Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen

2021 ◽  
Vol 11 (21) ◽  
pp. 69-87
Author(s):  
Abdulghani Ahmed Ali Alhawri ◽  
Abduiwasea Ali Naji Alqudsi
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Secondary School ◽  
21St Century ◽  
21St Century Skills ◽  
Secondary School Students ◽  
School Students ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
The Republic

This research study aimed to identify the twenty-first century skills needed by secondary school students in the Republic of Yemen as well as the teacher's role in developing these skills among students. The study used the descriptive method, and administered  a questionnaire to a random sample of (367) students.  The research came out with a list of the 21st century skills needed for high school students. The study findings revealed that there is a disparity in the teacher's role played in developing those skills.  While teacher's role in developing the skill of cooperation and effective communication received the highest mean, developing the skill of critical thinking, and the skill of the digital age scored the lowest mean. In addition, the results revealed that there were statistically significant differences in students' responses attributed to the gender variable on the skill of critical thinking in favor of males, and on leadership skills and decision making skills in favor of females. In light of these results, it was recommended that colleges of education and teacher preparation institutes should pay more attention to preparing their teachers in a manner consistent with the skills of the 21st  century, particularly critical thinking skills and digital skills. Schools should also be provided with technological facilities, and the curriculum should include 21st skills as well as teachers' roles in developing such skills. Keywords: role, teacher, skills, 21st century.

scholarly journals From Personal Experiences of Transformative Learning on Educational Challenges and Reforms in Secondary School in China

2021 ◽  
Vol 9 (3) ◽  
pp. 33-40
Author(s):  
Wei Zhang ◽  
Tetyana Koshmanova
Keyword(s):  
Secondary School ◽  
Transformative Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Secondary School Students ◽  
School Principals ◽  
Educational Inequality ◽  
School Principal ◽  
Future Research ◽  
School Students

Educational policy generating 21st-century skills is accelerating, but Chinese education still employs traditional teaching such as memorizing and test-based instructional practices. The pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal, intrapersonal skills, and the penetration of educational core values into secondary schools internationally, which is weak. This article aims to navigate the secondary school challenges and proposed reforms through analyzing the over 20 years of the author's experience. Findings show that high stakes cause teachers, school principals, parents, and students to disincentivize deeper learning. The exam-oriented teaching and learning approach causes students who might obtain a high score but lower functional performance. Parents' high hopes cause educational inequality and restrict students to develop their skills. Worse, the school principal utilized the power and authority in leading school development and evaluated teachers' performance based on students' test scores that force teachers to demand students to complete the mock practices and test. Because of test-based accountability, the study suggested that secondary school in China necessitates to abolish the "Gaokao" system instead of using a whole-personal assessment. The school leadership needs to shift from bureaucratic management to transformational, Junzi, and adaptive leadership. School principals advocate parents' commitment and deliver a quality of education to secondary school students. Therefore, future research explores how the "Gaokao" system causes inequality and impacts 21st-century skills for secondary school students' academic, emotional, and behavioral development through a comparative mixed research design.

scholarly journals AN INVESTIGATION OF 21ST CENTURY SKILLS OF HIGH SCHOOL STUDENTS IN TERMS OF SOME DEMOGRAPHIC VARIABLES

2020 ◽  
Vol 8 (51) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Information And Technology

