scholarly journals Deconstructing Learners’ Choices in Composing the Narrative Essay in Secondary Schools

2021 ◽  
Vol 2 (2) ◽  
pp. 49-54
Author(s):  
Mak’obila Laban Adero ◽  
Lona Wafula ◽  
Agumba Ndalo
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Qualitative Data ◽  
Writing Skills ◽  
Major Question ◽  
Essay Writing ◽  
Tertiary Institutions ◽  
Writing Practices ◽  
Normal Class

This paper evaluated narrative essay writing practices in secondary schools.  The major question the paper sought to answer was what choices did secondary school learners make in writing narratives based on their writing skills and competence?  This was done through qualitative data in which learners’ narrative essays were evaluated to determine how faithful the learners were in sticking to the elements of the narrative. The compositions chosen were solicited from a group of students who had finished their secondary education and were waiting to join tertiary institutions.  These students had attended various secondary schools and were thus suitable for the content of this paper as they manifested the different essay writing regimes adopted by different schools.  These were compositions which they had written as part of their normal class exercises.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

Secondary Education, Unemployment, and Crime in Kenya

1975 ◽  
Vol 13 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Emmit B. Evans
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Qualitative Data ◽  
Educational Aspirations ◽  
School Students ◽  
African Students ◽  
Unemployment And Crime ◽  
Conducting Research

While conducting research on the occupational and educational aspirations and expectations of secondary-school students in Kenya during 1972, I obtained quantitative and qualitative data from a sample of 699 African students indicating that the problem of crime among unemployed school leavers is likely to substantially worsen in the coming years. The purpose of this article is to present that data within the context of a discussion of secondary education, unemployment, and crime in Kenya.

scholarly journals Interference of First Language in Secondary School Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 675-681
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
First Language ◽  
Writing Skills ◽  
Writing Strategies ◽  
L2 Acquisition ◽  
School Students ◽  
Essay Writing ◽  
Upper Secondary ◽  
Support Students

First language (L1) interference is inevitable in second language (L2) acquisition. The research was carried out to investigate types of students writing approach that relates to first language interference among upper secondary students and the level of first language interference in L2 written essays among lower secondary students in Malaysia. The participants in this research were 50 students currently studying Form Four in a state-funded school, Akademi Menara Gading, Pahang. The data was collected using the Student L1 Interference Tendency Questionnaire [SLITQ], and analysis of students’ essay writing samples. After triangulating the data, the result indicated that most students positive they have under-differentiation in their essay writing, and analysis of the student's written essays showed that there is less evidence of L1 interference. In conclusion, teachers and schools should acknowledge L1 interference in students’ writing skill and promote a variety of writing strategies to support students existing writing skills.

scholarly journals PUPILS’ PERCEPTIONS ON COLLABORATIVE WRITING INTERVENTION

2019 ◽  
Vol 7 (6) ◽  
pp. 921-928
Author(s):  
Fatin Khairani Khairul’Azam ◽  
Hamidah Yamat
Keyword(s):  
Experimental Design ◽  
Secondary School ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Writing Intervention ◽  
Writing Practices ◽  
Use Of Technology ◽  
Collaborative Intervention ◽  
Quasi Experimental

Purpose of the study: The purpose of this study is to identify students’ perceptions of the effect of collaborative writing intervention on Form 1 pupils’ writing skills. Methodology: A quasi-experimental design was employed involving30 Form 1 pupil from a secondary school in Pasir Gudang, Johor, Malaysia. All participants responded to a survey prior to the collaborative writing intervention and after the intervention. Main Findings: The findings showed an increase in the scores for perception on the effectiveness of collaborative writing intervention; indicating that through collaborative writing practices, students’ writing could be improved. Implications of this study: The study implies that teachers should incorporate collaborative writing in teaching students to write as students perceived it positively. It implies that it may be an effective way to improve students’ writing. Novelty/Originality of this study: Most studies have focused on the use of technology in collaborative writing. This study, however, focuses on the collaborative intervention cycle in the classroom that supports the process of learning to write.

Using Information and Communication Technology (ICT) in Secondary Schools in Nigeria: Problems and Prospects.

