scholarly journals Assessing a School Gardening Program as an Integrated Component of a Pilot Farm-to-school Initiative Based in South Carolina

2017 ◽  
Vol 27 (2) ◽  
pp. 228-234 ◽  
Author(s):  
Carl Taylor ◽  
Elizabeth B. Symon ◽  
Amy Dabbs ◽  
Alexander Way ◽  
Olivia M. Thompson
Keyword(s):  
South Carolina ◽  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Online Survey ◽  
Low Cost ◽  
Farm To School ◽  
School Students ◽  
Training Course ◽  
School Gardening

South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously completed an online training course entitled School Gardening for South Carolina Educators during the 2012–15 academic school years. Data were collected from 37 educators (36% response rate). Survey results indicate that the majority of these educators, although they completed the training course, were unaware that their garden was a component of an FtS program. Moreover, gardens were not integrated with school-wide programs, especially in the cafeteria: most gardens did not contribute food to the cafeteria and meals offered most often did not align with plants learned about in the gardens. Successes of the pilot program were that the majority of educators started and maintained their garden for over 1 year and they were able to use their gardens during the day for academic instruction in multiple disciplines, including math, science, and nutrition.

scholarly journals The Role of Contextual Factors in Cyberspace Harm, Anxiety, Aggression, and Students' Academic Performance

2021 ◽  
Author(s):  
Zahra Sadat Aghaei ◽  
Maryam Kian
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Contextual Factors ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Field ◽  
Research Population ◽  
Post Hoc

Background: Nowadays, cyberspace has presented both concerns and interests for the educational researchers. This study aimed to investigate the role of contextual factors in cyberspace harm, anxiety, aggression, and academic performance. Methods: A descriptive correlation research method was applied. The research population covered all high school students in Yazd (21,328 students). The number of 377 students were chosen as the sample through a stratified sampling based on the Cochran's formula. The research tools included the questionnaires of contextual factors, and the standard scales of cyberspace harm, anxiety, aggression, and academic performance. The validity and reliability of the scales were determined. Data were analyzed by variance, t-test, and Tukey post hoc test. Results: The findings showed that there are significant differences in cyberspace harm according to some contextual variables such as gender, educational and academic levels, educational district, type of school, field of study, and parents' occupation. More precisely, the harm of cyberspace was more high among the schools of District 2, non-public schools, and the academic field of humanities. Moreover, there was no relationship between the parents' education and the other variables. However, there was a significant relationship between the parents' occupation, regarding the employed mothers, as well as anxiety. Conclusion: In general, it can be concluded that cyberspace could provide students some challenges as it is affected by various contextual factors. According to the findings, several practical suggestions were presented in the study.

scholarly journals Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance in The Secondary Public Schools of Zambales

2021 ◽  
Vol 2 (10) ◽  
pp. 951-959
Author(s):  
Jennifer Garingarao Ariem ◽  
Esmen Macadaan Cabal
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching Styles ◽  
School Students ◽  
Length Of Service ◽  
Chi Square ◽  
Factors Affecting

This research was conducted to determine the relationship of Science teachers’ teaching styles and the students’ learning styles and academic performance. The study was conducted among the public secondary school in Subic, Zambales during the academic year 2018 – 2019. The descriptive survey research design was used where the teaching styles of eighty-five teachers and six hundred high school students. Data were analyzed using the percentage, mean and chi square test. The findings of the study revealed that the science teachers are adults with the most of them are female. The students are teenagers mostly male in Grade 8. The teaching styles of the science teachers is of a formal authority and the learning styles of the students is generally visual. The academic performance in science is satisfactory. The teaching styles of the teachers was dependent on education, field of specialization, length of service. The learning styles of the students were not dependent significantly on their age and year level. The learning styles of the students were significantly dependent on teaching styles of their science teachers and the academic performance of the students significantly dependent on the teaching styles of the science teachers. The academic performance of students are significantly dependent on their learning styles. With these findings and conclusions follow up studies exploring other factors affecting the performance level of the students in Science is recommended as well as the effectiveness of the various teaching styles and learning styles to promote learning and better understanding in the subject must be conducted.

Line Maze Robot Training Course for the Senior High School Students

2013 ◽  
Vol 278-280 ◽  
pp. 2156-2159 ◽  
Author(s):  
Chyi Shyong Lee ◽  
Juing Huei Su ◽  
Hsin Hsiung Huang ◽  
Sin Mao Fu
Keyword(s):  
High School ◽  
High School Students ◽  
Shortest Path ◽  
Low Cost ◽  
Senior High School ◽  
Shortest Path Algorithm ◽  
School Students ◽  
Training Course ◽  
Teachers And Students ◽  
Programming Skills

A line maze robot training course, which contains the hardware circuit implementation, firmware programming skills and the shortest path algorithm, is presented in this paper. The training course is used for vocation senior high school teachers and students. The major topic for students is to develop the proper firmware programming to achieve the better performance and students are encouraged to pass the small contest in the end of the workshop. The low-cost educational platform is easily by the economically disadvantaged students. Students, who join the workshop can learn the basic C language, the firmware programming skills for microcontrollers, the concept of the shortest path algorithm for line maze robot, just spend less $40 USD to buy the robots. The contributions of this training course are as follows: 1) studying the hardware implementation knowledge, 2) developing microcontroller-related firmware programming skills, 3) learning motion control skills of the line maze robot, and 4) learning line-maze solving algorithms. Few students, who join this training workshop and learn the related hardware, firmware and algorithm, can find the shortest path form source to target in the line map. The feedback of the most students shows that the training course gives them the motivation to actively learn the necessary practical skills to design the firmware programming to guide the line maze robot.

