scholarly journals Infographic impact on the development of academic achievement in a computers first secondary students Al Qunfudhah

2019 ◽  
Vol 3 (11) ◽  
Author(s):  
Mohammed Abdullah Mohammed Shawoush
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
First Grade ◽  
Achievement Test ◽  
School Students ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Total Average

    The research aimed to identify the effect of the using infographics on developing academic achievement in computer subject of First Grade Secondary School students in Al-Qunfudah Governorate. To achieve this goal, the experimental method was used in terms of adopting the quasi-experimental design. The researcher prepared an achievement test on computer. A pre-post test was applied to a random sample of 60 students from First Grade Secondary School students in Al-Qunfudah Governorate. The sample was divided into two equivalent groups. One was experimental, (30) students, who studied using infographics, and the other 30 students, who studied using the usual method. The results of the study revealed that there are statistically significant differences at (0.05) level between the average scores of the students in the experimental and control groups. The experimental group achieved a total average of (37) whereas the control achieved a total average of (25.07) in the post application of the achievement test, and the difference is in favour of the experimental group. The results showed a significant effect of the use of the infographics on the development of the academic achievement of the experimental group. The value of ETA Square (45,0). This means that the independent variable has a (large) effect. In the light of these results, the researcher made some recommendations and suggestions.

scholarly journals The effect of the self- questioning strategy on the development of academic achievement in the field of earth sciences among second secondary students in the southern Jordan Valley: أثر استراتيجية التساؤل الذاتي في تنمية التحصيل الدراسي في مبحث علوم الأرض لدى طالبات الثاني ثانوي في الأغوار الجنوبية بالأردن

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Maha Dawood Sulaiman Al- Khalifat
Keyword(s):  
Earth Sciences ◽  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Control Group ◽  
Jordan Valley ◽  
School Students ◽  
Experimental Group ◽  
Total Average

  The present study aimed at identifying the effect of using self- questioning strategy in developing academic achievement in the field of Earth Sciences among the second year secondary school students in the southern Jordan Valley. The study adopted the semi- experimental method, the tool was (Achievement test in Earth Sciences), prepared by the researcher. Applied to a random sample of two divisions of the second grade secondary school students in Al- Hashim Secondary School for Girls, which is affiliated to the Directorate of Education and Education of the Southern Jordan Valley during the academic year 2018/2019, for Division (B) as an experimental group, consisting of (30) students, and Division (A) as a control group. , And consisted of (30) students. The results of (T) test showed that there were statistically significant differences between the average scores of female students on achievement in the Earth Sciences subject due to the variable method of teaching, where the control officer got a total average (13.02) in exchange for the pilot obtained a total average (18.97), and for the benefit of the experimental group, In the light of the results of the study, the researcher recommended training teachers on the strategy of self- questioning in the teaching of earth sciences; for their effectiveness in teaching, and recommended studies on the introduction of other teaching methods.

scholarly journals Components of Excellence and its Effects on Developing Achievement and Attitude in Mathematics among Secondary School Students

2015 ◽  
Vol 9 (3) ◽  
pp. 431
Author(s):  
Othman A. Alghtani
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
First Grade ◽  
Achievement Test ◽  
Teaching Mathematics ◽  
Attitude Questionnaire ◽  
School Students ◽  
Suggested Strategy ◽  
Experimental Group

The study aimed to build a suggested strategy in light of Connectivism theory to develop the components of excellence in mathematics, and measure its effect on developing achievement and attitude among secondary school students. The study depended on the experimental design, two groups (pre-post); also the sample was selected randomly among first grade students in secondary school. The unit quadrilaterals have prepared in using proposed strategy. The instrument of study included: questionnaire of components of excellence in mathematics, achievement test, and questionnaire of attitude. The main findings were there are significant differences between the average grades of the experimental and controlling group in post application of questionnaire of excellence, achievement test and attitude questionnaire in favor of the experimental group students. In light of the results, the recommendations were including: applying connectivism theory in teaching mathematics to develop components of excellence in mathematics. All of these points have supported developing achievement and attitude toward mathematics.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

scholarly journals Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

2020 ◽  
Vol 1 (3) ◽  
pp. 145-156
Author(s):  
Angela Orengwu Okatahi ◽  
Hosea Abalaka Apeh ◽  
Omolara Ayoka Iyiegbuniwe
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Learning Strategy ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Good Nutrition ◽  
Brain Based Learning

The study was on the effect Brain-Based Learning Strategies on the academic achievement of secondary school students in Abuja, Nigeria. The pretest post-test Quasi Experimental Research design was used with a sample of 142 Senior Secondary School Students drawn from two schools. Two intact classes were randomly selected from each school. Data for the study was sourced using the Economics Achievement Test (EAT). The hypothesis was tested at a significant level of 0.05 using ANCOVA. The findings revealed a significant difference in the academic achievement with mean difference of 15.82 in favor of the Experimental Group. The study concluded that Brain-based learning strategies have significant effect on students’ academic achievement as the result indicated that the effect of the treatment, (brain-based learning strategy) was significantly positive on students’ academic achievement in Economics. The study recommended that teachers should adopt the Brain-based learning strategies in teaching Economics by providing a relaxed environment with low threat, good nutrition, physical exercise, movement, drama, drinking of water before and during lessons.

