scholarly journals A strategic approach to music listening with a mobile app for high school students

2018 ◽  
Vol 37 (1) ◽  
pp. 132-141 ◽  
Author(s):  
Sunggi Cho ◽  
Yoomee Baek ◽  
E. J. Choe
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Apps ◽  
Primary Objective ◽  
Mobile App ◽  
Music Listening ◽  
Listening Skills ◽  
School Students ◽  
Strategic Approach ◽  
The Aesthetic

The primary objective of this study is to investigate whether three interaction strategies through mobile apps may be associated with increases in students’ music listening skills. Data was collected from 225 high school students and analysed using the ANOVA procedure in the three ways of music listening: analytic, aesthetic and sensory. Interaction with the app was least influential in the analytic listening of the participants. Interaction with peers was most influential in the aesthetic listening of the participants. Interaction with the app was most influential in the sensory listening of the participants.

The Iterative Development and Testing of an Interactive Mobile Application for Skill Retention of Cardiopulmonary Resuscitation Among High School Students: A Pilot Study

2021 ◽  
pp. 104687812110326
Author(s):  
Adeel Arif ◽  
Amber Arif ◽  
Kimberly Anne Fasciglione ◽  
Farrukh Nadeem Jafri
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Mobile Apps ◽  
Low Cost ◽  
Survival Rates ◽  
Compression Rate ◽  
School Students ◽  
Skill Retention ◽  
Before And After

Abstract: Background Locations concentrated with High School (HS) students tend to have lower out-of-hospital cardiac arrest (OHCA) survival rates. Mobile applications (apps) have the capability to augment cardiopulmonary resuscitation (CPR) skill retention as a low-cost, accessible training method. Methods An iterative process to develop an app to reinforce CPR skills emphasizing hand placement, compression rate, real-time feedback, and recurring tips is described. The app was tested on HS students to measure its impact on quality and comfort of CPR using Likert surveys and skills assessments before and after one month of usage. CPR Score and compression rate were measured using the Laerdal™ Little Anne Manikin QCPR software. Results Fourteen HS students participated in a prospective observational study. It was found that the use of the developed app was associated with improved CPR performance (80.43% v. 87.86%, p=0.01-0.02, 95% CI=2.20-12.66) after one month. Additionally, improvements were demonstrated in compression rate accuracy (21.43% v. 64.29%, p=0.041, 95% CI=0.132-0.725), increased comfort performing CPR (3.86 v. 4.79, p<0.001, 95% CI =0.99-1.00) and comfort performing CPR on strangers (2.71 v. 4.42, p<0.001, 95% CI=1.24-2.19). In addition, for every time the app was used, CPR performance increased by 0.5668% (p=0.0182). Conclusion Findings suggest that mobile apps may have promising implications as augmentative tools for CPR curriculums.

High School Woodwinds and Brass

2019 ◽  
pp. 103-112
Author(s):  
Andrew Goodrich
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Strategies ◽  
Listening Skills ◽  
School Students ◽  
Jazz Ensemble

When rehearsing the high school jazz ensemble, it is important to guide high school students toward becoming musicians who can make independent musical decisions. Doing so will ultimately make the jazz ensemble experience more enjoyable for both the students and the director. This chapter provides the jazz ensemble director with musical exercises, teaching strategies, and a discussion of the roles of each section within the jazz ensemble. The musical exercises and teaching strategies will assist directors with enhancing the listening skills of their students. Exercises include how to teach, improve, and maintain intonation, groove, balance, blend, and articulations. Strategies include teaching students to understand how to listen to themselves, within their respective sections, and to other sections in the ensemble—including how to interact with and connect to the rhythm section.

scholarly journals Mobile Apps the Educational Solution for Autistic Students in Secondary Education

2019 ◽  
Vol 13 (02) ◽  
pp. 89
Author(s):  
Agathi Stathopoulou ◽  
Zoe Karabatzaki ◽  
Dimosthenis Tsiros ◽  
Spiridoula Katsantoni ◽  
Athanasios Drigas
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Mobile Applications ◽  
Mobile Apps ◽  
Developed Countries ◽  
School Students ◽  
Learning And Teaching ◽  
Students With Autism

<p class="0abstract">For many adolescents in developed countries mobile apps can be the easy way for learning and teaching. This paper examines its role in secondary education focusing in mobile applications that support autistic students. The results of a research revealed the educators ` views that high school students with autism may use mobile apps in a variety of supportive educational ways.</p>

Religious Beliefs and other Values of High School Students

1974 ◽  
Vol 35 (2) ◽  
pp. 811-816 ◽  
Author(s):  
Max Apfeldorf ◽  
Walter J. Smith ◽  
Ronald Nagley
Keyword(s):  
High School ◽  
High School Students ◽  
Religious Belief ◽  
Religious Beliefs ◽  
Grade Student ◽  
School Students ◽  
Regular Class ◽  
Student Volunteers ◽  
The Aesthetic

The Religious Belief Questionnaire of Smith and Apfeldorf, a multi-denominational instrument, and the Waldrop revision of the Allport-Vernon-Lindzey Study of Values were administered to eleventh grade student volunteers, 54 boys and 68 girls, during regular class periods. Males scored significantly higher than females on the theoretical, economic, and political scales of the Study of Values, females higher than males on the aesthetic, social, and religious scales, and on the Religious Belief Questionnaire. Correlations between scales, and between scales and the Religious Belief Questionnaire are presented. Results are discussed in relation to data in the Study of Values manual and also to findings of similar research on high school students.

scholarly journals Analýza vztahu rytmické realizace a rytmické percepce v tanečním sportu

