scholarly journals Impact of Educational Intervention on Secondary School Students’ Knowledge, Practices and Attitudes Regarding to COVID-19

2020 ◽  
Author(s):  
Manal Mohamed Ahmed Ayed1 ◽  
Amel abd Elaziem Mohamed ◽  
Thorea Mohamed Mahmoud ◽  
Seham Mohammed AbdElaziz
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Educational Intervention ◽  
Secondary School Students ◽  
Practical Knowledge ◽  
Care Providers ◽  
School Students ◽  
Attitudes And Practices ◽  
Significant Difference ◽  
The Impact

Abstract Background: Coronavirus pandemic disease 2019 is considered an emerging respiratory disease that is highly infectious and is caused by coronavirus and was detected in December 2019 in Wuhan, China. Coronavirus has affected educational systems worldwide and led to the total closures of schools, universities, and colleges, in the middle of March 2020. The study aimed to evaluate the impact of educational intervention on secondary school students’ knowledge, practical knowledge and attitudes regarding to COVID-19. Methods: A pre/post quasi-experimental design was adopted. A total of 260 students were selected at secondary school students in Sohag City in the study from 20 April to 2 May 2020. The tools utilized in this study consists of: A self-administered questionnaire which contains four parts to assess secondary school students' demographic, knowledge regarding COVID -19, the attitude toward COVID -19 and practice regarding COVID -19 and health education Arabic booklet was prepared by the researchers. The COVID-19 related questionnaire was designed using Google forms regarding the COVID-19, the link of the survey was sent to the respondents via Facebook and Whatsapp groups. Results: A statistically significant difference between secondary students' knowledge attitudes, and practices before and after educational intervention. 202 (77.7%) had a poor pretest attitude level followed by fair (20.0%) and good 6 (2.3%). In the posttest, all 260 students had a good attitude level which improved after educational intervention implementation. (57.7%) had poor pretest practice levels followed by fair (38.3%) and good 10 (4.0%). Recommendations: It is important to encourage cooperation between educational institutions, medical care providers, and health personnel to educate secondary school students about COVID-19.

scholarly journals Impact of Teaching Program Regarding COVID-19 on Knowledge, Attitudes, Practices among Student

2020 ◽  
Author(s):  
Manal Mohamed Ahmed Ayed ◽  
Thorea Mohamed Mahmoud ◽  
Fatma El Zahra Kamal
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teaching Program ◽  
School Students ◽  
Attitudes And Practices ◽  
Corona Virus ◽  
Significant Difference ◽  
Structured Teaching ◽  
The Impact ◽  
Knowledge Attitudes And Practices

Abstract Corona-virus pandemic disease 2019 which called “COVID-19” considered an emerging respiratory disease and highly infectious that is caused by corona-virus and was detected in December 2019 in Wuhan, China. Corona-virus has affected educational systems worldwide and leading to the total closures of schools, universities, and colleges, in the middle of March 2020. The study aimed to evaluate the impact of a structured teaching program regarding COVID -19 on knowledge, attitudes, and practices among secondary school students. A pre/post quasi-experimental design was adopted. 260 students were selected from two secondary schools at Sohag City using a multi-stage sample. A self-administered questionnaire and health education Arabic handout was prepared by the researches. There was a statistically significant difference between secondary student's knowledge attitudes, and practices pre and post- structured teaching program implementation. A structured teaching program is effective in improving knowledge, attitudes, and practices among secondary school students regarding COVID -19.

scholarly journals The Impact of Covid-19 Pandemic ‘Lockdown’ on Reading Engagement of Selected Secondary School Students in Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Ibitola Oluwatoyin Adigun ◽  
Fadekemi Omobola Oyewusi ◽  
Kolawole Akinjide Aramide
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Online Survey ◽  
School Library ◽  
School Libraries ◽  
Reading Engagement ◽  
School Students ◽  
Significant Difference ◽  
The Impact

