EFFECT OF AUTONOMOUS LEARNER MODEL ON SELFESTEEM OF SECONDARY SCHOOL STUDENTS WITH DIFFERENT LEVELS OF ACHIEVEMENT

2018 ◽  
Vol 13 (3) ◽  
pp. 27
Author(s):  
KIRAN PINTO ROSE ◽  
A.C. CLARE ◽  
◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Learner Model ◽  
Autonomous Learner ◽  
Different Levels

Isoperimetric Quadrilaterals: Mathematical Reasoning with Technology

2000 ◽  
Vol 93 (2) ◽  
pp. 144-147
Author(s):  
Gina M. Foletta ◽  
David B. Leep
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mathematical Reasoning ◽  
Mathematical Understanding ◽  
Reform Initiatives ◽  
School Students ◽  
And Mathematics ◽  
Different Levels

This article evolved as an extension of a lesson created in 1995 as part of the Kentucky Partnership for Reform Initiatives in Science and Mathematics (PRISM). We intended to work with quadrilaterals in general on our original lesson, but we thought that such a lesson might be too difficult for many students. Hence, we designed the original lesson to engage secondary school students in an investigation of the nature of isoperimetric parallelograms, that is, parallellograms with the same perimeter. We wanted the lesson to be appropriate for students at different levels of mathematical understanding.

scholarly journals Gratifications on Social Networking Sites: The Role of Secondary School Students’ Individual Differences in Loneliness

2017 ◽  
Vol 57 (1) ◽  
pp. 58-82 ◽  
Author(s):  
Cristina López ◽  
Patrick Hartmann ◽  
Vanessa Apaolaza
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Students ◽  
Need To Belong ◽  
School Students ◽  
Group Management ◽  
Different Levels

Social networking sites, such as Myspace and Facebook, have become popular online communities with large teenage user populations who engage in social media to interact, play, explore, and learn. Research based on uses and gratifications theory has revealed that among the gratifications on social media most sought specifically by adolescents between 12 and 18 years old are meeting new people, satisfying teenagers’ need to belong, and being entertained. Previous research also points to possible differences in the perception of gratifications among users of different media, depending on their level of loneliness. The current study examines whether associations between loneliness and gratifications obtained by adolescent social media users vary across different levels of loneliness. We conducted a survey among 344 Spanish secondary school students with an online profile on the Spanish friend-networking site Tuenti. Mixture modeling identified three classes of students with different levels of loneliness and distinct relationships between loneliness and gratifications for each class. This study contributes to more specific knowledge of the relationship between use of a friend-networking site by lonely teenagers and gratifications obtained and provides implications for the development of coping strategies for students of this age who suffer from loneliness. Further implications of findings for personalized educational computing and group management in on- and offline classrooms are discussed.

scholarly journals Relationship between Propensity to Victim Behavior and the Risks of Substance Use in Adolescents

2020 ◽  
Vol 10 (3) ◽  
pp. 211-223
Author(s):  
A.A. Grigoryeva ◽  
L.E. Usova
Keyword(s):  
Substance Use ◽  
Secondary School ◽  
Empirical Study ◽  
Personality Traits ◽  
Secondary School Students ◽  
Addictive Behavior ◽  
School Students ◽  
Two Stages ◽  
The Relationship ◽  
Different Levels

The work is aimed at studying the propensity of adolescents to victim behavior and the risks of substance use. The materials of an empirical study obtained on a sample of secondary school students (n=153, age 12-16 years, 44% were female) are presented. The study included two stages: the first –to identify the relationship between the predisposition to the use of surfactants by adolescents and the propensity to victim behavior, and the second –to identify differences in personal profiles that determine the predisposition to addictive behavior in adolescents with different levels of victimization. The methodology of the study the tendency to victimization behavior, psychodiagnostic questionnaire "Narcotic". It was found that an increase in the predisposition to the use of surfactants in adolescents with personality traits corresponding to antisocial and conformal profiles is accompanied by an increase in the risks of forming aggressive and autoaggressive types of victim behavior. The significance of the data obtained for improving psychoprophylactic measures aimed at both reducing the risks of using surfactants and preventing the formation of victim behavior in adolescents is noted.

