The Impact of Broadband Penetration on the Student Performance in Primary and Secondary School in Malaysia

2018 ◽  
Author(s):  
Megat Zuhairy Megat Tajuddin ◽  
Ibrahim Rohman
Keyword(s):  
Secondary School ◽  
Student Performance ◽  
The Impact ◽  
Primary And Secondary School

scholarly journals Which Investments Improve Student Performance? The Impact of Extracurricular Activities, Paid Classes, and At-Home Internet Use on Student Performance in Secondary School

2019 ◽  
Vol 7 (1) ◽  
pp. 25
Author(s):  
Xin Gu ◽  
Sarah E. Pepin ◽  
Paul D. Berger
Keyword(s):  
Secondary School ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Modern Society ◽  
The Internet ◽  
Support Strategies ◽  
Use Of Technology ◽  
Improve Student Performance ◽  
The Impact ◽  
At Home

<em>The importance of education is acknowledged by modern society. As more and more people are willing to invest in education to improve students’ performance, the question of which areas of investment contribute most strongly to better academic performance arises. Parents can choose to involve their children in extracurricular activities, or they can choose to pay for additional classes outside of regular schooling. In addition, the use of technology, or, more specifically, access to the Internet at home, is becoming more and more common, and its influence on student performance is a popular topic of study. In this paper, we use two experiments to uncover the factors that influence students’ performance in Math and Portuguese Language and to support strategies for investment in education.</em>

Cross-Sector Moderation as a Means of Engaging Staff with Assessment and Teaching Pedagogy

2012 ◽  
Vol 10 (4) ◽  
pp. 434-446
Author(s):  
Lynne Grant
Keyword(s):  
Secondary School ◽  
Learning Community ◽  
School Staff ◽  
Teaching Pedagogy ◽  
Education Authority ◽  
The Impact ◽  
Social Moderation ◽  
Class Teacher ◽  
Primary And Secondary School

This article investigates the benefits that cross-sector moderation events can bring to school staff and individual teachers. It focuses on a series of events held in one education authority over a period of four years. These events involved staff from every primary and secondary school within the authority and took the form of social moderation. The aim of moderation in the context of this article was to bring groups of teachers from each sector together and encourage them to discuss various pieces of pupil work and to award a curricular level to this work. It should be noted that the pupil work had already been awarded a curricular level by the class teacher, although this was not shared with the teacher moderators. From this research it can be seen that the benefits of cross-sector moderation include an increased trust from staff between and across the sectors in not only their own judgments, but the judgments of other staff in regard to assessing pupil work. Cross-sector moderation alone cannot raise achievement or attainment, but it can aid the development of a learning community amongst individual schools and clusters of schools that does appear from staff comments to have an impact on schools and teachers. The impact of this learning community extends to include discussions on teaching pedagogy employed, as well as resources used. This was not happening prior to this cross-sector approach to moderation and demonstrates how moderation can aid the development of a learning community.

The Impact of Internet Usage on Pupils Internet Safety in Primary and Secondary School

2021 ◽  
Author(s):  
Maja Gaborov ◽  
Mila Kavalic ◽  
Dijana Karuovic ◽  
Dragana Glusac ◽  
Milan Nikolic
Keyword(s):  
Secondary School ◽  
Internet Usage ◽  
Internet Safety ◽  
The Impact ◽  
Primary And Secondary School

scholarly journals Validity and Reliability of a Questionnaire on Primary and Secondary School Teachers’ Perception of Teaching a Competence-based Curriculum Model

2018 ◽  
Vol 7 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Luis Miguel García-López ◽  
David Gutiérrez ◽  
Juan Carlos Pastor ◽  
Vicente Romo
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
Secondary School Teachers ◽  
Structural Equations ◽  
Validity And Reliability ◽  
School Teachers ◽  
Curriculum Model ◽  
The Impact ◽  
Primary And Secondary School

