SAUDI STUDENTS’ AND TEACHERS’ STRATEGIES AND BELIEFS IN LEARNING AND TEACHING ENGLISH IN SAUDI ARABIA

2020 ◽  
Vol 7 (9) ◽  
pp. 664-672
Author(s):  
Eiman Nather
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Real Life ◽  
Public High School ◽  
School Students ◽  
Learning And Teaching

This preliminary study investigates the Saudi public high school student deficiencies in speaking English and seeks ways to improve the curriculum opportunities for students in English-speaking classrooms. Saudi public schools aim to educate students to use English in real-life communication. However, the majority of Saudi high school students graduate with low levels of understanding and competence in communicating in English. This pilot study examines the strategies that Saudi high school teachers and students have followed to teach and learn English in public schools and investigates their beliefs about effective teaching and learning strategies. The study is based on a questionnaire. Ninety female students of years seven, eight, and nine and their six teachers were drawn from two public schools in Riyadh. The findings of this study reflect the importance of collaborative work between stakeholders including supervisors, teachers, parents, and students. In addition, they emphasize that besides the teachers’ beliefs, learners’ needs and expectations should be taken into account, to increase the likelihood of a more productive and successful learning environment. The consensus was that the best results are achieved when interesting activities and interactive teaching strategies are used to support the mandatory course-book.

scholarly journals Prevalence of Chronic Gingivitis Among 16 Years Old Public High School Students in Khartoum

Med Phoenix ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Abubakr Omar Mohamed Abdelsalam ◽  
Ibrahim Ahmed Ghandour
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Oral Hygiene ◽  
Statistical Significance ◽  
Tooth Brushing ◽  
P Value ◽  
Public High School ◽  
School Students ◽  
Public High School Students

Background: This study was designed to measure the prevalence of chronic gingivitis among 16- year-old public high school students in Khartoum State.Methods: A total of 385 high school students of 16 years of age, from public schools in different geographical locations representing different socioeconomic classes in Khartoum were randomly selected and examined. The variables of the present study had been collected by one examiner using a direct interview questionnaire and all the present teeth were examined at four sites (Mesiobuccal, distobuccal, mesiolingual, distolingual) for the presence of plaque, using the Plaque Index (Loe and Sillness) and Gingival Index (Sillness and Loe).Results: Prevalence of gingivitis was 96.9%, of which 68.6% were of mild form (majority), 27.5% of moderate condition and only 0.8% was of severe grade. The most common form of gingivitis was the generalized form that accounted for 94.5%. The relationship between oral hygiene and degree of gingivitis was assessed after collecting data on study area, gender, socio-economic status, tooth brushing tool used, frequency of brushing per day, direction of tooth-brushing and regularity of dental visits. The adjusted relationship was still significant at the 99% confidence level (p-value 0.000), with a correlation coefficient of 0.704.Conclusions: The study showed significantly higher prevalence of chronic gingivitis among 16-year-old public high school students in Khartoum State. The degree of gingivitis showed statistical significance when correlated with oral hygiene status, socioeconomic status, frequency and horizontal direction of tooth brushing, while it showed insignificance when correlated with gender. Med Phoenix. Vol. 3, Issue. 1, 2018, Page : 1-5 

Graphing Calculators Aren't Just for High School Students

1994 ◽  
Vol 1 (3) ◽  
pp. 190-196
Author(s):  
Linda J. C. Taylor ◽  
Jeri A. Nichols
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Graphing Calculators ◽  
School Curriculum ◽  
School Students ◽  
Learning And Teaching ◽  
And Function

Graphing calculators are revolutionizing the learning and teaching of mathematics. Students can view and manipulate graphs of functions in a matter of seconds. Such features as “plot,” “graph,” “trace,” and “zoom” offer opportunities for users to develop an understanding of the terms variable and function. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), these concepts are vital aspects of the middle school curriculum. According to the standards document, “[A]n ideal 5-8 mathematics curriculum would expand students' knowledge of numbers,… patterns and functions, and the fundamental concepts of algebra” (pp. 65-66). In addition, “[T]echnology, including calculators, computers, and videos, should be used when appropriate” (p. 67). It stand to reason that tools to aid in understanding such concepts as variable and function, specifically graphing calculators, should not be reserved for high school juniors and seniors. This article discusses the use of graphing calculators by students of middle school age in an enrichment program for academically able, but economically disadvantaged, students. The exercises described helped students develop an understanding about variable and function. Students were actively engaged in problem solving that involved hands-on, real-life activities.