2011 ◽  
Vol 5 (2) ◽  
pp. 43-50
Author(s):  
Pavlína Vaculíková ◽  
Lenka Svobodová ◽  
Dagmar Šimberová ◽  
Kristýna Honková
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Relationship ◽  
Control Group ◽  
Limiting Factor ◽  
School Students ◽  
The Aesthetic ◽  
Age Range ◽  
Positive Effect ◽  
Experimental Group

Dance sport, like other sports belongs to the aesthetic and coordinating sports; with high demands of nearly all motoric skills. They require mainly the ability to coordinate, which is often the limiting factor of performance in dance sport. Due to the fact that dance is synonymous with music and closely associated with the rhythmic capabilities, we will focus further on detailed characteristics of the two rhythmic abilities: rhythmic perception and rhythmic execution. The research sample consisted of 153 test subjects in the age range 17-34 years. The experimental group consists of 104 dancers (53 women and 51 men). The control group consisted of 49 high school students. To examine the level of rhythmic perception, we used a test called rhythmic discrimination. To examine the level of rhythmic execution, we used a test called rhythmic drumming. We proved that dance sport has a positive effect on the level of our selected rhythmic ability, the longer the subjects danced, the better the results achieved in tests. We were unable to prove a statistically significant relationship between rhythmic perception and implementation.

scholarly journals Gifted High School Students’ Needs for English Learning in Vietnam Contexts

2021 ◽  
Author(s):  
Minh Hung ◽  
Nguyen Thi Thu Ai
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Needs ◽  
English Learning ◽  
Main Question ◽  
Listening Skills ◽  
School Students ◽  
Interview Survey ◽  
English Speaking ◽  
English Students

The learning needs of English students have been researched over the past decades in different countries, especially among non-speaking English ones. The core goal of these studies was to examine if learner needs/wants and learning outcomes of the English course/curriculum provided are sufficiently matched, i.e., whether or not students feel satisfied (because their needs/wants are met). Expanding this line of research, the current study attempts to find out the needs for English learning among gifted high school students in the current Vietnam context by seeking the answer to the main question: How do these students report their needs for English learning? The findings are supposed to provide useful insights into this English learning – teaching setting. One hundred and eighty English-majored students from five gifted high schools in five provinces of Vietnam participated in a questionnaire-interview survey. The obtained results show that most participants opted for English because they needed it for future employment and cross-cultural/national communications for long-term purposes. As a result, they wanted to practice more English speaking and listening skills rather than other components of English knowledge (pronunciation, grammar, vocabulary) and skills (reading, writing). Yet, their English practices in the classroom did not place much emphasis on speaking-listening skills, i.e., their needs were not very satisfactorily met. Some of the findings echo those of previous research, and some are first reported in the current study.

scholarly journals Development of Learning Media for Listening Skills of German Language Based on Web DaF (Deutsch als Fremdsprache) for Students High School in Makassar

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Laelah Azizah ◽  
Wahyu Kurniati Asri ◽  
Misnah Mannahali
Keyword(s):  
High School ◽  
High School Students ◽  
German Language ◽  
Learning Tools ◽  
Listening Skills ◽  
School Students ◽  
Web Based ◽  
Student Questionnaire ◽  
Media Learning ◽  
D Model

This research aims to know the validity, practicality, and effectiveness of the DAF web-based media learning listening skills for high school students in Makassar City. The design of instructional media uses the Thiagarajan four D (4-D) model of development stages the which consists of four items, namely define, design, develop and develop. Data collection is done through validation of learning tools, observation, student questionnaire responses. The products produced in this study were lesson plans, teaching materials, and LKPD web-based learning daf listening skills. Based on the results of the analysis of the data it was concluded that the learning media for listening to the German language based on web DAF is valid, practical, and effective.

scholarly journals Impacts of Introducing Four-Skill English Tests into University Entrance Examinations

2019 ◽  
Vol 43 (2) ◽  
pp. 9
Author(s):  
Yukie Saito
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Classroom Practice ◽  
Communicative Language Teaching ◽  
Senior High School ◽  
Listening Skills ◽  
School Students ◽  
Entrance Examinations ◽  
Current State

From 2020, four skills English tests administered by external testing companies will be introduced as university entrance examinations throughout Japan (MEXT, 2017a). It has been often claimed that the current state of the English entrance examinations has hindered senior high school teachers from conducting communicative language teaching (Nishino, 2008; O’Donnell, 2005; Taguchi, 2005). The objective of introducing four skills English tests is to bring about positive washback effects and change classroom practice by abolishing the Center Test, which currently evaluates only reading and listening skills, and introducing externally available English tests which can evaluate English four skills of listening, reading, speaking, and writing and to cultivate senior high school students’ communication abilities in this global society as stated by MEXT’s 2009 Course of Study. This paper reviews the background of introducing four skills English tests, possible concerns of introducing four skills English tests, and proposals to resolve those concerns. 外部試験機関が実施する4技能英語試験が2020年から日本の大学入試に導入される（文科省、2017a）。現在の英語の入学試験は、高校教師がコミュニカティブな言語指導を行う妨げとなっている、と頻繁に言われている(Nishino, 2008; O’Donnell, 2005; Taguchi, 2005)。4技能英語試験導入の目的は、リーディングとリスニング技能のみを評価する現在のセンター試験を廃止し、リスニング、リーディング、スピーキング、ライティングといった英語の4技能を評価できる外部テストを導入することにより、肯定的なウオッシュバック効果をもたらし、授業実践を変えることである。また、2009年に文科省から発表された学習指導要領で述べられているように、グローバル化社会に対応して、高校生のコミュニケーション能力を育成することも導入の目的の一つである。本論では、4技能英語試験導入の背景、導入により考えられる懸念とその解決策について検討する。

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