Assessment of Effect of Simulation Game Method in Teaching Economics in Secondary School in Katsina State, Nigeria

2017 ◽  
Author(s):  
Moukhtar Muhammad Idris
Keyword(s):  
Secondary School ◽  
Simulation Game ◽  
Teaching Economics

scholarly journals Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland

2007 ◽  
Vol 7 (3) ◽  
pp. 175-188
Author(s):  
Catherine Fagan
Keyword(s):  
Secondary School ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Business Management ◽  
Upper Secondary School ◽  
Economic Literacy ◽  
Approaches To Teaching ◽  
Teaching Economics ◽  
Upper Secondary ◽  
Subject Areas

There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly taught within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics.

scholarly journals Effectiveness of Teaching Economics in Higher Secondary School Level, Nepal

2018 ◽  
pp. 99-126
Author(s):  
Chakra Bahadur Khadka
Keyword(s):  
Secondary School ◽  
Standard Error ◽  
Model Fit ◽  
Maximum Likelihood Estimates ◽  
School Level ◽  
Experimental Program ◽  
Parameter Estimates ◽  
Economic Issues ◽  
Teaching Economics ◽  
Secondary School Level

Teaching economics to students in a clear and unbiased manner supports beginner students, master the essential principles of understanding the economizing problem, specific economic issues, help the student to understand and apply economics in a precise and empirical manner on economic issues and promote a lasting student interest in issue of economics.The objective of this paper is to analyze the effectiveness of teaching economics in higher secondary school level. Two hundred four teachers and equal students’ number have been selected for questionnaire survey. The survey data were collected from different training centers of the training and workshop interval. Psychometric scale, was designed for data collection. For the data analysis, SEM is used, including simultaneously complete tests of model fit, together with simultaneously overall tests of model fit, specific parameter estimates, compare simultaneously, OLS coefficients, Means and Variances. The finding is based on the assumption that is; default model is correct, the probability of getting a discrepancy as significant as 73.59 is 0.00 of students' understanding of economics in their classroom. Maximum likelihood estimates at all the parameter estimates are highly significant. If EFET positive change by 1, T_EFET_2 also positively change by 0.88. The regression weights to estimate, 0.88, has a standard error of about 0.06. Dividing the regression weight estimate by the estimate of its standard error gives z = 0.88/0.06 = 14.91. The variables of student understanding are significantly different from 0 except S_QOAT_4. As ATME positive changes by 1, S_ATME_2 also positively change 0.57. The regression weights to estimate, 0.57, has a standard error of about 0.04. Students they agreed with 8A and 9A statement. This is recommended that teach the teachers as a workshop style and training in improving economics instruction in Higher Secondary Schools Level.  The experimental program helps teachers to gain an understanding of economic concepts and improve pedagogy. Improved classroom environment, the latest text materials might be the encouraging to economics subject to the student.Economic Journal of Development Issues Vol. 21 & 22 No. 1-2 (2016) Combined Issue, Page:99-126

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.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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