scholarly journals Frecuencia de acoso y ciber-acoso, y sus formas de presentación en estudiantes de secundaria de colegios públicos de la ciudad de Manizales, 2013 / Frequency of bullying and cyberbullying, and its ways of presentation in public high school students in the

2014 ◽  
Vol 14 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Yuvitza Daniella Aranzales Delgado ◽  
José Jaime Castaño Castrillón ◽  
Reinaldo Augusto Figueroa Salcedo ◽  
Sebastián Jaramillo Ruiz ◽  
Johan nicolás Landazuri Quiñones ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Self Esteem ◽  
Public High School ◽  
School Students ◽  
Cross Sectional ◽  
Being Bullied ◽  
Public High School Students ◽  
Anxiety Depression

Objetivo: Determinar la frecuencia y formas de presentación de acoso y ciber-acoso en estudiantes de secundaria de instituciones educativas de la ciudad de Manizales, Caldas, Colombia. Materiales y métodos: Estudio de corte transversal realizado en tres instituciones educativas públicas de Manizales. La población de estudiantes fue de 1 769, de los cuales se tomó una muestra de 574. Se tomaron variables demográficas, de acoso escolar empleando el instrumento para medir violencia escolar de la Fundación Paz Ciudadana,  ciber-acoso, funcionalidad familiar, ansiedad, depresión y autoestima según cuestionarios empleados en estudios anteriores. Resultados: 50% de la población de género femenino, con promedio de edad de 14,3 años.  El cuestionario empleado arrojó un 5% en el rango 3-5 de acoso, 2,4% en el rango 3-5 de acosadores, 1,6% en el mismo rango de la escala de ciber-acoso, y 0,9% en la de ciber-acosadores. Si bien es cierto que estas proporciones son bajas, se debe tener en cuenta que en el rango 2-3 de todos los cuestionarios podría haber tanto acoso o acosador  Se encontró que la baja autoestima, los altos niveles de depresión y la disfuncionalidad familiar correlacionan con altos niveles tanto de acoso, como de acosador, y también sus contrapartes virtuales. El género femenino es tan acosado como el masculino pero son más los acosadores de género masculino que de femenino (p=0,000). Conclusiones: En esta población el “bullying” es un fenómeno de ocurrencia no despreciable. Se encontró igualmente que los efectos psicológicos del “bullyng” afectan tanto al acosado como al acosador.Objective: Determine the frequency and the ways of presentation of bullying andcyberbullying in high school students from schools in Manizales, Caldas, Colombia,between January and June of 2013. Materials and methods: A cross-sectional studyrealized in three public schools of Manizales. The population of students was 1769,of which 574 were gotten as a sample. Many variables were taken from previousquestionnaires’ studies: Demographic, bullying using the instrument for bullying ofFundación Paz Ciudadana, cyberbullying, family functioning, anxiety, depression andself-esteem. Results: 50% of the sample was male and the rest was female with anaverage of 14.3 years old. The questionnaire showed a prevalence of 5% within the3-5 range in regards to the bullied, 2,4% in regards to the bully and 1,6% in regardto the cyber-bullies. It was found that low self-esteem, high levels of depression andfamily dysfunction are correlated to the high levels of bulling and cyber-bulling. Malesand females are being bullied equally, but males are more often the bully (p=0,000).Conclusions: In the population bullying is not of low occurrence. It was found as wellthat the psychological effects are present in the bullied as well as the bully.

scholarly journals Teaching English through Educational Games in Yemeni High School Classes

2021 ◽  
Vol 4 (11) ◽  
pp. 45-59
Author(s):  
Ameen Ghyama
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Educational Games ◽  
Real Life ◽  
Teaching English ◽  
School Students ◽  
English Teaching ◽  
The Right ◽  
Practical Recommendations

This study is an investigation of the educational games used in Yemeni high school classes. The main objective is to find out the extent to which Yemeni teachers are aware of the utility described in the theoretical part and whether they make use of EFL games in their classes while teaching English. Equally, this study tries to probe into some of the Yemeni EFL learners’ viewpoints towards using EFL games in the learning process-besides shedding light on the types of games they generally prefer. The approach I used was purely quantitative in nature, but I also relied on the qualitative approach. Twenty teachers and one hundred high school students were given a questionnaire about using games in English teaching and learning. The results were analyzed and show that games can be a unique opportunity for teachers to teach meaningfully and communicatively English in real-life contexts as well as the learners encourage and increase cooperation and collaboration among them and acquire the vocabulary easily. Using English teaching EFL games, in my opinion, can mitigate such difficulties facing Yemeni teachers in teaching English. Carefully choosing the right games can help a great deal in encouraging students to learn avidly. Furthermore, good EFL games have a great role to play in creating a stress-free learning atmosphere, and at the same time make it possible for students to practice the desired language skills. The key significance is that games are not mere time-fillers; rather, this study tries to guide and help teachers see when to use games, how to choose games that cater to students’ needs and interests. Based on these results, some practical recommendations were formulated in order to enhance Yemeni EFL teaching and learning through using games.