Several studies have decried the non-existence of functional school libraries in many primary and secondary schools in Nigeria. This inadequacy in school libraries made it extremely difficult for school librarians to foster the culture of reading in students through school library use and reading promotional activities. Moreover, library hours are not included in the school time table in many of the secondary schools in Nigeria. Thus, reading engagement has been on the decline among secondary school students in the country. Despite these challenges, some studies suggested that students will spend more time reading if they have more spare time. Therefore, this study investigated selected secondary school students’ reading engagement during the COVID-19 pandemic school lockdown. It was assumed that the availability of time during the period would motivate students to read since schools were closed and movement was restricted. The study adopted an online survey instrument (Questionnaire) administered to the students over 3-month period (April - June 2020). This instrument was adopted because there was total closure of schools throughout the country, thus the only means students could be reached at the time was through online. The questionnaire was sent to individual students and school online groups. Thus, the study was limited to students with information technology gadgets and online presence. The result revealed that there was no significant difference in the duration of time students spent reading during the lockdown and when school was in session. It also revealed that students read textbooks to prepare for examinations and to keep sound academically.

scholarly journals Prevalence and risk factors associated with depression among higher secondary school students residing in a boarding school of North Kerala, India

2017 ◽  
Vol 4 (3) ◽  
pp. 735
Author(s):  
Urmila K. V. ◽  
Usha K. ◽  
Mohammed M. T. P. ◽  
Kavitha Pavithran
Keyword(s):  
Risk Factors ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Boarding School ◽  
School Students ◽  
Cross Sectional ◽  
Significant Difference ◽  
Prevalence Of Depression ◽  
Associated Risk Factors

Background: Depression is very common among higher secondary school students. This study is to determine the prevalence of depressive symptoms in higher secondary school students in a boarding school of North Kerala; to identify associated risk factors; to compare the prevalence depression between those attending and not attending additional tuition class for competitive exams.Methods: This cross sectional observational study was conducted among 130 students residing in a boarding school of North Kerala during the period 2014-2015. CES-DC scale was used to measure the prevalence of depression. All of them were reassessed after 1year of entering the school with the same scale.Results: The prevalence of clinically significant depression was seen in 57.7% and the prevalence was more in those attending the tuition class (p=0.0068). Depression was more in girls and still higher in girls who attended the tuition classes (p=0.035). There was significant correlation between the prevalence of depression and stream of subjects selected (p =0.001), previous academic achievement (p= 0.01). The scores of depressions didn’t show any statistically significant difference after one year of stay in boarding school.Conclusions: Severity of depression correlates with academic stress especially in boarding schools. Stress of competitive exams definitely more in higher secondary students and is one of the important cause for depression in them. Adolescents are not acquiring enough coping skills to overcome depression. Enhancing the coping strategies and the rescheduling of the educational system are the most important factors for prevention of these symptoms.

scholarly journals ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS LIFE SKILL EDUCATION IN BALASORE DISTRICT

2021 ◽  
Vol 8 (65) ◽  
pp. 15231-15239
Author(s):  
Satyabrata Das
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Research Work ◽  
Attitude Scale ◽  
T Test ◽  
Survey Method ◽  
Life Skill ◽  
School Students ◽  
Significant Difference

Today’s children live in a very complex environment. They are exposed to various problems in their adolescence period like smoking, alcoholism, drug abuse, sexual abuse, poverty and early pregnancy etc. To face all these challenges, life skill education plays an important role. So life skill education finds a special place in today’s school curriculum. Therefore there is a need to study the attitude of secondary school students towards Life skill education. Hence, the study was taken with two objectives:(1) To study the attitude of secondary students towards life skill education.(2) To compare the attitudinal score towards life skill education between boys and girls. In order to study the above objective the researcher took 100 sample that is 50 boys and 50 girls from Balasore district through random sampling. The descriptive survey method was used by the investigator to carry out research work. He used a 5 point attitude scale by following the Likert attitude scale for the data collection. For the statistical analysis of data the researcher used mean, standard deviation, inferential statistics and ‘t’ test. Results revealed that there is a positive attitude of secondary school students towards life skill education. And another interpretation through ‘t’ test revealed that there is significant difference between the attitude of boys and girls towards life skill education. Thus, the above result clearly revealed that the life skill education has large impact on secondary school students and the girls attitude was better than the boys towards life skill education.

scholarly journals A STUDY ON HIGHER SECONDARY STUDENTS EMOTIONAL MATURITY AND ACHIEVEMENT IN ECONOMICS IN TIRUNELVELI DISTRICT

2012 ◽  
Vol 1 (2) ◽  
pp. 28-32
Author(s):  
M Rajakumar
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Mean Value ◽  
School Students ◽  
Emotional Maturity ◽  
Male And Female ◽  
Rural And Urban ◽  
Significant Difference ◽  
The Mean

