scholarly journals Middle School Students’ Opinions Regarding Their Educational Experience during Covid-19 Pandemic

Educatia 21 ◽  
2020 ◽  
pp. 48-57
Author(s):  
Alexandra Ioana Oltean
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Online Education ◽  
Traditional Education ◽  
School Closure ◽  
Learning Approaches ◽  
School Students ◽  
Temporary Solution ◽  
Main Activity

The Covid-19 Pandemic has affected everyone’s life. The main activity fields of each society were strongly impacted by the different measures imposed by authorities in order to limit and prevent the extension of this new disease. Students are one of the vulnerable categories, influenced significantly by this situation since one of the social distancing measures implemented in most countries refers to school closure and classes suspension. The transition to online education undertaken in this context was a temporary solution, a quick fix, and its long-term implications need to be studied within further research. We asked a small group of middle school students to share their thoughts, feelings and opinions regarding their educational experiences during the pandemic. Students shared valuable aspects that need to be taken into consideration in order to optimize future distance learning approaches, but also the ones specific to traditional education. Rethinking education has become one of the major present goals, since education has profound, long-term implications over all other fields of the society.

scholarly journals Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being

2019 ◽  
Vol 116 (33) ◽  
pp. 16286-16291 ◽  
Author(s):  
Geoffrey D. Borman ◽  
Christopher S. Rozek ◽  
Jaymes Pyne ◽  
Paul Hanselman
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Brief Intervention ◽  
Life Stage ◽  
Cost Effective ◽  
Well Being ◽  
School Students ◽  
Double Blind ◽  
Grade Point

The period of early adolescence is characterized by dramatic changes, simultaneously affecting physiological, psychological, social, and cognitive development. The physical transition from elementary to middle school can exacerbate the stress and adversity experienced during this critical life stage. Middle school students often struggle to find social and emotional support, and many students experience a decreased sense of belonging in school, diverting students from promising academic and career trajectories. Drawing on psychological insights for promoting belonging, we fielded a brief intervention designed to help students reappraise concerns about fitting in at the start of middle school as both temporary and normal. We conducted a district-wide double-blind experimental study of this approach with middle school students (n = 1,304). Compared with the control condition activities, the intervention reduced sixth-grade disciplinary incidents across the district by 34%, increased attendance by 12%, and reduced the number of failing grades by 18%. Differences in benefits across demographic groups were not statistically significant, but some impacts were descriptively larger for historically underserved minority students and boys. A mediational analysis suggested 80% of long-term intervention effects on students’ grade point averages were accounted for by changes in students’ attitudes and behaviors. These results demonstrate the long-term benefits of psychologically reappraising stressful experiences during critical transitions and the psychological and behavioral mechanisms that support them. Furthermore, this brief intervention is a highly cost-effective and scalable approach that schools may use to help address the troubling decline in positive attitudes and academic outcomes typically accompanying adolescence and the middle school transition.

Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

2021 ◽  
pp. 232102222110244
Author(s):  
Li Yuelin ◽  
Liu Yujie ◽  
Shu Xiaohui
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Students ◽  
Online Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Effects ◽  
School Students ◽  
Primary And Secondary School

In the first half of 2020, primary and secondary school teaching was transformed into online teaching in China, and the teaching effects have attracted considerable attention. This article collects relevant data on the effects of online learning among primary and middle school students through questionnaire surveys to study the impact of parents and teachers on learning effects, provide an experience for future online education and improve the quality of online education for primary and secondary school students in the future. Through empirical analysis, this article draws three main conclusions. First, parents improve students’ offline social presence, while teachers or classmates improve their online presence. Both changes have a significant positive impact on students’ subjective learning effects. Second, parents are more helpful with regard to the improvement of students’ objective learning effects. Third, in terms of age, parents have a greater influence on younger students. The innovation of this article is that the object of the study is primary and secondary school students. The article considers not only the role of teachers but also the role of parents, thereby filling gaps in the previous literature. JEL codes: I20, I21, I25

scholarly journals A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar

2021 ◽  
Author(s):  
Malavika Elaveetil Santhosh ◽  
Jolly Bhadra ◽  
Azza Saad ◽  
Rana Magdy ◽  
Shahad Alkhair ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Online Education ◽  
Peer Mentoring ◽  
Text Message ◽  
Peer Mentors ◽  
School Students ◽  
Mentoring Model

The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school & high school). Even though the E-STEM course was developed & presented by the STEM professionals, it was the near peer-mentors who were responsible for the constant motivation & assessment of the school students. The paper displays several roles of the UG mentors, predominantly aiding the students’ motivation and also their assessment via a triangulation assessment approach: with the UG mentors being responsible for the indirect and embedded assessment of the students. The STEM course was efficaciously conducted for 56 students of high school and middle school students, involving 16 undergraduate near-peer mentors. Various E-tools and student-feedback mechanisms were used to implement the E-STEM course in a student-centered manner. Thereby, to reveal the success of the model, the student’s feedback, pre-post questionnaires, and text message transcripts were investigated. The constructive roles of undergraduate mentors, in aiding the school students towards their active engagement, and STEM innovations, during E-learning, have been validated. A clear comparison had been made between the behavioral aspect of the high school students and middle school students with the UG mentor. Therefore, unlike many studies that had shown the success of the near-peer mentoring model, our article addresses the underlying process, that contributes to the success with a distinct comparison between the two (prior mentioned aspect).

scholarly journals Long-Term Effects of the keepin’ it REAL Model Program in Mexico: Substance Use Trajectories of Guadalajara Middle School Students

2014 ◽  
Vol 36 (2) ◽  
pp. 93-104 ◽  
Author(s):  
Flavio F. Marsiglia ◽  
Stephen S. Kulis ◽  
Jaime M. Booth ◽  
Bertha L. Nuño-Gutierrez ◽  
Danielle E. Robbins
Keyword(s):  
Middle School ◽  
Substance Use ◽  
Middle School Students ◽  
Model Program ◽  
Long Term Effects ◽  
School Students ◽  
Real Model

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students

Longitudinal Effects of School Climate on Middle School Students' Development

2014 ◽  
Author(s):  
Jennifer L. Engelland ◽  
Renee M. Tobin ◽  
Adena B. Meyers ◽  
Brenda J. Huber ◽  
W. Joel Schneider ◽  
...  
Keyword(s):  
Middle School ◽  
School Climate ◽  
Middle School Students ◽  
School Students ◽  
Longitudinal Effects
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