scholarly journals The Relationship between English Language Skills and Learning Needs of Secondary School Students

2021 ◽  
Author(s):  
Aida Kairiene ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Language Skills ◽  
Rank Correlation ◽  
Learning Needs ◽  
School Students ◽  
The Relationship ◽  
Medium Correlation ◽  
English Language Skills

Students learn English with certain motives. Many students seek to improve their careers, others seek to gain confidence, and others plan to live abroad. Thus, the problematic question arises: how do English language skills and learning needs of secondary school students relate to each other? The research aim is to designate the relationship between English language skills and learning needs of secondary school students. The methods of descriptive statistics were used. The Spearman rank correlation coefficient was applied. Mostly the medium correlation and a weak correlation were dominated between English language skills and learning needs. The analysis disclosed that students give more priority to receptive skills ‒ reading and listening than to communicative - speaking and writing skills.

scholarly journals Assessment for Secondary School Students’ Experiences in Using Tablet in Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Mohammed Elmetwali Mohammed Amer
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Language Skills ◽  
Thinking Skills ◽  
Learning Needs ◽  
School Students ◽  
Effective Learning ◽  
Egyptian Government

The Egyptian government integrated tablets in Egyptian secondary schools. Thus, the researcher aimed to explore the effectiveness of using tablet in Egyptian secondary schools from the students’ perspective. He aimed to explore that in order to assess students’ experiences in this regard. He selected a random sample consisting from 745 female and male secondary school students in Egypt. Those students were selected from three schools. Questionnaire forms were distributed to those students by hand. All the distributed forms were retrieved. However, 9 forms were excluded due to missing data. Thus, 736 questionnaire forms are valid for analysis. It was found that tablet serves as an effective learning method in Egyptian secondary schools. It was found that using tablet in classroom improves students’ creative thinking skills and makes teachers more creative. It was found that using tablet in classroom enriches students’ vocabulary, improves their language skills and increases their academic achievement in classroom. It was found that such use can meet the learning needs of various types of learners. The researcher recommends conducting studies about the challenges facing teachers in using tablets in classroom.

scholarly journals Relationship between English Language Related Academic Stress and English Language Anxiety of Secondary School Students

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Beena Nandakumar ◽  
Dr. K. V. Jeeva Rathina
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Academic Stress ◽  
Language Anxiety ◽  
Medium Of Instruction ◽  
School Students ◽  
Significant Difference ◽  
Test Of Significance ◽  
The Relationship

The present study aim to explore the relationship between English language related academic stress and English language anxiety of secondary school students. Data were collected from a stratified random sample of 312 secondary school students by administering the English Language Related Academic Stress Scale, and English Language Anxiety Scale. Statistical techniques such as t-test, product moment correlation, and two tailed test of significance for the differences between two independent coefficients of correlation were used for data analyses. Gender, medium of instruction, and levels of achievement in English were found to have significant effect on the English language related academic stress of secondary school students. English language related academic stress and English language anxiety of secondary school students were found to be correlated significantly and positively. While there was significant difference between boys and girls in the degree of relationship between the variables, neither the medium of instruction nor the levels of achievement in English was found to be decisive in discriminating the groups based on the degree of relationship between the variables.

scholarly journals Locus of Control and Self Esteem as Correlates of Secondary School Students Academic Achievement in English Language in Anambra State

2021 ◽  
pp. 46-54
Author(s):  
L. I. Akunne ◽  
A. N. Anyamene
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Self Esteem ◽  
School Students ◽  
High Positive Correlation ◽  
Positive Correlation ◽  
The Relationship

Aims: The failure rate in English language subjects as consistently been recorded in major examinations in the country makes it a worrisome situation. This is such that the schools are gradually losing its reputation which could likely result in loss of confidence in the students. Hence, this study aims at determining the relationship among locus of control, self-esteem and secondary school students’ academic achievement in English language. Study Design: The study adopted the correlation design. Place and Duration of Study: 920 senior secondary school II students from Anambra State of Nigeria, between August 2019 and January 2021. Methodology: This study on locus of control and self-esteem as correlates of secondary school students academic achievement adopted the correlational research design, a correlational research design seeks to establish relationship between two or more variables as well as indicates the direction and magnitude of the relationship between the variables The sample for the study was 920 senior secondary schools students drawn using the multi-stage sampling technique. Locus of control scale developed by Asthon Trice, revalidated by Osuji and Self-Esteem scale developed by Dr Morris Rosenberg were used in data collection. Pearson product moment correlation coefficient (r) was used in answering the research questions while t-test for correlation analysis and multiple regression analysis were used in testing the null hypothesis. Results: There is a moderate positive correlation between locus of control and academic achievement of secondary school students in English language (r = .469, n = 920), there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language (r = .602, n = 920). The hypotheses tested show that that the t-calculated value is greater than the t-critical value at 0.05 level of significance. Hence, the null hypothesis is rejected. This shows that the relationship between locus of control and academic achievement of secondary school students in English language is statistically significant (t-cal. = 24.03, t-crit. = 1.960), that the t-calculated value is greater than the t-critical value at 0.05 level of significance hence the null hypothesis is rejected. This shows that the relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant (t-cal. = 34.11, t-crit. = 1.960). At 0.05 level of significance, locus of control and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. Conclusion: There is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. There is a significant relationship between self-esteem and academic achievement of secondary school students in English language. Furthermore, there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. The relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant. Locus of control, and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. This implies that there is need for schools to initiate and implement procedures in order to help improve the quality and consistency in the outcome of academic achievement of students in English language which is a core subject at the secondary education level.

