scholarly journals A Quantitative Analysis-Based Approach to Grammar Learning through Inquiry －On the Basis of Academic Words in the Grammar Textbooks for High-School Students－

2009 ◽  
Vol 37 (3) ◽  
pp. 359-380 ◽  
Author(s):  
Kayoung Nam ◽  
KimEunSung ◽  
박재현 ◽  
김호정
Keyword(s):  
High School ◽  
High School Students ◽  
Quantitative Analysis ◽  
School Students ◽  
Grammar Learning

The Investigation of the English Grammar Learning Strategy of High School Students in China

2017 ◽  
Vol 7 (12) ◽  
pp. 1243 ◽  
Author(s):  
Zhen Zhou
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategy ◽  
Research Result ◽  
Cognitive Strategy ◽  
School Students ◽  
High School English ◽  
English Grammar ◽  
Grammar Learning ◽  
Teaching Efficiency

The article conducts a questionnaire survey and interview on the students in a high school in Hubei Province of China. The result indicates that the level of high school students’ grammar learning strategy is low. Among the three factors of grammar learning strategy, the cognitive strategy ranks first, then the meta-cognitive strategy and social-affective strategy. And the grammar learning strategy is not correlated with English grammar achievement. The research result demonstrates that there is great difference between female students and male students in English grammar strategy using and grammar score. This outcome is conducive to knowing better about high school students’ condition of grammar learning strategy using, and supplying some reference for enhancing the high school English teaching efficiency.

scholarly journals Les amis et le soutien comptent: Les compétences et besoins en littératies numériques d’élèves du secondaire en Ontario français | Friends and Support Matter: The Digital Literacies Skills and Needs of High School Students in Francophone Ontario

2018 ◽  
Vol 44 (1) ◽  
Author(s):  
Megan Cotnam-Kappel
Keyword(s):  
High School ◽  
High School Students ◽  
Quantitative Analysis ◽  
Collaborative Learning ◽  
Digital Literacies ◽  
School Students ◽  
Northern Ontario ◽  
Ontario Francais ◽  
Significant Factors

Cette recherche s’intéresse aux compétences en littératies numériques d’élèves de la 9e à la 11e année du sud, de l’est et du nord de l’Ontario (n=215). Le nombre d’heures que les élèves passent en ligne pour leurs travaux scolaires, le nombre de personnes qui offrent du soutien aux élèves et le nombre de personnes que les élèves aident à développer leurs compétences numériques ressortent de l’analyse comme des facteurs importants et pistes possibles pour des changements pédagogiques sur le terrain. Cette étude sert de point de départ pour de recherches futures en littératies numériques qui tiennent compte du contexte linguistique minoritaire et des voix des élèves concernés. This research focuses on the digital literacies skills and needs of students in Grades 9 to 11 in Southern, Eastern, and Northern Ontario. A quantitative analysis of data collected through online questionnaires (n=215) identifies the time students spend online on their homework, as well as both the digital support that they receive and offer as significant factors in the development of their digital literacies skills. Teachers are thereby called upon to create opportunities for collaborative learning and to renew their pedagogies to enable students to develop and demonstrate their digital literacies skills, in their languages, both within and outside of school.

Investigating Issues in Computing Education: Usability Factors for the Use of an Operating System Among African American and Hispanic American High School Students

2019 ◽  
Vol 8 (1) ◽  
pp. 5-19
Author(s):  
Gabriel Estrada ◽  
Maurice Dawson ◽  
Jose Antonio Cárdenas-Haro
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Quantitative Analysis ◽  
African Americans ◽  
Hispanic Americans ◽  
School Students ◽  
Task Knowledge ◽  
Orthogonal Contrasts ◽  
Use Of Technology

Abstract African Americans and Hispanic Americans historically have been underrepresented in U.S. jobs in the fields of STEM in large part because of the usability of technology. In this research, the goal was to discover the usability factors relative to operating systems that may limit African Americans and Hispanic Americans from pursuit of computer science higher education. For the purpose of this study, “usability” refers to the “appropriateness of purpose.” Categorized by three factors, appropriateness of purpose can be defined as (i) the effectiveness of the users’ ability to complete tasks while using technology and the quality or output of those tasks, (ii) the efficiency and the level of resources used in performing tasks, and (iii) the satisfaction or users’ reaction to the use of technology (Brooke, 2014). This research examined quantitative analysis based on students’ routine computer task knowledge using a survey questionnaire and the SUS. The population included high school students responding to questions on common tasks and usability. A web survey was conducted to assess the measurement and understanding pattern demonstrated by the participants. The quantitative analysis of the computer usability included ANOVA, independent t-tests and orthogonal contrasts. The analysis of the SUS measured usability and learnability. The results of the data analysis showed that the combined African American and Hispanic group has a mean computer usability score that is significantly lower when compared with the other ethnicities and the SUS findings included the highest gap among this most underrepresented group in the STEM field.

scholarly journals Perbedaan Adversity Quotient dan Kematangan Emosi Remaja SMP ditinjau dari Jenis Kelamin

2018 ◽  
Vol 6 (1) ◽  
pp. 61-68
Author(s):  
Ayub Djafar ◽  
IGAA Noviekayati ◽  
Sahat Saragih
Keyword(s):  
High School ◽  
High School Students ◽  
Quantitative Analysis ◽  
Junior High School ◽  
Junior High ◽  
Pearson Correlation ◽  
Emotional Behavior ◽  
School Students ◽  
Emotional Maturity ◽  
The Difference

To face the problems faced in adolescent life required adversity quotient (fighting power). Adversity quotient is an important understanding of what teenagers need to achieve success that is the ability to survive and face difficulties in every problem. This ability will only be owned by individuals who have the ability to take control and respond to a difficulty or pressure positively. In addition it also needs emotional maturity so that teenagers reach the level of emotional development and no longer display the childish emotional patterns. A mature teenager develops a good value system, proper self-concept and has stable emotional behavior. The purpose of this research is to know the difference of adversity quotient and emotional maturity of junior high school adolescent in terms of gender, relationship between adversity quotient and emotional maturity of junior high school, and difference of emotional maturity and adversity quotient of junior high school in Kendari. The population in this study were all junior high school students in Kendari City and the sample in this study amounted to 150 students of junior high school in Kendari. The research instrument is the scale of adversity and the scale of emotional maturity. The result of quantitative analysis with t-Test proves that there is no difference adversity quotient and emotional maturity of junior high school teenagers (p = 0.747 0.05) t = 0.110. The result of quantitative analysis with Pearson correlation test proves that there is a relationship between adversity quotient and emotional maturity of junior high school in Kendari (p = 0.046 0.05). And there is no difference between the emotional maturity of junior high school male and female sex. (p = 0.435 0.05) t arithmetic = 1.544.

scholarly journals Costa Rican Students’ Mindsets Toward Studying English

LETRAS ◽  
2019 ◽  
pp. 129-162
Author(s):  
Luis Barquero ◽  
Adrian Leis
Keyword(s):  
High School ◽  
High School Students ◽  
Quantitative Analysis ◽  
Costa Rica ◽  
Costa Rican ◽  
Growth Mindset ◽  
English Learning ◽  
School Students ◽  
Learning English

This study consists of a quantitative analysis comparing the mindsets of high school students from three different regions of Costa Rica. The objective is to identify students’ mindsets for English learning. Possible differences between the three geographical areas are explored. The results suggest that the students in all three regions appear to tend toward the growth mindset for studying English. No salient differences regarding students’ mindsets toward learning English were found among the three regions. The reasons for these results and pedagogical implications are also discussed.

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