scholarly journals Error Analysis in the Descriptive Text Writing of Vocational High School Students

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 175-186
Author(s):  
Sita Ratnaningsih ◽  
Azizah Azizah
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Technical Writing ◽  
Communication Strategy ◽  
Vocational High School ◽  
School Students ◽  
Causative Factors ◽  
Teaching And Learning Strategies

English is one of the subjects that has been studied at the elementary to secondary level for many years in Indonesia. One area that must be studied is technical writing skills in English. In the technical writing process in English, there are still many mistakes made by students in Indonesia. So it is very necessary to recognize some common mistakes made by students, to help them improve their teaching and learning strategies in English and improve their learning outcomes. Therefore, this study aims to investigate errors in English technical writing of students at secondary vocational level and the factors that cause these errors. This study focused on errors made by the eleventh grade students of State 10 Vocational High School Jakarta, in their written descriptive text. A total of 30 students were the subjects of this study and they were asked to write descriptive texts. Data is analyzed based on Procedure Analysis This descriptive qualitative study explains and investigates student errors in writing the technique and the causative factors. Research shows that the typical mistakes students make in their writing: the highest place is capitalization with 60 errors (14.67%) and the lowest place is sentence 3 error (0.73%). According to a typical error, the author found the source of the error. The highest place is transfer between languages with 172 errors (42.05%) and the lowest place is a communication strategy with 49 errors (11.98%).

scholarly journals Experiências educativas no Centro Juvenil de Ciência e Cultura: um espaço não formal de aprendizagem

2017 ◽  
pp. 165
Author(s):  
Alexsandro Ferreira de Souza Silva ◽  
Adson dos Santos Bastos ◽  
Fabrício Oliveira da Silva
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Process ◽  
School Students ◽  
Science And Culture ◽  
La Red ◽  
Youth Centre

A pesquisa teve como objetivo analisar as concepções de estudantes do Ensino Médio da rede pública sobre as estratégias metodológicas do Centro Juvenil de Ciência e Cultura de Senhor do Bonfim, BA, compreendido como espaço não formal de ensino e aprendizagem em Ciências. Utilizamos uma metodologia de caráter exploratório e cunho qualitativo, que teve como instrumento de produção e de coleta dados um questionário fechado, que aplicado após a realização de uma oficina na área de Ciências. As oficinas integraram as ações metodológicas para poder compreender como aquele espaço se configura na ótica dos estudantes como um lócus não formal de aprendizagem, em se tratando das questões relativas à área do ensino de Ciências. Como resultados preliminares percebemos a importância que o referido Centro Juvenil logra no processo educacional dos sujeitos envolvidos.Palavras-chave: Estratégias Didáticas. Espaço não formal. Educação em Ciências.Educational experience in Youth Center of Science and Culture: a space of non – formal learningABSTRACTThe research aimed to analyze the concepts of high school students from public schools on the methodological strategies of the Youth Center of Science and Culture of Senhor do Bonfim, BA, understood as non - formal teaching and learning of Science. We use used an exploratory methodology and qualitative approach that had as an instrument of production and data collection A questionnaire, which was applied after conducting a workshop in the area of Sciences. The workshops integrated methodological actions to be able to understand how the space is configured in the view of students as a non-formal locus of learning, in the case of matters relating to the science of education. As preliminary results we realize the importance that that achieves Youth Centre in the educational process of the subjects involved.Keywords: Teaching Strategies. Non formal space. Science Education.Experiencias educativa en el Centro Juvenil Ciencia y Cultura: um espacio no formal de aprendizajeRESUMENLa investigación tuvo como objetivo analizar las concepciones de estudiantes de la Enseñanza Media de la red pública sobre las estrategias metodológicas del Centro Juvenil de Ciencia y Cultura de Señor del Bonfim, BA, comprendido como espacio no formal de enseñanza y aprendizaje en Ciencias. Utilizamos una metodología de carácter exploratorio y cuño cualitativo, que tuvo como instrumento de producción y de recolección de datos un cuestionario cerrado, que se aplicó tras la realización de un taller práctico en el área de Ciencias. Los talleres prácticos integraron las acciones metodológicas para poder comprender cómo aquel espacio se confi gura en la óptica de los estudiantes como un locus no formal de aprendizaje, en lo que se refiere de las cuestiones relativas a la enseñanza de Ciencias. Como resultados preliminares percibimos la importancia que el referido Centro Juvenil logra en el proceso educativo de los sujetos involucrados.Palabras clave: Estrategias Didácticas. Espacio no formal. Educación en Ciencias

scholarly journals A BNCC para o Ensino Médio na área de Linguagens e suas Tecnologias: Tecnologias Digitais e a Influência da Mídia

