scholarly journals Teaching Through Television: Experimental Evidence on Entrepreneurship Education in Tanzania

2020 ◽  
Vol 66 (6) ◽  
pp. 2308-2325 ◽  
Author(s):  
Kjetil Bjorvatn ◽  
Alexander W. Cappelen ◽  
Linda Helgesson Sekei ◽  
Erik Ø. Sørensen ◽  
Bertil Tungodden
Keyword(s):  
Secondary School ◽  
Field Experiment ◽  
School Performance ◽  
School Students ◽  
Control Field ◽  
Negative Effect ◽  
General Lesson ◽  
Randomized Control ◽  
Long Term Survey

Can television be used to teach and foster entrepreneurship among youth in developing countries? We report from a randomized control field experiment of an edutainment show on entrepreneurship broadcasted over almost three months on national television in Tanzania. The field experiment involved more than 2,000 secondary school students, where the treatment group was incentivized to watch the edutainment show. We find some suggestive evidence of the edutainment show making the viewers more interested in entrepreneurship and business, particularly among females. However, our main finding is a negative effect: the edutainment show discouraged investment in schooling without convincingly replacing it with some other valuable activity. Administrative data show a strong negative treatment effect on school performance, and long-term survey data show that fewer treated students continue schooling, but we do not find much evidence of the edutainment show causing an increase in business ownership. The fact that an edutainment show for entrepreneurship caused the students to invest less in education carries a general lesson to the field experimental literature by showing the importance of taking a broad view of possible implications of a field intervention. This paper was accepted by David Simchi-Levi, behavioral economics.

The Relationship Between the Secondary School Students' Depression States and Their Feelings of Guilt and Shame

2010 ◽  
Vol 20 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Nurten Sargin
Keyword(s):  
Secondary School ◽  
School Performance ◽  
Secondary School Students ◽  
Parental Education ◽  
Personal Information ◽  
Negative Relationship ◽  
Education Level ◽  
School Students ◽  
Education Levels ◽  
The Relationship

AbstractAdolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, Şahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.

scholarly journals Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students

2016 ◽  
Vol 19 ◽  
Author(s):  
Juan Pablo Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Social Behavior ◽  
Secondary School ◽  
Executive Functions ◽  
Prosocial Behavior ◽  
School Performance ◽  
School Environment ◽  
Secondary School Students ◽  
Predictive Power ◽  
School Students ◽  
Primary And Secondary School

AbstractThis study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students’ GPAs and teachers’ assessment of academic skills were used to measure school performance. To evaluate the students’ social behavior, participants were asked to rate all their classmates’ prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students’ social skills. EF measures explained 41% (p = .003, f2 = .694) of variability in school performance and 29% (p = .005, f2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f2 = .149) of variance in school performance and 15% (p = .008, f2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

scholarly journals The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

2021 ◽  
pp. 42-51
Author(s):  
Andrew P. Smith ◽  
Arwel James
Keyword(s):  
Secondary School ◽  
Process Model ◽  
Secondary School Students ◽  
Psychological Capital ◽  
Well Being ◽  
Academic Stress ◽  
School Students ◽  
Welsh Language ◽  
Before And After

Background: There has been considerable research on the well-being of secondary school students, most of which focuses on health-related behaviour or mental health issues. The well-being process model provides a framework that examines predictors of positive and negative well-being outcomes. The model has been validated in many studies of workers and university students. The present study examined the model's applicability to secondary school students whose education is conducted through the medium of the Welsh language. COVID-19 has disrupted education and well-being, and the present study presents profiles of well-being before and after the first COVID-19 lockdown in Wales. Aims: The first aim was to examine the applicability of the well-being process model to secondary school students. A second aim was to study students where teaching was in the Welsh language. Finally, the research examined the impact of the COVID-19 lockdown and identified predictors of current well-being after lockdown and the long term implications of COVID-19. Methodology: The research was carried out with the informed consent of the volunteers and approved by the School of Psychology, Cardiff University ethics committee. The participants were 214 students (111 males), and they represented each year group. An online survey was carried out, and the pre-COVID-19 associations between the well-being process predictor variables and outcomes were examined using regression analyses. Predictors of current and long-term well-being post-lockdown were also examined. Results: The data relating to the pre-COVID 19 periods confirmed that positive well-being was predicted by high scores for psychological capital and social support. Daytime sleepiness was negatively associated with positive well-being. Stress at school was predicted by high student stressors, negative coping, social support and low psychological capital scores. Post-lockdown well-being was predicted by psychological capital and negatively associated with academic stress and fear of infection, and the stress of isolation. The longer-term negative impact of COVID-19 was predicted by problem-focused coping, fear of infection, and social isolation. Conclusion: The results confirmed the applicability of the well-being process model to Welsh secondary school students. Lockdown during COVID-19 affected well-being, with the risk of infection and the stress of isolation and academic stress being the major negative influences.

