Hemispheric Preference and Progressive-Part or Whole Practice in Beginning Typewriting

1989 ◽  
Vol 68 (2) ◽  
pp. 359-364 ◽  
Author(s):  
Loretta B. Johns
Keyword(s):  
High School Students ◽  
Analysis Of Variance ◽  
School Students ◽  
Left Group ◽  
Learning Group ◽  
Continuum Analysis ◽  
Significant Difference ◽  
Hemispheric Activation ◽  
Hemispheric Preference ◽  
The Impact

This investigation explored the interaction of progressive-part versus whole methods of practice with hemispheric preference for processing information and the impact of each upon high school students' speed and accuracy in beginning typewriting. Zenhausern's Differential Hemispheric Activation Test was scored in such a way that it was possible to plot the scores along a continuum. Analysis of variance gave significant F ratios on 3 of the 4 testing days. The continuous scores were divided into five categories: middle, left moderates, right moderates, extreme rights, and extreme lefts. The moderate-left group speed was consistently the fastest group, and the extreme rights were consistently the slowest group. This difference was significant for all four testing days with the moderate-left mean speed varying between 4 to 6 words per minute faster each testing day. The extreme rights were consistently the most accurate, even though not statistically significantly so. There was no significant difference between method of practice and typewriting speed or between method of practice and typewriting accuracy; however, on all four testing days the mean gross speed of the whole practice learning group was 0.73 to 0.99 words per minute faster than the progressive-part group. A two-way analysis of variance indicated no interaction between method of practice and hemispheric preference.

FC25-06 - The impact of training cognitive-behavioral strategies on reduction of test anxiety in male high school students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1958-1958
Author(s):  
Z. Aalayi ◽  
T. Ahmadi Gatab
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Behavioral ◽  
Second Grade ◽  
Behavioral Strategies ◽  
School Students ◽  
Significant Difference ◽  
The Impact

IntroductionThe present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among second-grade high school male math students.ObjectivesThis study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students.MethodsThe subjects were 72 second-grade high school students who had obtained high scores on the test anxiety scale(sarason,1978) participants were selected by a multi-stage cluster sampling method from three high schools at Tehran after administering the self-report test anxiety scale as pre-test, the subjects were then divided into two groups of control and experimental with 36 students in each groupdid not receive any treatment then, both groups were asked to complete the test anxiety scale as post-test.ResultsAnalysis of variance (anova) with repeated measures was performed to analyze the data. the results revealed that there was a significant difference between the two groups and this difference was two the advantage of experimental group showing a significant reduction in test anxiety.ConclusionsThe results showed that training cognitive-behavioral strategies can reduce test anxiety.

scholarly journals Literasi matematis dan self-efficacy siswa ditinjau dari perbedaan kebijakan sistem zonasi

2021 ◽  
Vol 15 (2) ◽  
pp. 227-245
Author(s):  
Ahmad Muhazir ◽  
Kana Hidayati ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Senior High School ◽  
Mathematical Literacy ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
The Impact ◽  
Senior High School Students