The aim of this study is to develop a scale to measure primary and secondary school teachers’ perception of a competence-based curriculum model in Spain. After reviewing the literature, we designed an initial questionnaire with 37 five-point Likert-type items. This was then reviewed by a panel of experts. A pilot test was conducted with 100 participants using exploratory factor analysis. This resulted in a final scale with 23 items across five factors (beliefs about the theoretical model, level of implementation of the model, difficulties in implementing the model, resources and professional development). To verify, using new data, the level of fit of the measurement model generated by the first sample, we conducted an exploratory factor analysis, and, subsequently, a confirmatory factor analysis with structural equations on a sample of 1408 respondents. Acceptable levels of internal consistency and model fit were obtained. The result is a scale which is rapidly and easily administered. It demonstrates good criterion validity in explaining teachers’ beliefs about the competence-based curriculum model, and thus reveals teachers’ perceptions of the impact of this curricular reform.

scholarly journals USING OF VIRTUAL REALITY TOOLS FOR THE DEVELOPMENT OF STEAM EDUCATION IN GENERAL SECONDARY EDUCATION

2021 ◽  
Vol 86 (6) ◽  
pp. 87-105
Author(s):  
Nataliia V. Soroko ◽  
Volodymyr M. Soroko ◽  
Manargul Mukasheva ◽  
Mª Matilde Ariza Montes ◽  
Vitalii A. Tkachenko
Keyword(s):  
Virtual Reality ◽  
Secondary School ◽  
Secondary Schools ◽  
Learning Environment ◽  
Student Performance ◽  
Creative Thinking ◽  
Final Project ◽  
Engineering Mathematics ◽  
Steam Education ◽  
The Impact

The article researches the use of virtual reality to support STEAM education in general secondary school. To study the impact of STEAM education, the authors proposed a teaching project for the secondary school about convex mirrors and their importance for special visibility and human safety, where the interviewed teachers were able to learn about a real example of the implementation of STEAM education for teaching their disciplines. The purpose of the article is to analyze the meanings and approaches to the use of virtual reality by teachers for organizing the STEAM-oriented learning environment and to identify the basic requirements to VR for supporting the implementation and development of STEAM education. One of the main trends of education modernization is STEAM education, which involves the integration of the natural sciences, the technological sciences, engineering, mathematics and art in the learning process, in particular, at general secondary schools. In light of the findings, researchers indicate that electronic educational resources (including VR & AR) are not only teaching tools for teachers but also a source of inspiration for students, which motivates and stimulates creative thinking. This is an important point considering that creativity is increasingly an important life skill that can help young people cope with the difficulties and uncertainties in their future careers in the fields of STEAM. Prospects for further research are seen in the creation of a model for assessing student performance in STEAM projects. The authors are planning to take into account the differences and features of the use of virtual reality for learning STEAM in schools in different countries, including Ukraine, Spain and Kazakhstan, when creating a multilevel model of STEAM-oriented learning environment using virtual reality tools. The purpose of the model is to evaluate not only the results of tests taken by students after learning this material but also their personal contribution to the final project product, their leadership skills, creative ideas and suggestions, abilities and skills in using ICT and VR in project research. In our next publications, we will focus on several Spanish and Kazakhstani secondary schools to detect the possible differences found in the use of virtual reality to support STEAM education in Ukrainian schools.

scholarly journals The impact of a mine fire and smoke event on academic outcomes for primary and secondary school students

2020 ◽  
Author(s):  
Emily Berger ◽  
Caroline Xiaolei Gao ◽  
Jonathan Broder ◽  
Timothy Colin Heath Campbell ◽  
Darryl Maybery ◽  
...  
Keyword(s):  
Secondary School ◽  
Academic Outcomes ◽  
School Achievement ◽  
Educational Institutions ◽  
School Students ◽  
National Assessment ◽  
Adolescent Students ◽  
Mine Fire ◽  
The Impact ◽  
Primary And Secondary School

This study explored how exposure to a mine fire and smoke event influenced students’ academic outcomes. National Assessment Program - Literacy and Numeracy scores for 303 students (aged 7.8-16.2 years) were obtained, along with self-reported event-related distress (Children’s Revised Impact of Events Scale [CRIES-13]). The longitudinal analysis found that adolescent students from more exposed schools, and not younger children, had delayed academic development after the event (14.9 months delay in year 7 (95% CI: 9.4 to 20.5) and 21.5 months in year 9 (95% CI: 13.6 to 29.5). Increased distress (CRIES-13) was not associated with academic delays. Results have implications for understanding the impact of disasters on adolescent school achievement and how educational institutions might respond to reduce this impact.

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