scholarly journals Enseignement, mémoire, histoire: Les examens d’histoire de 4e secondaire du secteur de la formation générale au Québec (1970-2012)

2013 ◽  
Author(s):  
Jean-Philippe Warren
Keyword(s):  
Secondary School ◽  
Ministry Of Education ◽  
School Students ◽  
History And Memory ◽  
Ideological Bias ◽  
Teaching History ◽  
Term Evolution ◽  
Final Exams ◽  
History Of

Résumé Le présent article entend contribuer à la connaissance de l’enseignement de l’histoire au Québec en analysant les copies d’examen de fin d’année (juin) de 4e secondaire du secteur de la formation générale en Histoire du Québec et du Canada, puis en Histoire et éducation à la citoyenneté élaborés par le ministère de l’Éducation [du loisir et du sport] du Québec de 1970 à 2012. Cette analyse paraît instructive à plus d’un titre. Elle permet, entre autres, non seulement de suivre l’évolution des attentes du Ministère par rapport à l’enseignement de l’histoire du Québec sur une très longue période, mais de suivre au plus près les biais idéologiques, les perspectives méthodologiques et les choix épistémologiques des examinateurs du Ministère. Entreprendre l’analyse des épreuves annuelles, c’est toucher au plus près des tensions qui animent les relations entre faits et identités, histoire et mémoire. Abstract This article contributes to our understanding of the teaching of history in Quebec by analyzing fourth-year secondary school students’ final exams in the course History of Quebec and Canada—which later became History and Citizenship Education—elaborated by Quebec’s Ministry of Education (Recreation and Sport) from 1970 to 2012. Such an analysis proves enlightening in many respects. It not only constitutes an exceptional measure of the long-term evolution of the Ministry’s expectations when it comes to teaching history in Quebec, but also provides an indication of the Ministry’s ideological bias, methodological perspectives, and epistemological choices. By reviewing more than 40 years of annual exams, one can better understand the tensions that animate, in this particular context, the relations between facts and identities, history and memory.

Gender Differences, Family and Psychological Factors Affecting School Performance in Greek Secondary School Students

2003 ◽  
Vol 23 (2) ◽  
pp. 223-231 ◽  
Author(s):  
M. LIVADITIS ◽  
K. ZAPHIRIADIS ◽  
M. SAMAKOURI ◽  
C. TELLIDOU ◽  
N. TZAVARAS ◽  
...  
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
School Performance ◽  
Psychological Factors ◽  
Secondary School Students ◽  
School Students ◽  
Factors Affecting

School in need of repair. Values as everyday learning dimensions

2019 ◽  
Vol 583 (8) ◽  
pp. 3-16
Author(s):  
Józefa Bałachowicz
Keyword(s):  
Secondary School ◽  
School Performance ◽  
Teaching Practice ◽  
Learning Effects ◽  
System Transformation ◽  
Human Relations ◽  
School Students ◽  
Everyday Learning ◽  
Political Economic ◽  
Education Process

The author of the article considers the causes of Polish school crisis paying particular attention to teaching practice. School diagnosis starts with interpretation of the theatre performance Mury I (Walls I) and Mury II (Walls II), presented by a secondary school students the day of grand opening of The Tenth All-Poland Pedagogical Forum. In pupils’ perception, school is transmissive, directed towards implementation of curriculum, standards and external measurement of learning effects, which causes strong pressures on pupils’ school performance. School builds up walls around young people’s development needs and using authority, doesn’t allow democratic values to enter its gates. Consequently, the author of the article poses the question about the purpose of educational reforms introduced after political-economic system transformation in Poland. The author also turns attention to commitment of academic pedagogy to form the foundation for humanistic, personalistic basis of education and to democratise education process. Nevertheless, the subsequent authority elites ignored axionormative basics of reforming education, sharpening the understanding of social change in economic terms. The change of school everyday life depends on many factors, but the author of the article reminds, that building teaching practice on values shapes both current and future human relations, which belongs to the principles of education.

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