Penelitian ini bertujuan untuk (1) mendeskripsikan kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; (2) mendeskripsikan dampak perbedaan kebijakan sistem zonasi terhadap kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; dan (3) mendes­kripsikan hubungan antara literasi matematis dan self-efficacy siswa kelas XI SMA. Penelitian survei ini melibatkan 346 siswa dari Kota Banjarmasin dan 321 siswa dari Kota Palangka Raya. Kedua kota tersebut memiliki kebijakan zonasi yang berbeda. Pengumpulan data dila­kukan me­lalui tes dan angket yang telah memenuhi kriteria valid dan reliabel. Teknik analisis data yang digunakan adalah statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa literasi matematis siswa di Kota Banjarmasin dan Kota Palangka Raya berada pada kategori ren­dah, sedangkan self-efficacy siswa pada kedua kota berada pada kategori sedang. Tidak terdapat per­bedaan yang bermakna pada rata-rata literasi matematis antara siswa di Kota Banjarmasin dan Palangka Raya. Namun demikian, terdapat perbedaan yang bermakna pada rata-rata self-effi­cacy antara siswa di Kota Banjarmasin dan Palangka Raya. Kebijakan zonasi di Kota Palangka Raya menyebabkan perbedaan rata-rata literasi matematis siswa pada sekolah kategori tinggi, sedang, dan rendah. Sedangkan kebijakan zonasi di Kota Banjarmasin menyebabkan perbedaan rata-rata self-efficacy siswa pada sekolah kategori tinggi, sedang, dan rendah. Terakhir, terdapat korelasi positif yang signifikan (meskipun lemah) antara literasi matematis dan self-efficacy siswa kelas XI SMA di Kota Banjarmasin dan Kota Palangka Raya (r = 0,194). Mathematical literacy and self-efficacy of students in terms of differences in zoning system policies.AbstractThis study aimed to (1) describe the mathematical literacy abilities and self-efficacy of eleventh-grade senior high school students; (2) describe the impact of differences in zoning system policies on the mathematical literacy and self-efficacy of eleventh-grade senior high school students; and (3) describe the relationship between mathematical literacy and self-efficacy of eleventh-grade senior high school students. This survey involved 346 students from Banjarmasin City and 321 students from Palangka Raya City, Indonesia. The two cities have different zoning policies. The data was collected through tests and questionnaires that met the valid and reliable criteria. The data analysis technique used was descriptive and inferential statistics. The results showed that students’ mathematical literacy in Banjarmasin and Palangka Raya City was in a low category, while self-efficacy in both cities was in the medium category. There was no significant difference in the mean of mathematical literacy of students in Banjarmasin and Palangka Raya City. How­ever, there was a significant difference in the mean of self-efficacy of students in Banjar­masin and Palangka Raya City. The zoning policy in Palangka Raya City causes differences in the mean of mathematical literacy of students in high, moderate, and low category schools. In contrast, the zoning policy in Banjarmasin City causes differences in the mean of self-efficacy of students in high, medium, and low category schools. Lastly, there was a significant positive correlation (al­though weak) between mathematical literacy and self-efficacy of eleventh-grade senior high school students in Banjarmasin and Palangka Raya City (r = 0.194).

scholarly journals Agricultural education and migration: A comparison of rural youth in El Salvador and Honduras

2021 ◽  
Vol 2 (1) ◽  
pp. 70-82
Author(s):  
Pablo Lamiño Jaramillo ◽  
Amy Boren Alpizar ◽  
Carla Millares Forno ◽  
Rafael Quijada Landaverde
Keyword(s):  
High School Students ◽  
Rural Communities ◽  
El Salvador ◽  
Agricultural Education ◽  
Educational Background ◽  
Academic Program ◽  
Group Model ◽  
School Students ◽  
Significant Difference ◽  
The Impact

Youth is defined as a period of transition from childhood to adulthood that ranges between the ages of 15 and 24, and it is the most mobile social group in the world. Youth migration in El Salvador and Honduras is a well-known problem; however, limited research has studied the causes of migration and the impact of agricultural education programs on the decision to migrate. This study aims to identify and compare the migration intentions of students in agricultural and non-agricultural programs of two rural communities of El Salvador and Honduras. For this quantitative study, a two-group model was used, the target population (N = 209) was composed of high school students with similar socioeconomic characteristics. Overall, the comparison between El Salvador and Honduras showed a significant difference between countries regarding their migration intentions (p < 0.05). Salvadorian students presented a stronger willingness to migrate. Moreover, students’ intention of migration was evaluated based on their educational background. Youth who were not part of a formal agricultural program have a higher intention of migrating (p < 0.05). Finally, the main and interaction effects of intention to migrate, country of origin, and academic program based on the different migration drivers were analyzed.

scholarly journals Impact of Augmented Reality on Vocabulary Acquisition and Retention

2021 ◽  
Author(s):  
Megan Tyson
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Teaching Methods ◽  
Traditional Method ◽  
School Students ◽  
Content Areas ◽  
Significant Difference ◽  
The Impact ◽  
11Th Grade ◽  
Academic Content