scholarly journals Relationship among Locus of Control, Academic Interest and Secondary School Students Academic Achievement in Anambra State, Nigeria

2021 ◽  
pp. 9-15
Author(s):  
L. I. Akunne ◽  
A. N. Anyanmene
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
School Students ◽  
Academic Interest ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Relationship

Aims: To determine the relationship between locus of control and academic achievement in English language, the relationship between academic interest and academic achievement in English language, the relationship between locus of control and academic achievement in Mathematics, the relationship between academic interest and academic achievement in Mathematics. Study Design: The study adopted the correlational survey design Place and Duration of Study: Secondary schools in Anambra state, Nigeria. Methodology: Disproportionate stratified sampling technique was used to select a sample size of 2,160 students from a population of 18,297 SS2 students in Anambra state government owned secondary schools. The instruments adopted for data collection were standardized locus of control scale, student’s academic interest scale, these instruments were administered using the direct delivery approach. Data collected were tested using Pearson Product Moment Correlation Coefficient, while the hypotheses postulated was tested at 0.05 level of significance using t-test of correlation and multiple regression analysis. Results: the relationship between locus of control and academic achievement of secondary school students in English language is moderate and positive (r = 0.469/n = 2050), the relationship between academic interest and academic achievement of secondary school students in English language is high and positive (r = 0.731, n = 2050), the relationship between locus of control and academic achievement of secondary school students in Mathematics is high and positive (r = 0.613, n = 2050). The relationship between locus of control and academic achievement of secondary school students in English language is significant (t-cal. = 24.03 > t-cal. 1.960), the relationship between academic interest and academic achievement of secondary school students in English language is significant (t – cal. = 48.46 < t – crit. = 1.960), the relationship between locus of control and academic achievement in Mathematics is significant (t-cal. = 35.12 > t-crit. = 1.960), the relationship between academic interest and academic achievement of secondary school students in Mathematics is statistically significant (t-cal. = 28.32 > t-crit. = 1.960). Conclusion: locus of control and academic interest are variables associated with academic achievement of secondary school students in Anambra state. Nevertheless, secondary school students spend significant part of their time in the classroom (about 7 ½ hrs a day, 5 days a week, and 36 weeks a year) with teachers and peers, there is need to help them understand their locus of control, improve their interest in learning as well as develop belief in themselves to succeed academically.

RELATIONSHIP BETWEEN COGNITIVE DISSONANCE AND ACHIEVEMENT IN MATHEMATICS AMONG HIGHER SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
SHIMIMOL P. S. ◽  
HASSAN KOYA M.P.
Keyword(s):  
Secondary School ◽  
Cognitive Dissonance ◽  
Secondary School Students ◽  
Correct Decision ◽  
School Students ◽  
Achievement In Mathematics ◽  
Motivating Factor ◽  
The Relationship

Cognitive dissonance is a theory originally developed by Leon Festinger. He is proposing that dissonance, which is the existence of non fitting relations among cognition, is a motivating factor in its own right. This motivating factor encourages the learner to be more self confident in his actions or conclusions and distinguish between correct and incorrect solutions. This motivation will lead to reach the correct decision about a particular problem. The study aims to find out the relationship between cognitive dissonance and achievement in Mathematics among higher secondary school students. Cognitive dissonance was measured by using Cognitive Dissonance Scale developed by the investigator. The sample consists of 100 higher secondary school students from Malappuram districts. The study reveals that cognitive dissonance and achievement in mathematics is significantly related.

FALSEOINTERACTION IN SECONDARY EDUCATION AS A SOCIAL PROBLEM

2020 ◽  
Vol 73 (1) ◽  
pp. 203-212
Author(s):  
E. Tolegen ◽  
◽  
T. Morozova ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Social Problem ◽  
Secondary School Students ◽  
Special Kind ◽  
School Students ◽  
Scientific Analysis ◽  
Special Studies ◽  
The Relationship

The article is devoted to the problems of false interaction of students in the field of secondary education.The article conducts a scientific analysis of the term «paleointensity».Falseointractions are interactions of a special kind, characterized by the awareness of lies (falsehood, deception) by both Actors and the simultaneous acceptance (or imitation of acceptance) of this lie for the truth.The main purpose of the article is to explain the relationship between truthfulness and falsity of information through falseointeraction among secondary school students and to determine the level of relevance of this problem on the basis of special studies and scientific articles published

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