scholarly journals Student Perceptions of Literacy after the Ontario Secondary Literacy Course: A Qualitative Inquiry

2014 ◽  
Vol 23 (2) ◽  
Author(s):  
Lianne Van De Wal ◽  
Thomas G. Ryan
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Student Perceptions ◽  
Standardized Test ◽  
Qualitative Inquiry ◽  
Self Concept ◽  
Structured Interviews ◽  
School Students ◽  
Literacy Course ◽  
The Impact

Adolescent literacy has emerged via the high-stakesstandardized test known as the Ontario Secondary School Literacy Test (OSSLT)as a critical area of debate and study. Research has indicated a directconnection between literacy and identity, and that student literacy practicesdiffer from traditional measures of literacy located in school curriculum andevaluated via standardized tests such as the OSSLT. Outcomes such as limitedachievement, difficulties with literacy and the development of literacy skills,and subsequent below standard scorescan diminish student self-concept, lower self-esteem, and impede self-efficacy.This ethnographic case study illuminated the impact of OSSLT and subsequentmandatory enrolment in the Ontario Secondary School Literacy Course usingsemi-structured interviews involving high-school students from a northernOntario secondary school. Previous related research outcomes, whichdemonstrated a connection between standardized test scores and self-concept,were realized via participants’ understanding and perception of literacy, andthrough mitigating factors impacting literacy engagement and achievement.

Let’s tweet again? Social networks and literature achievement in high school students

2021 ◽  
pp. 1-64
Author(s):  
Gian Paolo Barbetta ◽  
Paolo Canino ◽  
Stefano Cima
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Large Scale ◽  
Standardized Test ◽  
Controlled Trial ◽  
School Students ◽  
Negative Effect ◽  
Internet Connections ◽  
The Impact

Abstract The availability of cheap Wi-Fi internet connections has encouraged schools to adopt Web 2.0 platforms for teaching, with the intention of stimulating students’ academic achievement and participation in school. Moreover, during the recent explosion of the SARS-CoV-2 crisis that forced many countries to close schools (as well as offices and factories), the widespread diffusion of these applications kept school systems going. Despite their widespread use as teaching tools, the effect of adopting Web 2.0 platforms on students’ performance has never been rigorously tested. We fill this gap in the literature by analyzing the impact of using Twitter as a teaching tool on high school students’ literature skills. Based on a large-scale, randomized controlled trial that involved 70 schools and about 1,500 students, we find that using Twitter to teach literature has an overall negative effect on students’ average achievement, reducing standardized test scores by about 25 percent of a standard deviation. The negative effect is stronger on students who usually perform better.

scholarly journals The impact of the use of student guide bag on the trends and professional tendencies of high school students who have learning difficulties in Riyadh city. (Experimental study)

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Maysaa Abdullah Ibrahim Al-Ayadi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Learning Difficulties ◽  
School Students ◽  
Riyadh City ◽  
Guidance Programs ◽  
Post Test ◽  
Level Of Significance ◽  
The Impact

The objective of the current research is to identify the effect of using the student's guide bag on the attitudes and professional tendencies of high school students who have learning difficulties in Riyadh city. The researcher used two tools: the student's guide bag and the vocational awareness scale. After the data were collected and statistically analyzed by calculating the arithmetic mean to identify the differences between the pre-test and post-test of the occupational awareness scale, and the ETA box (2). The study found that there are statistically significant differences At a level of significance less than (0.05) among the average responses of secondary school students who have learning difficulties in the tribal and post-application of the vocational awareness scale. There is a high impact on the effectiveness of the student's student bag program to improve vocational awareness among high school students who have learning difficulties To study the need to pay attention to vocational guidance and support materially and morally, and to participate students who have learning difficulties themselves in planning guidance programs.

scholarly journals Impact of the variability of presentation ways of stimuli and their associated sign-language explanation in educational computer programs on academic achievement of the English language among Deaf High school students: أثر اختلاف أسلوب عرض المثيرات والشرح الإشاري المصاحب لها في برامج الحاسوب التعليمية على التحصيل الدراسي في مادة اللغة الإنجليزية لدى التلاميذ الصم بالمرحلة الثانوية

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Adnan Abdulhamid Saati
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Sign Language ◽  
Visual Stimuli ◽  
School Students ◽  
Deaf Students ◽  
Integration Program ◽  
Educational Computer ◽  
The Impact