2019 ◽  
pp. 232-236
Author(s):  
Christiana N.N.
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Digital Divide ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Computer Hardware ◽  
The Internet ◽  
Wrong Side ◽  
Information And Communication

There is no doubt that modern life is dominated by technology. Although it has been rightly said that what is wrong with education cannot be fixed with technology, there is a universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in the dissemination of knowledge and information. Already, Nigeria is on the wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies the high cost of computer hardware and software, weak infrastructure, lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block of the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. Nigeria needs ICT to aid teaching, learning and educational management. ICT is an instrument for economic and technological development in the 21st century. Therefore, Nigeria cannot afford to be on the wrong side of the digital divide.

British Students' Academic Writing

2013 ◽  
Vol 27 (2) ◽  
pp. 139-147 ◽  
Author(s):  
Nabil Sultan
Keyword(s):  
Secondary School ◽  
University Students ◽  
Academic Writing ◽  
Government Policy ◽  
Writing Skills ◽  
Coalition Government ◽  
Remedial Measures ◽  
Essay Writing ◽  
The North ◽  
Word Selection

The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing skills, with a view to identifying remedial measures that could be taken to address the problem. The object of the study is an Academy (secondary school) in the North of England, referred to as Northland Academy (NA), one of the new Academies first introduced by the Labour Government in 2000 and now enthusiastically endorsed and promoted in England by the current UK Coalition Government. A first group of students at NA was given relatively simple tests of punctuation and word selection and essay writing; and, separately, a second group was presented with a research proposal and given the task of writing an essay on it. It is suggested that a change in Government policy is needed in order to emphasize and include the importance of academic writing for secondary and FE students intending to progress into HE.

scholarly journals NUNNIYA VAASIPPU ANUKUMURAIYAI PAYANPADUTTI KATTURAI EZUTHUM THIRANAI MEEMPADUTHUTHAL [IMPROVE ESSAY WRITING SKILLS BY USING CRITICAL READING APPROACH]

2021 ◽  
pp. 113-125
Author(s):  
M.MENU
Keyword(s):  
Secondary School ◽  
Writing Skills ◽  
Critical Reading ◽  
Multiple Forms ◽  
Writing Quality ◽  
Essay Writing ◽  
Writing Ability ◽  
Standard Curriculum ◽  
Bloom’S Taxonomy ◽  
Post Test

Based on the Secondary school Tamil language standard curriculum form 2 students must eventually become capable of creating multiple forms of writing. Thus, this study has been conducted to evaluate students' writing ability through the Bloom's Taxonomy 1956 theory using a critical reading approach. This study is based on three objectives that assessing students’ essay writing quality before critical reading, assessing students' writing quality after critical reading, and examining the perspective of critical reading approach. All data were collected and analysed from a test sheets, questionnaire and essay marking scheme. The students were evaluated by a post test to determine the effectiveness of the teaching of learning about critical reading applications in essay writing at the end of this study it was realized that critical reading approach can improve essay writing.

scholarly journals Assessment of Access of Reading Resources in Bolstering Extensive Reading Habits and Composition Writing Skills in Secondary Schools in Kenya

2020 ◽  
Vol 8 (12) ◽  
pp. 333-344
Author(s):  
Francis G. Mwangi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Writing Skills ◽  
Sampling Technique ◽  
Schema Theory ◽  
Extensive Reading ◽  
Reading Habits ◽  
Study Objective ◽  
Reading Culture ◽  
Reading Interest

Reading resources in schools can help in inculcating the reading culture and reading proficiency amongst students. This may help learners develop rational skills that are crucial in dealing with the current unpredictable and dynamic world. There has been a concern from educationist and researchers about the declining reading interest among secondary school learners in Kenya and one of the causes could be unavailability of reading resources amongst other determiners. This study was prompted by the lack of adequate reading resources that can bolster and sustain reading interest among secondary schools learners in Laikipia County in Kenya. The study therefore sought to establish whether there existed any relationship between availability and access of extensive reading resources and development of extensive reading habits evidenced in composition writing amongst learners. The study was guided by Piaget's (1952)) Schema Theory. The study used descriptive survey research design. Fifteen secondary schools in Laikipia County were sampled using proportional stratified sampling technique in five sub-counties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) teachers of English language. A Simple random sampling technique was used to sample 327 students out of appproximately 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and composition writing test. A pilot study of the instruments was done to ensure their validity and reliability in a co-educational secondary school in the neighbouring county that was not involved in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient as 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. T-test was done at 95% confidence level (F(2) = 80.933, P = .001) to establish whether there was statistically significance difference between availability of reading resources and development of extensive reading habits captured in composition writing mean scores of different categories of school using (SPSS) version 17. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objective. It was established that learners in secondary schools with adequate extensive reading resources performed better in composition writing than those who did not. Therefore, it was established that inadequate supply of reading resources in schools had a negative impact on development of reading interest amongst learners. The study recommended that schools should collaborate with various stakeholders to solicit reading resources so as to promote access of reading materials and reading culture in schools and consequently improve learners’ composition writing skills.

