scholarly journals The Effectiveness of Using SCAMPER Strategy in Developing English Critical Reading Skills for First Year Secondary School Students

2019 ◽  
Vol 5 (4) ◽  
pp. 149-174
Author(s):  
Marwa Mahfouz
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reading Skills ◽  
First Year ◽  
Critical Reading ◽  
School Students

scholarly journals Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills

2019 ◽  
Vol 12 (10) ◽  
pp. 60
Author(s):  
Samah Zakareya Ahmad
Keyword(s):  
Secondary School ◽  
Analysis Of Variance ◽  
Secondary School Students ◽  
Reading Skills ◽  
Control Group ◽  
Critical Reading ◽  
School Students ◽  
Before And After ◽  
The One ◽  
Experimental Group

This study compared the effect of two notetaking strategies (Cornell Notes vs. REAP) on EFL secondary school students’ critical reading skills. The Alternative Treatment Design with Pretest was used where three intact classes of first-year EFL secondary school students were randomly assigned as a control group and two experimental groups. All participants were administered to a critical reading skills test both before and after the treatment. For 12 weeks, participants in the control group received their regular instruction while those in the first experimental group used Cornell Notes and those in the second experimental group used REAP. Using one-way analysis of variance did not reveal any significant differences among the means of scores of the three groups on the pretest of critical reading skills (f=0.36, p>0.05). However, the one-way analysis of variance indicated that significant differences existed among the means of scores of the three groups on the posttest of critical reading skills (f=14.45, p

HEALTH-PROMOTING LIFESTYLES AND PERSONALITY AMONG BLACK SOUTH AFRICAN STUDENTS

2002 ◽  
Vol 30 (4) ◽  
pp. 417-422 ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
Secondary School ◽  
University Students ◽  
South African ◽  
Secondary School Students ◽  
Stepwise Regression ◽  
First Year ◽  
School Students ◽  
African Students ◽  
Black South African ◽  
Health Promoting

The aim of this study was to investigate health-promoting lifestyles (HPLP) and personality in black South African students. The sample included 606 students: 236 Grade 12, secondary school and 370 first year social science university students in South Africa. Results indicate a reasonable percentage of health-promoting lifestyles with a mean of 2.72. Secondary school students reported more overall health-promoting lifestyles than did university students. Multiple stepwise regression identified the Lie scale, Neuroticism, and Psychoticism as independent predictors for the total HPLP; Extraversion, gender and group (=secondary or university students) were excluded.

scholarly journals Interpretación de diagramas de comparación multiplicativa por estudiantes de secundaria

2017 ◽  
Vol 10 (4) ◽  
pp. 280-306
Author(s):  
Fany González ◽  
Elena Castro-Rodríguez ◽  
Enrique Castro
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Symbolic Representation ◽  
First Year ◽  
School Students

Este trabajo se centra en procesos de traducción de problemas gráficos de comparación multiplicativa a representación verbal y simbólica. Pedimos a 89 estudiantes del primer curso de educación secundaria que inventaran un problema que se ajustara a un diagrama y que escribieran una ecuación que integrara las relaciones del diagrama. Los dos procesos de traducción se han mostrado difíciles para los estudiantes, provocando diversidad de respuestas. El análisis conjunto de las respuestas reveló que la competencia de los estudiantes en el proceso de invención no es independiente de la traducción algebraica. Interpretation of multiplicative comparison diagrams by secondary school students This work focuses on translation processes of graphic multiplicative comparison problems to verbal and symbolic representation. We asked 89 students of the first year of secondary school to invent a problem that fits a diagram and to write an equation that integrates the relations of the diagram. The two translation processes have proved difficult for students, resulting diversity of responses. The analysis of the responses revealed that the competence of the students in the process of posing is not independent of the algebraic translation.Handle: http://hdl.handle.net/10481/41629WOS-ESCI

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