The present study investigated the impact teaching academic vocabulary through an augmented reality (AR) approach had on acquisition and retention as compared to using a more traditional flash card based approach. 29 high school students ranging from 9th to 11th grade followed the pattern of a 10 word vocabulary pre-test, being taught those words through respective alternating AR and traditional vocabulary methods, and post-tested one week from the date of teaching. At the end of the testing and teaching process, the unit scores were compared to find if any differences occurred. Analysis revealed that there is a significant difference between the two teaching methods. Participants scored better in the AR unit as compared to the traditional unit. Furthermore, participants also reported greater satisfaction with the AR method because it held their attention, gave them something to focus on, and was overall more engaging. Comparatively, participants found the traditional method not engaging, however, they were comfortable with the traditional method because it is what they are comfortable with in the classroom. Given the curiosity of using AR in the classroom, more research could be conducted to find patterns in participant performance across all academic content areas as well as other uses for AR in the classroom.&nbsp;

scholarly journals The Impact of Podcasts on EFL Students’ Listening Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 122 ◽  
Author(s):  
Tryanti R. Abdulrahman ◽  
Nonny Basalama ◽  
Moh. Rizky Widodo
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than &lt; 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

scholarly journals THE IMPACT OF CURRICULUM AND INSTRUCTION MODEL TOWARDS RELIGIOSITY, SPIRITUALITY, AND BEHAVIOR OF ADOLESCENTS

EDUTECH ◽  
2015 ◽  
Vol 14 (3) ◽  
pp. 423
Author(s):  
Herlina Dkk
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum And Instruction ◽  
Deviant Behavior ◽  
Boarding School ◽  
School Students ◽  
Significant Difference ◽  
Religiosity And Spirituality ◽  
And Behavior ◽  
The Impact

Abstract, The present research aims at testing the impact of curriculum and instruction model towards religiosity and behavior of adolescent. Participants for the research are 634 high school students with gender percentage as following: 58% female students and 42% male students. The participants are students from Daarut Tauhid high school (SMA Daarut Tauhid) and PGII high school (SMA PGII) as representative of schools employing Islamic-based curriculum (IC), and SMA Kartika Siliwangi, SMA Negeri 23 and SMA Negeri 24 as representative of schools employing national curriculum (NC). The result of the research shows a significant difference between schools with IC and schools with NC in terms of students’ religiosity. In addition, significant difference is also found between schools with IC and schools with NC in terms of students’ spirituality. Moreover, the behavioral observation of students of schools with IC and students of schools with NC results on finding of significant difference as well. Integration of two factors—Islamic-based curriculum and boarding school model—would result on an effective and powerful aspect to develop students’ religiosity and spirituality, as well as reducing deviant and risky behavior. However, without the integration, Islamic-based curriculum itself is not a major factor in reducing deviant behavior in high school students; therefore, other potential factors should be integrated with the curriculum in playing important roles to develop students’ religiosity and spirituality and reducing deviant behavior. Keywords: Islamic-based curriculum, religiosity, spirituality, deviant or risky behavior. Abstrak,Penelitian ini bermaksud untuk menguji dampak kurikulum dan model pembelajaran terhadap religiusitas dan perilaku remaja. Sampel penelitian ini berjumlah 634 partisipan dengan proporsi jenis kelamin 58% perempuan dan 42% laki-laki yang merupakan siswa SMA Daarut Tauhid dan SMA PGII yang dianggap mewakili sekolah dengan kurikulum bermuatan Islam, dan SMA Kartika Siliwangi, SMA Negeri 23, dan SMA Negeri 24 yang dianggap mewakili sekolah dengan kurikulum nasional. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara religiusitas siswa sekolah dengan kurikulum bermuatan agama dan siswa sekolah berkurikulum nasional. Selain itu penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan antara spiritualitas siswa sekolah dengan kurikulum bermuatan agama dan siswa sekolah berkurikulum nasional. Hasil yang sama juga terjadi ketika menguji signifikansi perbedaan antara perilaku siswa di sekolah dengan kurikulum bermuatan agama dan siswa sekolah berkurikulum nasional. Kurikulum berbasis Islam dan model sekolah boarding school adalah dua faktor yang secara bersama-sama yang paling kuat meningkatkan religiusitas, spiritualitas, dan menurunkan perilaku menyimpang atau beresiko. Sedangkan kurikulum berbasis Islam bukan faktor utama atau ada faktor lain yang bisa menurunkan perilaku menyimpang siswa SMA.Kata kunci: Kurikulum, religiusitas, spiritualitas, perilaku yang menyimpang atau beresiko melanggar aturan, remaja

scholarly journals Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions

2020 ◽  
Vol 3 (2) ◽  
pp. 99-105
Author(s):  
Muhammad Ali Kurniawan ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Saeed Almuntasheri
Keyword(s):  
High School ◽  
High School Students ◽  
Situated Learning ◽  
Chemical Equilibrium ◽  
Learning Model ◽  
Positive Influence ◽  
School Students ◽  
Significant Difference ◽  
Science Educators ◽  
The Impact