The aim of this study is to find out the Emotional Maturity and Achievement in Economics of higher secondary students in Tirunelveli District. 1060 Higher secondary students were taken as sample. The tool used to find out the Emotional Maturity is constructed and standardized by Emotional Maturity Scale Constructed and Validated by K.M.Roma Pal (1984). The Academic achievement in Economics was found out using the tool constructed by the investigator. The mean value of Emotional Maturity scores (136.53) indicates that the higher secondary students are having extremely unstable Emotional Maturity, The mean value of Achievement in Economics scores (M=75.47) indicates that the higher secondary students are having high Achievement in Economics. There is significant difference between male and female, Day scholar and Hostel staying Higher Secondary students with respect to their Emotional Maturity. There is no significant difference between rural and urban, Government and Aided Higher Secondary school students with respect to their Emotional Maturity. There is significant difference between male and female Higher Secondary students with respect to their Achievement in Economics. There is no significant difference between rural and urban, Day scholar and Hostel staying, Government and Aided Higher Secondary school students with respect to their Achievement in Economics.

scholarly journals Gender differences in anger expressions among secondary students

2021 ◽  
Vol 10 (3) ◽  
pp. 1100
Author(s):  
Nor Shafrin Ahmad ◽  
Rahimi Che Aman ◽  
Ahmad Zamri Khairani
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Anger Expression ◽  
Northern Region ◽  
School Students ◽  
School Counsellors ◽  
Significant Difference ◽  
Anger Expressions

Individuals with choleric temperaments easily get angry and can be problematic if not expressed appropriately. The purpose of this study was to identify gender differences in anger expressions among secondary school students. Respondents were secondary school students in four states in the Northern region of Malaysia. A total of 3348 students were involved, including 1,800 males and 1,548 females. Respondents aged between 13 and 16 were randomly selected from 20 secondary schools. Descriptive analyses and t-test were used to identify anger expressions among secondary school students. Findings showed that 780 respondents agreed that they are hot-tempered, while 2568 others did not. From the 780 hot-tempered respondents, 370 are males and 410 are females. A total of 3160 from the 3348 respondents did not meet their school counsellors for counselling sessions when they had anger problems. The findings also revealed a significant difference in four types of anger expressions between male and female students. They were in aggressive, verbal, intrinsic anger expression, and intrinsic anger control. The findings revealed that school counsellors need to equip students with specific, creative, and innovative interventions to cope with different anger expression.

scholarly journals Investigation of writing tendencies of secondary school students with regards to various variablesOrtaokul öğrencilerinin yazma eğilimlerinin farklı değişkenler açısından incelenmesi

2015 ◽  
Vol 12 (2) ◽  
pp. 909
Author(s):  
Fatih Kana ◽  
Durmuş Özbaşı ◽  
Süleyman Ünlü
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Female Students ◽  
The State ◽  
Reading Group ◽  
School Students ◽  
Significant Difference ◽  
Descriptive Survey ◽  
Academic Year

<p>The purpose of this study is to investigate writing tendencies of secondary school students with regards to different variables. Descriptive survey model was used in the study to find out students’ general writing tendencies. Writing Tendency Inventory which was adapted into Turkish by İşeri and Ünal (2010)  and which has 21 items, was used in this study. The sampling of this study consists of 1145 secondary school students in 2013-2014 academic year. T-test and one-way variance analysis were used in the analysis of the collected data in this study. The findings of this study reveal that there has been a significant difference in students’ writing tendencies depending on their classes, gender, their state of keeping or not keeping a diary, the number of the books that they read in the former year, the reading group that they feel they belong to  and the state of their liking or not liking to read. As a conclusion of the study, it can be suggested that secondary students’ writing tendencies (with regards to reliance, passion and continuity sub-dimensions) are higher at first years compared to other classes (especially at the 5th year) and they have more tendency to write.  Besides, female students were found to have higher writing tendencies, and it can also be suggested that writing tendency is closely related to the number of read books, the state of keeping or not keeping a diary or the state of liking or not liking to read.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı ortaokul öğrencilerinin yazma eğilimlerini çeşitli değişkenler açısından incelemektir. Araştırma öğrencilerin genel yazma eğilimlerinin araştırılması bakımından betimsel türde tarama modelinde bir araştırmadır. Çalışmada öğrencilerin okuma yazma eğilimlerini tespit etmek amacıyla İşeri ve Ünal (2010) tarafından Türkçe ’ye uyarlanan 21 maddeden oluşan yazma eğilimi ölçeği kullanılmıştır. Araştırmanın çalışma grubunu 2013-2014 eğitim öğretim yılında öğrenim görmekte olan 1145 ortaokul öğrencisi oluşturmaktadır. Verilerin analizinde t-testi ve tek yönlü varyans analizi kullanılmıştır. Araştırmanın bulgularına göre, öğrencilerin yazma eğilimleri okudukları sınıf, cinsiyet, günlük tutup tutmamaları, son bir yıl içerisinde okudukları kitap sayısı, kendilerini hissettikleri okuyucu grubu, yazmayı sevip sevmedikleri bakımından anlamlı fark bulunmuştur. Çalışmanın sonucu olarak, yazma eğilimi (güven, tutku ve süreklilik alt boyutlarında) ortaokul öğrencilerinin ilk yıllarında (özellikle beşinci sınıfta) diğer sınıflara göre daha yüksek olduğu, öğrencilerin yazmaya daha yatkın olduğu söylenebilir. Ayrıca kız öğrencilerin yine yazma eğilimlerinin daha yüksek odluğu; yazma eğiliminde okunan kitap sayısının, günlük tutmanın ve yazmayı sevmenin etkili olduğu araştırma sonucuna söylenebilir.</p>