scholarly journals The Evaluation of Monolingual and Bilingual Students’ Writing Skills in Fifth Grade of Secondary School Comparatively

2021 ◽  
Vol 9 (3) ◽  
pp. 85
Author(s):  
Haydar Özdemi̇r ◽  
Ömer Çi̇ftç
Keyword(s):  
Secondary School ◽  
Rating Scale ◽  
Mother Tongue ◽  
Writing Skills ◽  
Fifth Grade ◽  
Bilingual Students ◽  
School Students ◽  
Essay Writing ◽  
Significant Difference ◽  
Story Writing

This study was conducted to determine the writing skills of bilingual students whose mother tongue is Kurdish and monoligual students whose mother tongue is Turkish in the fifth grade of secondary school. More specifically, the story and essay writing skills of bilingual students are compared with the writing skills of monolingual students based on their reading habits and their parents’ educational backgrounds. The research is a descriptive study based on scanning model and aims to reveal the current situation as it is. The study group of the research consists of a total of 104 fifth grade secondary school students, 52 bilingual and 52 monolingual, studying in 4 different secondary schools in the central district of İpekyolu in Van, Turkey. In order to determine students’ writing skills, stories and essays were written to them at different times in one lesson hour (average forty minutes). The stories were evaluated according to the Story Writing Evaluation Form (İzdeş, 2011). The essays were evaluated according to the Written Expression Rating Scale (Deniz, 2003). According to the results of Mann Whitney-U and Kruskal - Wallis-H tests, monolingual students outperformed bilingual students in both story and essay writing. While a significant difference was found between bilingual and monolingual students’ essay and story writing skills, no significant difference was found in terms of parents› education status or the number of books their parents read. The findings have interesting implications for the researchers and teachers in the area.

Are Secondary Schools Imparting Digital Skills? An Empirical Assessment

2021 ◽  
Vol 15 (1) ◽  
pp. 73-100
Author(s):  
Bornali Bhandari ◽  
Charu Jain ◽  
Ajaya K. Sahu
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Urban Areas ◽  
National Level ◽  
Individual Characteristics ◽  
School Students ◽  
Digital Devices ◽  
Digital Skills ◽  
At Home

The aim of this article was to analyse the employability of currently enrolled secondary education (classes 9–12) students aged 14–21, specifically their functional digital skills. Digital skills are increasingly being recognised as a key foundational skill that also enhances employability. Gaining digital skills at the secondary education is important because it is one of the foundational skills that help prepare students transition to work and prepares them for life. There were three major objectives in this article: (a) to examine the trends and transitions in the acquisition of functional digital skills of currently enrolled secondary school Indian students according to their socio-economic and demographic profiles; (b) empirically investigate the factors influencing the acquisition of functional digital skills in urban areas and (c) examine whether the policy of providing schools with computers has had any discernible impact on the acquisition of functional digital skills of these students. Using the National Statistical Office 2017–2018 data on expenditure on education, we found that at the national level only 42% of the enrolled secondary school students had the ability to operate a computer and 46% had the ability to browse Internet in 2017–2018. The attainment of functional digital skills differed across rural and urban regions. The individual characteristics, socio-economic profile of households and school-related indicators were factors that explained the likelihood of students’ being equipped with functional digital skills. A key result was that students who had digital devices at home were more likely to have functional digital skills. The government had introduced computers in secondary schools in 2004 in India. We found evidence of a positive association between the provision of functional computers at secondary schools and attainment of digital skills, even for students from households with no computers at home. A key policy recommendation is that providing computers at schools can help overcome barriers to access to digital devices at home and improve the attainment of digital skills. JEL Codes: I2, O15, O3

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