6th grade students (6 girls, 6 boys) studying in a public school in the 2020-2021 academic year. In the study, educational songs were used in the teaching of the science course "Solar system and eclipses" unit. The implementation was carried out for a total of five hours in four weeks. The qualitative data collection tools of the study were semi-structured interviews and student diaries; the quantitative data collection tool is the attitude scale developed by Biçer (2011) with a reliability of 0.89. Semi-structured interview and attitude scale were applied to the students before and after the implementation. Student diaries were filled in by the students during the implementation. In data analysis, qualitative data were analyzed using content analysis. Quantitative data were analyzed using the Wilcoxon signed-rank test in the SPSS program. The collected data were analyzed and interpreted. As a result of the study, the students found the science lesson, accompanied by educational songs, enjoyable and stated that it provided the opportunity to repeat the subject. In addition, it was determined that the science lesson, which was taught with educational songs, caused a positive change in the attitudes of secondary school students towards the science lesson. Keywords: Music, science, educational songs, solar system

scholarly journals Relationship between Permissive Parenting Style and Examination Cheating Tendencies among Kenya Secondary School Students

2018 ◽  
Vol 9 (3) ◽  
pp. 225-231
Author(s):  
Pascal Ochieng Opiyo ◽  
Peter J.O. Aloka ◽  
Pamela A. Raburu ◽  
John Agwaya Aomo
Keyword(s):  
Secondary School ◽  
Parenting Style ◽  
Parenting Styles ◽  
Quantitative Data ◽  
Secondary School Students ◽  
Qualitative Data ◽  
Pearson Correlation ◽  
Target Population ◽  
School Students ◽  
Permissive Parenting

Abstract The study investigated the relationship between permissive parenting styles and examination cheating tendencies among secondary school students in Siaya Sub County, Kenya. Diana Baumrind’s parenting styles theory and Ajzen’s theory of Planned Behaviour provided a theoretical framework for the study while adopting a Correlational study design within a mixed methods approach. The target population was 1,908 form three students, 35 Teacher Counselors and 35 Deputy Principals. A sample size of 190 Form Three students, which was 10% of the population of students, was used after stratified random sampling. In addition, 8 Teacher Counselors and 8 Deputy Principals purposively sampled formed part of the participants. Parenting style and Involvement in Examination Cheating Tendency Questionnaires were used to collect quantitative data from form three students while interview schedule was used to collect qualitative data from the Teacher Counselors and Deputy Principals. Validity was ascertained by expert judgment of two university lecturers while reliability of the instrument was ensured using Cronchbar reliability test, where an index of 0.77413 was obtained. Quantitative data was analyzed using descriptive statistics as well as inferential statistics such as Pearson Correlation, aided by SPSS version 22, while qualitative data was analyzed through thematic framework. The findings revealed that permissive parenting has a strong positive influence on examination cheating tendencies with r=0.641 p<0.05. The study recommended that Kenyan Teachers’ Service Commission should train more teacher counselors in schools to cope with the large number of students who have varied parental backgrounds.

scholarly journals The Needs Analysis in Game-Based STEM Module Development for KSSM Science Teachers

2019 ◽  
Vol 8 (3) ◽  
pp. 6622-6628
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Science Learning ◽  
Secondary School Students ◽  
Qualitative Data ◽  
Needs Analysis ◽  
Structured Interviews ◽  
School Students ◽  
Northern District ◽  
Module Development

This study was conducted to identify the needs and requirements of a STEM Module based on game approach to teacher for teaching science for lower secondary school’s students. The needs analysis was carried out on purposively selected science teachers from different schools in the northern district of Kedah, Malaysia. The data was collected through semi-structured interviews based on the purposive sampling of 7 teachers. The qualitative data obtained from the interview sessions with the teachers were analyzed into specific themes. Four major themes were identified, namely: (1) the sources and materials in motivating science learning, (2) the lack of focus on game-based approach, (3) the suitability of activities in game-based approach and (4) consideration on the level of students' knowledge. The analysis of the findings shows that the Game Based STEM module has a great potential to be developed for the use of science teachers in making active and motivating science learning among secondary school students. Aside from the four principle subjects recognized, recommendations and details got from meetings with the educators would give us valuable data for building up the substance for the module. The discoveries will be utilized for planning and building up the module in the following stage.

scholarly journals Sexual Communication between Parents and Adolescents: Perception of Secondary School Students in Abeokuta, Ogun State, Nigeria

2020 ◽  
Vol 11 (4) ◽  
pp. 112
Author(s):  
Adijat Motunrayo Ariyo ◽  
Ojubayo Motunrayo Sotayo ◽  
Temitayo Kofoworola Olurin ◽  
Tolu Eni-Olorunda
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Qualitative Data ◽  
Sexual Communication ◽  
Time Factors ◽  
School Students ◽  
Male Adolescents ◽  
Ogun State ◽  
Multistage Sampling ◽  
Physical Changes

This study assessed the characterization of parent-adolescents’ sexual communication of secondary school students in Abeokuta South Local Government of Ogun State, Nigeria. 411 adolescents were selected using multistage sampling techniques. Quantitative data was obtained with a semi-structured questionnaire. An in-depth interview was carried out to further explore parent-adolescent sexual communication as a representation of the qualitative data. Both quantitative and qualitative data collected were analysed using descriptive and thematic content analyses. Results revealed that most (64.5%) of the respondents had moderate perception of parent-adolescent communication. The findings of the qualitative analysis revealed themes of sexual communication including puberty, abstinence from sex, and HIV/AIDS. Parents’ awareness to sexual communication promoting was associated to physical changes during puberty and adolescents’ attitudes. Although, adolescents prefer to discuss sexual issues with their mothers, time factor for such discussion was a major constraint. In addition, adolescent perceived unwillingness on the part of parent to initiate or sustain sexual communication issues despite their knowledgeability. Adolescents perceived that their parents are knowledgeable about sexual communication but not willing to communicate sexual issues with them. The study concludes that parents’ unwillingness for sexual talk and time factors could pose threats to achieving effective parent-adolescent sexual communication. Hence, it is recommended that parents should engage in timely communication on sexual related issues often during early adolescence phase. It is imperative for fathers also, to create a conducive atmosphere for active sexual communication with their children especially male adolescents.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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