This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.

scholarly journals The Impact of Personal Computer on Students’ Academic Performance

2021 ◽  
Vol 8 (7) ◽  
pp. 187-191
Author(s):  
Sadat Blah
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Personal Computer ◽  
Senior High School ◽  
School Students ◽  
Significant Difference ◽  
Computer Students ◽  
The Impact ◽  
Senior High School Students

ABSTRACT This study aimed to determine the effects of Personal Computer on students' academic performance of the Grade 11 Senior High School students at MSU-Maguindanao. Specifically, this study identified the uses of Personal Computers as rated by the students in their studies, the academic performance of respondents with Personal Computer, the academic performance of respondents without Personal Computer, and the significant difference in academic performance of respondents with and without Personal Computer. Survey questionnaire was used as an instrument in gathering data. The questionnaire contains ten (10) related to the uses of computer in the students’ studies. The 10 questions are measured in terms of a 4- point scale such as: 1 for always, 2 for often, 3 for seldom and 4 for never. The statistical tools used in the analysis of data are the frequency count and the mean to describe the effects of personal computer on Senior High School students’ academic performance. The data gathered were consolidated and tabulated. The computations were done manually with the aid of scientific calculator. Findings show that the academic performance of the students with personal computer is generally higher than those without personal computer. Therefore, personal computer has effects in improving the students' academic performance. Keywords: Impact, Personal Computer, Students’ Academic Performance

Comparison of Rational Beliefs of Blind, Deaf, and Non-Handicapped High School Students

1981 ◽  
Vol 52 (3) ◽  
pp. 751-754
Author(s):  
Clayton T. Shorkey ◽  
James Saski
Keyword(s):  
High School ◽  
High School Students ◽  
Analysis Of Variance ◽  
Reading Level ◽  
Rational Behavior ◽  
Rational Beliefs ◽  
School Students ◽  
Deaf Students ◽  
Significant Difference ◽  
Group A

This study investigated whether significant differences existed in scores of blind, deaf, and non-handicapped high school students using a low reading-level form of the Rational Behavior Inventory. Subjects were 160 non-handicapped students, 27 deaf students, and 41 blind students. An analysis of variance yielded no significant difference among scores of the three groups on test forms viewed as most comprehensible to each group. A significant difference was found between students in regular academic classes and those in classes for slower learners.

An Investigation of the Impact of a Flipped Classroom Instructional Approach on High School Students’ Content Knowledge and Attitude Toward the Learning Environment.

2020 ◽  
Vol 7 (5) ◽  
pp. 338-349
Author(s):  
Matthew Bell ◽  
Steven Shumway ◽  
Geoff Wright
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
The Body ◽  
School Students ◽  
Significant Difference ◽  
Students Attitudes ◽  
Knowledge And Attitude ◽  
The Impact

The idea of the “flipped classroom” has become increasingly popular in education. However, very little research in how “flipped classrooms” impact high school students’ ability to perform on exams has been done. The purpose of this research is to add to the body of knowledge and help provide data to investigate how well students learn physics content by using the flipped classroom in a high school Physics with Technology class. Seven periods of Physics with Technology at Lone Peak High School in Highland, UT were used in this study. Three of the classes were randomly assigned to be “flipped” while the other four were taught using what is considered a “traditional” method of instruction of physics (guided inquiry). The pacing and content was matched each day and all classes participated in the same labs, homework, quizzes and tests. The defining difference is the method which the content was covered. The flipped classes watched video lectures at home to learn the majority of the content, then did what is traditionally known as “homework” in class with the teacher present to help. In this study, it was found that there was no statistically or practically significant difference in mean test scores for the first three units. Student responses on a survey also showed very little statistical difference in the students’ attitudes towards the classroom environment in either instructional method.

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