21st century skills are considered as the skills that people need in a changing world such as creativity and innovation, critical thinking, problem solving, communication and cooperation. This study aims to examine 21st century skills of high school students in terms of some variables and to investigate the relationship between students’ academic achievement and 21st century skills. The present study, based on survey model, was a descriptive research. The research was carried out with 323 high school students from different levels and schools in Istanbul. “Multidimensional 21st Century Skills Scale” with 5 sub-dimensions including Problem Solving and Critical Thinking Skills, Information and Technology Literacy Skills, , Social Responsibility and Leadership Skills, Entrepreneurship and Innovation Skills and Career Awareness and “Personal Information Form” were used as data collection tools in the research. The academic success of students was evaluated through the grade point average of the 2019-2020 fall semester. The analysis of the data was carried out quantitatively to evaluate each sub-dimension and all of the scale. According to the results of the research, while the multidimensional 21st century skills of the students measured throughout the scale do not differ significantly according to the gender variable, there is a significant difference in problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills sub-dimensions. While the skills of students’ problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills differ significantly according to their class levels, there is no difference in social responsibility and leadership skills and career awareness sub-dimensions according to the class level variable. Another result obtained in the research is that there is a positive relationship between students’ 21st century skills and academic achievements. As a suggestion, different factors affecting students’ 21st century skills development can be examined. Keywords: 21st Century Skills, High School Students, Academic Achievement, Survey Model

scholarly journals The Effectiveness of a Program Based on the Theory of TRIZ in the Subject of Physics to Develop the Skills of Creative Thinking and Critical Thinking Among the Secondary School Students of the Southern Al-Mazar

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Itimad Jamil Al-Jaafreh Jamil Aljaafreh
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Secondary School ◽  
Creative Thinking ◽  
Secondary School Students ◽  
The Other ◽  
School Students ◽  
The Subject ◽  
Experimental Group

Purpose: The study aimed to learn about the effectiveness of a program based on the Theory of TRIZ in the subject of physics to develop the skills of creative thinking and critical thinking among the high school students of the Southern al-Mazar Brigade, the study used the design like experimental, and was represented the tools of study in the Torrance test for creative thinking and the test of California for critical thinking, as a training program was built based on the theory of creative solution to problems.Methodology: The sample of the study consisted of ( 81) students of the first high school scientific which was chosen in the method of intent and the students are distributed on two randomly assigned school divisions as exacts and pilots, one (40) students and the exact group, and the other (41) students represented the experimental group.Findings: The results of the study showed that there are statistically significant differences in favor of the experimental group that indicates the effectiveness of the program in developing the skills of creative thinking and Critical thinking  among the students.

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

scholarly journals National identity of secondary school students in the Republic of Serbia

2021 ◽  
Vol 55 (3) ◽  
pp. 1018-1054
Author(s):  
Dušan Ranđelović ◽  
Jelena Minić ◽  
Kristina Ranđelović
Keyword(s):  
National Identity ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Individual Characteristic ◽  
Place Of Residence ◽  
School Students ◽  
State Institutions ◽  
Achievement Motive ◽  
The Republic

This paper was aimed at examining the structure and expression of national identity among secondary school students (N=568) in different towns in Serbia, its relation to self-esteem and achievement motive, as well as the differences regarding socio-demographic characteristics (sex and place of residence). The instruments used are the Scale of National Identity NAIT, the Global Self-Esteem Scale, and the Scale to Measure Achievement Motive MOP2002. The results have shown that the values of national identity are above the theoretical average and significantly higher than the values recorded among the adolescents in an earlier study. Among general characteristics of their own nation, secondary school students value culture more than history, character traits and state institutions (lowest-ranked in comparison to all other characteristics), finding that courage is the most pronounced individual characteristic, while the least pronounced one is hypocrisy. A positive correlation of national identity with self-esteem and achievement motive was obtained, whereas achievement motive is also a significant national identity predictor. Significant differences were found in the expression of national identity among secondary school students in relation to their place of residence (secondary school students from Belgrade have a higher level of national identity in comparison to their peers from Niš and Kosovska Mitrovica).

scholarly journals Life Skill Integrated Science-PBL Module to Improve Critical Thinking Skills of Secondary School Students

2020 ◽  
Vol 8 (7) ◽  
pp. 3085-3096
Author(s):  
Nurdiyah Lestari ◽  
K. Ivo Basri ◽  
St. Muthmainnah Yusuf ◽  
S. Suciati ◽  
Mohammad Masykuri
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Life Skill ◽  
School Students ◽  
Integrated Science
Sign in / Sign up

Export Citation Format

Share Document