scholarly journals Strategies to Improve Academic Achievement in Secondary School Students: Perspectives on Grit and Mindset

SAGE Open ◽  
2017 ◽  
Vol 7 (4) ◽  
pp. 215824401774511 ◽  
Author(s):  
Susan Polirstok
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Growth Mindset ◽  
Review Of The Literature ◽  
School Students ◽  
Detailed Review ◽  
Academic Challenges

This article examines the academic performance of secondary school students from the perspectives of grit and mindset through a detailed review of the literature. What makes a learner resilient? Persistent? Willing to take on academic challenges? The research on grit and mindset provides an understanding of why many secondary students struggle academically. Whereas Duckworth discusses persistence and resilience, Dweck compares fixed versus growth mindsets, the willingness to take on academic challenges and belief in oneself as a learner. Teaching strategies and materials that can help students increase persistence and build a growth mindset are presented as keys to successfully affecting academic performance.

scholarly journals Examining Associations Between Physical Activity and Academic Performance in a Large Sample of Ontario Students: The Role of Inattention and Hyperactivity

2020 ◽  
Vol 17 (12) ◽  
pp. 1231-1239
Author(s):  
Michelle Ogrodnik ◽  
Jillian Halladay ◽  
Barbara Fenesi ◽  
Jennifer Heisz ◽  
Katholiki Georgiades
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Academic Success ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Positive Association ◽  
Optimal Dose ◽  
School Students ◽  
Inattention And Hyperactivity

Background: Participation in physical activity (PA) is a modifiable factor that contributes to academic success, yet the optimal dose (ie, frequency) and mechanisms underlying the effect require further exploration. Methods: Using data from 19,886 elementary and 11,238 secondary school students across Ontario, Canada, this study examined associations between PA participation frequency, academic achievement, and inattention and hyperactivity. Results: Among elementary students, there was a positive association between PA frequency and academic achievement. Participating in 1 to 2 days per week of PA related to higher academic achievement compared with no days, whereas 7 days per week had the largest associations. For secondary students, a minimum of 3 to 4 days per week was associated with higher academic achievement with no significant benefit of additional days. Indirect effects of inattention and hyperactivity were found for both groups, suggesting that the benefits of PA on academic achievement may be partly explained by reductions in inattention and hyperactivity, especially for secondary school students. Conclusion: Students may experience academic benefits from PA even if they are not meeting the guidelines of exercising daily. These benefits may occur, in part, through reductions in inattention and hyperactivity. Further work is needed to determine the temporality and mechanism of these associations.

scholarly journals Prior knowledge of potential energy and the understanding of quantum mechanics

2021 ◽  
Vol 57 (2) ◽  
pp. 025012
Author(s):  
Kim Krijtenburg-Lewerissa ◽  
Henk Pol ◽  
Alexander Brinkman ◽  
Wouter van Joolingen
Keyword(s):  
Quantum Mechanics ◽  
Secondary School ◽  
Potential Energy ◽  
Prior Knowledge ◽  
Secondary School Students ◽  
School Students ◽  
Potential Wells ◽  
Classical Energy ◽  
Quasi Experimental ◽  
Experimental Group

Abstract Quantum mechanics (QM) has become part of many secondary school curricula. These curricula often do not include the mathematical tools for a formal, mathematical introduction of QM. QM therefore needs to be taught at a more conceptual level, but making secondary school students understand counterintuitive QM concepts without introducing mathematical formalism is a challenge. In order to accept QM, students not only have to see the need of it, but also have to see that QM is understandable and logical. Dutch secondary school students are familiar with potential energy (PE) in the context of gravitational and elastic energy. Therefore, the introduction of QM by using the potential wells and tunneling with emphasis on students’ prior knowledge of PE could be a way to make QM more understandable and logical. To explore this, we investigated the relation between the understanding of energy diagrams and the understanding of the potential well and tunneling. A module was created to promote students’ understanding of PE in classical context. Then, a quasi-experimental intervention was used, in which the experimental group received additional lessons using the module on classical energy diagrams before being taught QM. Two tests were developed in order to determine students’ understanding of PE and QM. The results of the tests showed that the experimental group not only had better understanding of PE diagrams, but also of QM even before they were being taught QM. Analysis of the tests also showed that there was a significant correlation between the understanding of PE diagrams and the understanding of QM. Therefore, the results of this study indicate that emphasis on PE can be used to reduce the gap between students’ prior knowledge and QM.

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