2020 ◽  
Vol 21 (3) ◽  
pp. 250-256
Author(s):  
Paula Viviana Queiróz Dantas ◽  
Ana Graciela Voltolini ◽  
José Bertoloto
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Information Access ◽  
Real Life ◽  
Digital Technologies ◽  
School Students ◽  
Teachers And Students ◽  
The Media ◽  
Many Sources

ResumoO presente trabalho tem como objetivo estabelecer um diálogo oportuno sobre as orientações e recomendações oferecidas pela Base Nacional Comum Curricular — BNCC no tocante ao Ensino Médio com relação às tecnologias digitais e a mídia na área de Linguagens e suas tecnologias. As Tecnologias Digitais de Informação e Comunicação — TDIC estão presentes em todas as esferas da sociedade contemporânea. Esses recursos configuram novos hábitos, com os quais são estabelecidas relações e se executam tarefas, como o acesso à informação e o ato de ensinar e aprender. Em observância a BNCC e o contexto, o artigo apresenta as perspectivas pensadas a respeito deste assunto. Este trabalho tem como base teórica Recuero (2009), Freire e Guimarães (2011), Gabriel (2013), entre outros. Para tanto, está em desenvolvimento pesquisa qualitativa com alunos do Ensino Médio de uma escola pública de Cuiabá/MT, utilizando o grupo focal como técnica para a coleta de dados. É possível concluir, de modo preliminar, que há influência do conteúdo das redes sociais digitais em vários aspectos da vida social dos estudantes, bem como a necessidade de desenvolver habilidades para reconhecer as nuances das mensagens das redes. Dessa maneira, se espera que a pesquisa possa auxiliar a escola e os professores, inseridos nesse contexto de sociabilidade digital, a buscar alternativas e proposições com o objetivo de uma relação saudável e crítica com o universo cibernético. Palavras-chave: Redes Sociais Digitais. Ensino Médio. TDIC. AbstractThis paper has as its main purpose to establish a proper dialogue about the orientation and recommendation offered by BNCC, regarding the High School and related to digital technologies besides the media in the Language area and its technologies. The Information and Communication Digital technologies - TDIC are present in all groups of contemporary society. These resources configure new habits, which ones we establish a relation with and execute tasks, like the information access and the teaching and learning act. Considering the BNCC and its context, the paper presents the viewed perspective withing this subject. This essay has as a theoretical basis Recuero (2009), Freire and Guimarães (2011), Gabriel (2013), and others. Therefore, a qualitative research was developed with High School students from a public school of Cuiabá/ MT, using the focused group collecting data technique. It is possible to conclude in a preliminary way, that there is an influence of digital social web in many sources of student's real life, as well the need to develop skills to help recognize features in the web messages. Thus, there is an expectation over this research as a support to teachers and students, included in the context of digital sociability, looking for alternatives and choices focused on a healthy and critical relationship with cybernetic universe. Keywords: Digital Social Networks. High School. TDIC

scholarly journals Connected and Integrated Questions in Teaching Reading Vietnamese Poems in the Medieval Period for High School Students

2020 ◽  
Author(s):  
Pham Thi Thu Hien ◽  
Ha Thanh Hang
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
High Schools ◽  
Teaching And Learning ◽  
Real Life ◽  
Teaching Reading ◽  
Medieval Period ◽  
School Students ◽  
Long Time

Vietnamese poems in the Medieval period have been taught in high schools for a long time. However, many students find difficult to read/receive these works because they have been around for a long time and have unique characteristics. At the same time, the teacher's reading comprehension method also does not help students to link the reading content from the text to their current life. The paper proposes a way to overcome the aforementioned limitation, which is to build and use connected and integrated questions in teaching reading comprehension of Vietnamese poems in the Medieval period for high school students, in order to connect activities teaching and learning these works with real life and develop some general competencies as well as specific competencies for learners.

scholarly journals A MONITORIA COMO ESTRATÉGIA NO ENSINO-APRENDIZAGEM DA SOCIOLOGIA: primeiras aproximações