This research aims at exposing the impact of the variability of presentation ways of visual stimuli and their associated sign-language explanation(visual stimuli without sign-language explanation/ visual stimuli followed by sign-language explanation/ visual stimuli simultaneous with the presentation of sign-language explanation) in educational computer programs on academic achievement of some English words among high school students (deaf group) in the integration program At Ain Jaloot Secondary School and the integration program in Dumah Al Jandal Secondary School. The study population included students of the integration program of the two schools, the sample size was determined and it included (36) deaf students who were randomly distributed into three pilot groups. The prior assessment was applied by using the electronic achievement test prepared by the Quiz Creator application, its reliability and validity were then confirmed by checking the coherence of the three groups. The three pilot groups enrolled for an educational computer program, in which the first group studied the impact of the variability of visual stimuli without sign-language explanation, the second group studied the visual stimuli followed by sign-language explanation, then the third group studied the visual stimuli simultaneous with the presentation of sign-language explanation the groups and each group of the three groups included a sample of 12 deaf students. The results of the study showed: Presence of differences which are statically significant (P value= 0.05) between the average degrees of the three groups in favor of the second group who studied the visual stimuli followed by a sign-language explanation.

Secondary school students’ chemistry self-concepts: gender and culture, and the impact of chemistry self-concept on learning behaviour

2020 ◽  
Vol 21 (1) ◽  
pp. 209-219 ◽  
Author(s):  
Lilith Rüschenpöhler ◽  
Silvija Markic
Keyword(s):  
Secondary School ◽  
Gender Gap ◽  
Gender Relations ◽  
Secondary School Students ◽  
Positive Impact ◽  
Self Concept ◽  
Special Focus ◽  
Cultural Backgrounds ◽  
School Students ◽  
The Impact

While science self-concepts of secondary school students have received considerable attention, several important aspects of chemistry self-concepts have not yet been understood: gender relations, the impact of students' cultural backgrounds, and the impact of chemistry self-concept on learning processes. In the present study, (i) we could confirm our hypothesis that chemistry self-concept is strongly related to learning goal orientations. This part of the study built upon knowledge from educational psychology. Our results open the field for practical interventions designed to influence chemistry self-concepts. (ii) We investigated the gender relations in chemistry self-concept with a special focus on students’ cultural backgrounds. The results show that chemistry self-concept differs from science self-concept: the gender gap traditionally described in the literature could not be found. Instead, the study suggests that an interaction of gender and cultural background might influence chemistry self-concepts. (iii) We were interested in the influence of the context of chemistry classroom and language on self-concept. In line with the literature, we found that a good relationship with the chemistry teacher seems to have a positive impact on chemistry self-concept. Also, the perception of chemistry language and chemistry self-concepts were strongly correlated. Suggestions are made for practical interventions based on these findings.

Self-Concept Correlates in Academic Placement of Secondary School Students

1978 ◽  
Vol 46 (2) ◽  
pp. 360-362 ◽  
Author(s):  
William F. White ◽  
Pearline Yeatts ◽  
John Holland
Keyword(s):  
Secondary School ◽  
School Counselors ◽  
Standardized Test ◽  
Self Concept ◽  
School Students ◽  
Academic Placement ◽  
Five Factors ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
Education Courses

In a large school system in the Southeastern United States 26% of eighth grade students in the lower distribution of scores on a standardized test in reading and mathematics were assigned to vocational education courses and a career education program. One of the school counselors administered a self-concept inventory, the Me Scale (Yeatts & Morrison, 1974), to a randomized group of 43 students who were in the lower 26% of scores. The same inventory was administered to 91 randomly selected students in the upper distribution of scores. Significant differences were noted for one of five factors in the Me Scale. Lower achieving students perceived themselves as more capable in manual dexterity than higher achieving students.

scholarly journals Psychological well-being: The impact of student perceptions on guidance and counseling teachers

2021 ◽  
Vol 8 (1) ◽  
pp. 61-68
Author(s):  
Luky Kurniawan ◽  
Dhanang Suwidagdho ◽  
Ruly Ningsih
Keyword(s):  
High School ◽  
High School Students ◽  
Student Perceptions ◽  
Well Being ◽  
Senior High School ◽  
School Students ◽  
Psychological Well Being ◽  
The Impact ◽  
Senior High School Students ◽  
The Ideal