scholarly journals Exploring the Metacognitive Skills of Secondary School Students’ Use During Problem Posing

2014 ◽  
Vol 67 (1) ◽  
Author(s):  
Tony Karnain ◽  
Md Nor Bakar ◽  
Seyed Yaser Mousavi Siamakani ◽  
Hossein Mohammadikia ◽  
Muhammad Candra
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Monitoring And Evaluation ◽  
Problem Posing ◽  
Metacognitive Skills ◽  
School Students ◽  
Thinking Aloud ◽  
Question Analysis ◽  
Mathematical Problems ◽  
Different Levels

The purpose of our study was to explore students’ use of metacognitive skills during problem posing activities. This qualitative research explored the metacognitive skill of 21 secondary school students in a rural Anambas Indonesia while posing individually mathematical problems. Thinking-Aloud protocol was conducted during the problem posing activities. The audio recordings of Thinking-Aloud protocol for the students provided the data to address this question. Analysis of their written work and Thinking-Aloud protocols provided evidence of how students used metacognitive skills while problem posing and revealed different levels of these skills. Analyses of the Thinking-Aloud protocol also provided evidence for the metacognitive skills associated with planning, monitoring, and evaluation. The students used planning and monitoring skills equally. Furthermore, different levels of sophistication of planning were apparent. Students who combined these metacognitive skills demonstrated a higher level of monitoring. However, from our analyses that there was considerable overlap in the metacognitive activities associated with monitoring and evaluation.

Using photographs to elicit student ideas about physics: The case of an unusual liquid-level phenomenon

2014 ◽  
Vol 92 (1) ◽  
pp. 9-17
Author(s):  
Nataša Erceg ◽  
Ivica Aviani ◽  
Vanes Mešić
Keyword(s):  
Secondary School ◽  
Conceptual Knowledge ◽  
Secondary School Students ◽  
Complete Understanding ◽  
School Students ◽  
Physics Teachers ◽  
Physics Students ◽  
Physics Instruction ◽  
Wine Glass ◽  
Different Levels

This work is aimed at exploring some pedagogical opportunities of using photographs in physics instruction. In our study, the photography has been used for eliciting and probing students’ ideas regarding the physics of fluids in noninertial frames of reference and under conditions of equilibrium. The study involved a heterogeneous sample of 235 secondary school students, 41 physics students, and 48 physics teachers. They were presented with a photograph of a wine glass filled with liquid whose surface appeared inclined. The students were asked to comment on the reality of the phenomenon captured in the photograph, and the teachers were asked to predict the students’ responses. The results showed that about half of the students had a complete or partially complete understanding of the physical ideas and that their practical and conceptual knowledge was not dependent on their education level or curriculum followed. Most of the respondents found the task interesting and relevant. The results indicate that the teachers’ expectations regarding students’ understanding of physics often significantly depart from reality. We suggest that physics teachers include some photography-based problems and discussions in their classes. This could encourage a broad participation of students with different levels of abilities.

scholarly journals Learning design Rashomon II: exploring one lesson through multiple tools

2013 ◽  
Vol 21 ◽  
Author(s):  
Luis P. Prieto ◽  
Yannis Dimitriadis ◽  
Brock Craft ◽  
Michael Derntl ◽  
Valérie Émin ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Inquiry Learning ◽  
Learning Technology ◽  
Learning Design ◽  
Authoring Tools ◽  
School Students ◽  
Inquiry Based Learning ◽  
Plot Structure ◽  
Different Levels

An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative – an inquiry-based learning lesson on healthy eating aimed at secondary-school students – from different perspectives, in a manner inspired by the plot structure of Kurosawa’s film “Rashomon”. In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products’ output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design.Keywords: learning design; authoring tools; inquiry learning; personal inquiry(Published: 16 September 2013)Citation: Research in Learning Technology Supplement 2013, 21: 20057 - http://dx.doi.org/10.3402/rlt.v21i0.20057

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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