2016 ◽  
Vol 23 (3) ◽  
pp. 123
Author(s):  
Virgínia Pereira da Silva Ávila ◽  
Maria Antonieta Albuquerque de Souza
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Self Regulation ◽  
The Self ◽  
Teaching Tool ◽  
Positive Aspect ◽  
School Students ◽  
Learning And Teaching ◽  
The Status

 O texto discute a possibilidade de favorecimento à positividade do ensino e da aprendizagem da Sociologia, no Ensino Médio, pelo exercício da monitoria. Toma como base a leitura de relatos de experiências e de pesquisas que analisam as atividades de monitoria como um importante instrumento de aprendizagem na formação e no desenvolvimento acadêmico Matoso (2014), Mascarenhas (2012), Frison e Moraes (2010), Oliveira e Jardim (2008). Centra-se na análise da relação entre a forma de ensino monitoria e o status (lugar) dessa disciplina no Ensino Médio, e, em menor proporção, no Superior, realçando o processo de “autorregulação”. Por fim, considera que o ajustamento de medidas interativas na comunicação entre alunos e professores, assim como na organização de conteúdos curriculares, pode contribuir com a produção de significados no processo de ensino-aprendizagem dos alunos de Ensino Médio. Palavras-chave: Sociologia. Ensino Médio. Monitoria.MONITORSHIP AS A STRATEGY FOR THE TEACHING AND LEARNING OF SOCIOLOGY: first approachesAbstract: The text studies the possibility of favoring the positive aspect in the teaching and learning of Sociology in High School through the practice of monitorship. It is based on the reading of experience and research reports that analyse monitorship activities as an importante learning device for academic formation and development (Matoso (2014), Mascarenhas (2012), Frison and Moraes (2010), Oliveira and Jardim (2008). It focus on the analysis of the relation between monitorship as a teaching tool and the status this subject holds in High School – and Undergraduation, reinforcing the self-regulation process. Finally, it considers that the adjustment of interactive manners in the communication among students and teachers, as well as in the organization of syllabus, may contribute to the production of meaning in the learning and teaching processes of High School students. Keywords: Sociology. High School. Monitorship.LA MONITORIA COMO ESTRATEGIA DE ENSENÃNZA-APRENDIZAJE SOCIOLOGÍA: primeras aproximacionesResumen: El texto discute la posibilidad de favoritismo a la positividad de la enseñanza y el aprendizaje de la sociología, en la escuela secundaria, por el ejercicio de la monitoria. Toma de lectura experiencias y reportes de investigación que analizan las actividades de vigilancia como herramienta de aprendizaje importante en el desarrollo académico y capacitación (Matoso (2014), Mascarenhas (2012), Frison y Moraes (2010), Oliveira y el Jardín (2008).  Se centra en el análisis de la relación entre la forma de monitoria y educación del lugar de esta disciplina en la escuela secundaria y, en menor proporción, en la parte superior, mejorando el proceso de "autorregulación".  Por último, considera que el ajuste de medidas interactivas en la comunicación entre estudiantes y profesores, así como en la organización del contenido curricular, puede contribuir a la producción de significado en el proceso de enseñanza-aprendizaje de los estudiantes de enseñanza secundaria.Palabras clave: Sociología. Enzenãnza secundaria. Monitoria.

scholarly journals Children’s Worth School: Psychological Well-Being of High School Students in Padang

AL-TA LIM ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 215-226
Author(s):  
Afnibar Afnibar ◽  
Amalia Amalia ◽  
Dyla Fajhriani Nasrul ◽  
Aulia Rahmi
Keyword(s):  
High School ◽  
High School Students ◽  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Well Being ◽  
Learning Material ◽  
Public High School ◽  
Snowball Sampling ◽  
School Students ◽  
Psychological Well Being

This study aimed to reveal the condition of a child-friendly school as seen from the psychological well-being students in school. Lately there have been various harassment incidents that have befallen students and their own culprit; this is allegedly related to their discomfort at school. Interviews and observations were employed in this study.  The participants which were the public high school students were recruited and determined by snowball sampling. The results showed that, generally, students experienced problems; first, psychological well-being was disrupted due to the following reasons: (1)  learning environment which included incomplete classroom and extracurricular activities facilities; (2) teachers’ attribute which included attitudes toward students, show less affection, appreciation and sometimes like to force the will; and (3) inadequate teaching and learning aspects which included poor lesson plans and dense of teaching and learning material. Second, psychological well-being felt by students generally in schools is related to: (1) the atmosphere in the classroom: friendly and not grumpy teachers, fun teachers in explaining the lesson; (2) understanding and easygoing friends who are comfortable to communicate with, and (3) the atmosphere outside the classroom, friendly waiters in the canteen and a comfortable and quiet library.

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