The increasingly complex problem becomes a challenge for guidance and counselling teachers or counsellors as professional helpers. The ideal guidance and counselling teacher or counsellor figure is expected to answer the challenges of the current millennial era. The objectives to be achieved in this study are to obtain an overview of students' perceptions of the ideal guidance and counselling teacher and to find out the relationship between student perceptions and the level of welfare of Senior High School students. The research subjects of Senior High School students in Yogyakarta. The object of this research is, Perceptions of students, Figure of ideal guidance and counselling teachers, The level of well-being of students at Senior High School students in Yogyakarta. The method used for data collection using a questionnaire. The results showed a significant relationship between student perceptions of guidance and counselling teacher figures with the level of psychological well-being in schools. The counsellor's ability to understand himself and see a problem from the point of view of others will have an impact on students' perceptions of the counsellor. These results imply the importance of guidance and counselling teachers to continue to develop professionalism in schools so that students can be served well, and have an impact on the psychological well-being of students.

scholarly journals Development of a Multimedia Program to Promote Environmental Education of Zoology

2020 ◽  
Vol 2 (3) ◽  
pp. 1-9
Author(s):  
Fernando Emilio Valladares Fuente
Keyword(s):  
High School Students ◽  
Environmental Education ◽  
Secondary School ◽  
Student Perceptions ◽  
School Students ◽  
Local Fauna ◽  
Student Knowledge ◽  
Multimedia Program ◽  
Del Rio ◽  
Global And Local

The purpose of this study was to improve the approach of environmental education in a secondary school in Pinar del Río, Cuba. This material was created using a) literature on the theoretical−empirical background of environmental education focused on Zoology and b) a study of student perceptions of the environment using surveys and interviews. Deficiencies noted in the literature and student knowledge guided the design of a multimedia program to teach Zoology to high school students with a focus on an integrated environmental approach. The proposed program includes specialized videos and texts about both global and local fauna. The videos and activities were designed to familiarize students with the fauna and the measures that they should take to protect and help preserve the life of animals and their environments.

scholarly journals Konsep Diri, Kecerdasan Emosi dan Perilaku Asertif pada Siswa SMA Kelas X

PSYCHE 165 ◽  
2021 ◽  
pp. 8-16
Author(s):  
Riska Muliati
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Positive Relationship ◽  
Regression Coefficient ◽  
Linear Regression Analysis ◽  
Self Concept ◽  
School Students ◽  
Assertive Behavior ◽  
The Impact

This assertive behavior becomes an important thing to pay attention to generally for each individual and especially for individuals who are studying, namely students to be more able to optimize their potential. This study want to inform the impact of : (1) self-concept and assertive behavior in high school students in class X, (2) emotional intelligence and assertive behavior in high school students in class X, (3) self-concept and emotional intelligence in students' assertive behavior in high school class X. This study uses a correlational quantitative method. Researchers used as many as 100 high school students in class X as the study sample selected using random sampling techniques. The data analysis technique used in this research is multiple linear regression analysis test. The results of this study indicate that: (1) self-concept has a significant effect on assertive behavior with a positive relationship direction that can be seen from the significance value of 0.005 and the regression coefficient of 0.315. (2) emotional intelligence has a significant effect on assertive behavior with a positive relationship direction that can be seen from the significance value of 0,000 and a regression coefficient of 0.414. RSquare value of 0.464; that is, 46.4% of the variation in assertive behavior is influenced by self-concept variables and emotional intelligence and the remaining 53.6% is caused by other variables not measured by researchers. The relationship between self-concept and emotional intelligence with assertive behavior is known to have a significant relationship with a significance value of 0,000.

The Impact of Social Skills Training on the Self-concepts of Gifted High School Students

1997 ◽  
Vol 8 (4) ◽  
pp. 179-188 ◽  
Author(s):  
Jennifer J. Clark ◽  
David N. Dixon
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Skills Training ◽  
Self Concept ◽  
Future Research ◽  
Social Self ◽  
School Students ◽  
Post Test ◽  
The Impact

In an exploratory outcome study, the social self-concepts of four gifted high school students attending a rigorous residential program were examined as they participated in a social skills workshop. Subjects participated in a pre-test measurement of their global self-concept using the Marsh Self-Description Questionnaire III which differentiates between social self-concept and academic self-concept. The subjects then participated in a three-week social skills workshop that was patterned after the Culcross and Jenkins-Friedman (1988) model. A post-test self-concept measurement was gathered Contrary to the hypothesis, the subjects did not demonstrate an increase in their social self-concepts. Implications of this study and suggestions for future research are presented.

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