The Role of Contextual Factors in Cyberspace Harm, Anxiety, Aggression, and Students' Academic Performance

2021 ◽  
Author(s):  
Zahra Sadat Aghaei ◽  
Maryam Kian
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Contextual Factors ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Field ◽  
Research Population ◽  
Post Hoc

Background: Nowadays, cyberspace has presented both concerns and interests for the educational researchers. This study aimed to investigate the role of contextual factors in cyberspace harm, anxiety, aggression, and academic performance. Methods: A descriptive correlation research method was applied. The research population covered all high school students in Yazd (21,328 students). The number of 377 students were chosen as the sample through a stratified sampling based on the Cochran's formula. The research tools included the questionnaires of contextual factors, and the standard scales of cyberspace harm, anxiety, aggression, and academic performance. The validity and reliability of the scales were determined. Data were analyzed by variance, t-test, and Tukey post hoc test. Results: The findings showed that there are significant differences in cyberspace harm according to some contextual variables such as gender, educational and academic levels, educational district, type of school, field of study, and parents' occupation. More precisely, the harm of cyberspace was more high among the schools of District 2, non-public schools, and the academic field of humanities. Moreover, there was no relationship between the parents' education and the other variables. However, there was a significant relationship between the parents' occupation, regarding the employed mothers, as well as anxiety. Conclusion: In general, it can be concluded that cyberspace could provide students some challenges as it is affected by various contextual factors. According to the findings, several practical suggestions were presented in the study.

How the interpretation of social comparison affects academic performance among high school students

2007 ◽  
Author(s):  
Maike Wehrens ◽  
Bram Buunk ◽  
Miranda Lubbers ◽  
Hans Kuyper ◽  
Greetje van der Werf
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Comparison ◽  
School Students

The Iterative Development and Testing of an Interactive Mobile Application for Skill Retention of Cardiopulmonary Resuscitation Among High School Students: A Pilot Study

2021 ◽  
pp. 104687812110326
Author(s):  
Adeel Arif ◽  
Amber Arif ◽  
Kimberly Anne Fasciglione ◽  
Farrukh Nadeem Jafri
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Mobile Apps ◽  
Low Cost ◽  
Survival Rates ◽  
Compression Rate ◽  
School Students ◽  
Skill Retention ◽  
Before And After

Abstract: Background Locations concentrated with High School (HS) students tend to have lower out-of-hospital cardiac arrest (OHCA) survival rates. Mobile applications (apps) have the capability to augment cardiopulmonary resuscitation (CPR) skill retention as a low-cost, accessible training method. Methods An iterative process to develop an app to reinforce CPR skills emphasizing hand placement, compression rate, real-time feedback, and recurring tips is described. The app was tested on HS students to measure its impact on quality and comfort of CPR using Likert surveys and skills assessments before and after one month of usage. CPR Score and compression rate were measured using the Laerdal™ Little Anne Manikin QCPR software. Results Fourteen HS students participated in a prospective observational study. It was found that the use of the developed app was associated with improved CPR performance (80.43% v. 87.86%, p=0.01-0.02, 95% CI=2.20-12.66) after one month. Additionally, improvements were demonstrated in compression rate accuracy (21.43% v. 64.29%, p=0.041, 95% CI=0.132-0.725), increased comfort performing CPR (3.86 v. 4.79, p<0.001, 95% CI =0.99-1.00) and comfort performing CPR on strangers (2.71 v. 4.42, p<0.001, 95% CI=1.24-2.19). In addition, for every time the app was used, CPR performance increased by 0.5668% (p=0.0182). Conclusion Findings suggest that mobile apps may have promising implications as augmentative tools for CPR curriculums.

scholarly journals Relationships among the Degree of Participation in Physical Activity, Self-Concept Clarity, and COVID-19 Stress in Adolescents

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 482
Author(s):  
Dae-Jung Lee
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Local Governments ◽  
Online Survey ◽  
Self Concept ◽  
Obsessive Compulsive ◽  
School Students ◽  
Compulsive Disorder ◽  
Negative Effect ◽  
State And Local

The COVID-19 pandemic situation threatens the health of people globally, especially adolescents facing mental problems such as depression, anxiety, and obsessive-compulsive disorder due to constant COVID-19 stress. The present study aimed to provide basic data highlighting the need to alleviate COVID-19 stress among adolescents by promoting physical activity participation and strengthening self-concept clarity (SCC). To examine the relationships among participation in physical activity, SCC, and COVID-19 stress in pandemic-like conditions, the study was conducted on middle and high school students aged 14 to 19 and an online survey was conducted on 1046 Korean adolescents (521 male and 525 female students in the preliminary survey and main survey). Frequency, reliability, confirmatory factor, descriptive, and path analyses were performed using SPSS and AMOS 18.0. Participation in physical activity exerted a positive effect on SCC (p < 0.001) as well as a negative effect on COVID-19 stress (p = 0.031). Our findings also indicated that SCC exerted a negative effect on COVID-19 stress (p < 0.001). Regular participation in physical activity and strong SCC are also fundamental elements for alleviating COVID-19 stress. Given these results, state and local governments and educational institutions should encourage youth to participate in sports by suggesting policies, providing guidelines, and offering education. Such information may allow adolescents to endure and overcome COVID-19 stress during this critical period of life.

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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