scholarly journals The Impact of Home Background and Locality on the Secondary School Students’ Academic Performance in Agriculture in Enugu State, Nigeria

2019 ◽  
Vol 2 (4) ◽  
pp. 156
Author(s):  
Cajethan Uche Ugwuoke ◽  
Godwin Emeka Eze ◽  
Benedicta Anene Omeje
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary School Students ◽  
Test Statistic ◽  
School Students ◽  
Significant Difference ◽  
Enugu State ◽  
Level Of Significance ◽  
The Impact ◽  
Home Background

Home background and locality are two significant factors that affect the academic performance of students in agriculture. The home determines the comfort of the students for academic activities while locality provides a conducive environment for students to study. The study was aimed at determining the impact of home background and locality on the secondary school students’ academic performance in agriculture. Survey research design was adopted. The study population was 14,750 where 1,616 respondents were selected. The sample size was made up of 624 teachers of agriculture and 992 students of agriculture from 291 secondary schools in the 17 local government areas of Enugu state, Nigeria. A structured questionnaire was used to collect data. Data collected were subjected to mean and t-test statistic to answer research questions and test the null hypotheses at 0.05 level of significance. Results show that there was the statistically significant difference in the impact of home background on the students’ academic performance in agriculture. It provides the parents with insights on the needs to make the homes conducive for learning and provide the necessary environment that would promote their children’s academic performance in agriculture.

scholarly journals Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Umar A. Ginga ◽  
Yusuf F. Zakariya
Keyword(s):  
Secondary School ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Social Constructivist ◽  
School Students ◽  
The Social ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
The Impact

There have been perennial concerns on the low academic performance of students among researchers and other education stakeholders. Innovative teaching strategies have, therefore, gained prominence in the field of mathematics education. The purpose of this study is to investigate the impact of a social constructivist instructional strategy on students’ performance in algebra. The present study is quasi-experimental, and its type is a posttest control group involving 154 secondary school students that are randomly selected across four intact classes. The random selection of students to treatment and control controls is assumed to improve the validity of the results. Two research questions are raised, and two null hypotheses are formulated and tested at p≤0.05 level of significance. One research instrument, algebra performance test (APT), was developed, pilot-tested (test-retest reliability coefficient of 0.897), and used to measure students’ performance in both treatment and control groups. The data are analyzed using independent sample t-tests. The findings indicate that there are significant differences in the mean performance scores between experimental (mean = 16.05, SD = 2.74) and control (mean = 11.46, SD = 2.49) groups, t(152) = 10.83, p<0.05. These findings may be interpreted to be evidence of the effectiveness of the social constructivist instructional strategy in improving performance in algebra better than the conventional teaching method. Also, a significant difference exists between the mean performance scores of males (mean = 17.83, SD = 2.82) and females (mean = 14.72, SD = 1.77) in the experimental group (t(80) = 6.11, p<0.05). Thus, the effect of the social constructivist instructional strategy on students’ performance in algebra is gender-sensitive. Based on these findings, some recommendations are made to students, teachers, parents, administrators, and other stakeholders.

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