EFFECTS OF DIGITAL MEDIA DEVICES ON ENGLISH ESSAY WRITING COMPETENCIES AMONG RURAL SECONDARY SCHOOL STUDENTS IN BHUTAN

2021 ◽  
Vol 16 (3) ◽  
pp. 15
Author(s):  
DHENDUP SONAM ◽  
Keyword(s):  
Secondary School ◽  
Digital Media ◽  
Secondary School Students ◽  
School Students ◽  
Essay Writing

scholarly journals Enhancing Interest Among Senior Secondary Students in Expository Essay Writing in South East Nigeria: The Reciprocal Peer Tutoring Approach

2020 ◽  
Vol 12 (5) ◽  
pp. 38
Author(s):  
Amuche P. Nnamani ◽  
Josephine U. Akabogu
Keyword(s):  
Secondary School ◽  
Peer Tutoring ◽  
Secondary School Students ◽  
Teaching Approach ◽  
School Students ◽  
Senior Secondary School ◽  
Essay Writing ◽  
Reciprocal Peer Tutoring ◽  
Senior Secondary ◽  
The Impact

The study focused on investigating the impact reciprocal peer tutoring teaching approach has in promoting interest among senior secondary school students in writing expository essay in Igbo –Etiti Local Government Area, South-East, Nigeria. The effect of gender in promoting interest in expository essay writing among senior secondary school students was also investigated. Two research questions and three null hypotheses guided the study. The study adopted a quasi- experimental design. 75 (32 males and 43 females) in two intact classes consisted of the sample for the study. Expository Essay Writing Interest Inventory (EEWII) which was face validated by four consultants was used as an instrument to data for the study. Mean, standard deviation and analysis of covariance (ANCOVA) were used to analyze the data collected. Results obtained revealed that reciprocal peer tutoring teaching approach was effective in promoting interest in expository essay among the students. The result also indicated that the variation in the mean interest scores of male and female students in expository essay was not significant. The interaction effect of gender and the teaching approach on mean interest scores of senior secondary school students in expository essay writing was also not significant. Hence, the researchers recommended that secondary school teachers should adopt this teaching approach for expository essay writing teaching in secondary schools.

scholarly journals Cyber Dating Abuse Victimization Among Secondary School Students From a Lifestyle-Routine Activities Theory Perspective

2016 ◽  
Vol 33 (17) ◽  
pp. 2767-2776 ◽  
Author(s):  
Joris Van Ouytsel ◽  
Koen Ponnet ◽  
Michel Walrave
Keyword(s):  
Secondary School ◽  
Digital Media ◽  
Romantic Relationship ◽  
Secondary School Students ◽  
Romantic Partner ◽  
Routine Activities Theory ◽  
School Students ◽  
Dating Abuse ◽  
Cyber Dating Abuse ◽  
Educational Campaigns

Controlling one’s romantic partner through digital media is a form of cyber dating abuse. To design effective educational campaigns, a deeper understanding of how some young people become victim of this type of abuse within their romantic relationships is warranted. This study is the first to adopt a lifestyle-routine activities theory perspective toward online romantic partner monitoring, by looking at whether secondary school students’ risky digital lifestyle and their digital media use are linked to a higher chance of being controlled by a romantic partner, taking into account gender, age, and the length of the romantic relationship. The data of 466 secondary school students (71.0% girls, n = 331) between 16 and 22 years old ( M = 17.99 years; SD = 0.92) who were in a romantic relationship are analyzed. Linear regression analysis suggests that engagement in online risk behavior, the length of the romantic relationship, engagement in sexting with the romantic partner, and the amount of social networking site use were significantly linked to victimization of digital controlling behavior. The results are important to practitioners, as they indicate that messages about safe Internet use should be incorporated in prevention and educational campaigns with regard to cyber dating abuse. Suggestions for future research are discussed.

scholarly journals Learning by using digital media in and out of school

Seminar.net ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Raquel Miño-Puigcercós ◽  
Juana M. Sancho-Gil
Keyword(s):  
Young People ◽  
Secondary School ◽  
Digital Media ◽  
Secondary School Students ◽  
Social Groups ◽  
Disadvantaged Students ◽  
School Students ◽  
Early School ◽  
Authentic Learning Experiences ◽  
Globalized World

The gap between the compulsory secondary school, students’ daily experiences and interests and social demands seems to have significantly increased. Nowadays disaffection and disengagement with school, low-attainment and early school leaving are found not only in disadvantaged students but also practically among all social groups across countries. The traditional conception of learning prevailing in most schools does not seem able to meet the educational needs both of young people and society. Living and learning in a digital and globalized world implies considerable challenges for schooling, and these are reviewed in this paper.We build on the outcomes of an ethnographic case about young people learning inside and outside school using different media. First, we discuss the challenges posed by contemporary compulsory secondary education while also establishing the scope of our research. Then we explore the transitions of students between inside and outside school and the characteristics of a learning process in which switching constantly between online and offline environments is a given. Finally, we make suggestions, which can be taken into account by schools seeking to offer students more meaningful and authentic learning experiences.

scholarly journals Young people confronting the challenge of reading and interpreting a digital world

2021 ◽  
Vol 14 (2) ◽  
pp. e905
Author(s):  
Jordi Castellví Mata ◽  
Breogán Tosar Bacarizo ◽  
Antoni Santisteban Fernández
Keyword(s):  
Secondary School ◽  
Digital Media ◽  
Citizenship Education ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Secondary School Students ◽  
Literacy Programs ◽  
School Students ◽  
Daily Lives ◽  
Digital World

Critical citizenship education must consider the global and digital context in which we live. Digital media and global processes have a decisive influence on people’s daily lives. However, digital literacy programs rarely go beyond teaching technological skills. Similarly, critical thinking approaches to education focus on developing cognitive skills, omitting the weight of values and emotions in decision making. This research analyses Spanish secondary school students’ narratives and reflections about two publications on Twitter that present biased information to encourage undemocratic attitudes. The results show that most students are far from being critical of the information they read on the internet, and they easily fall into the trap of defending undemocratic discourses.

scholarly journals The Influence of the Nigerian Pidgin English on Eha-Amufu Secondary School Students’ Usage of the Standard English

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Ogechi Chiamaka Unachukwu ◽  
Goodluck C. Kadiri ◽  
Amaka Grace Nwuche
Keyword(s):  
Adverse Effect ◽  
Second Language Acquisition ◽  
Secondary School ◽  
Secondary School Students ◽  
Peer Group ◽  
Standard English ◽  
School Students ◽  
Essay Writing ◽  
Affective Filter ◽  
English Usage

The use of Pidgin English in the Nigerian context has gone beyond verbal communication to become more of a mode of behaviour as its expression has moved from informal conversation to formal situations. The above scenario necessitated this study which investigates Eha-Amufu secondary school students’ usage of the Standard English in view of the use of the Nigerian Pidgin English (NPE). The study sets to find out what informs the usage and the extent the Nigerian Pidgin English has affected the use of the Standard English of these students using the affective filter hypothesis from Stephen Krashen’s 2003 Second Language Acquisition (SLA) theory. Using the questionnaire and essay writing as research instruments, data were collected from a sample of 200 students and willing teachers from four selected secondary schools in Eha-Amufu. Findings reveal that the use of the Nigerian Pidgin English is traceable to homes and peer group influence and has grossly affected the students’ Standard English usage. The finding that students do not use Nigerian Pidgin English in their written essays was largely contradicted by the avalanche of the Nigerian Pidgin English expressions found in the written essays of the students which also reveal its adverse effect on the Standard English both in spelling and contextual usage. This research, therefore, concludes that a deliberate and conscious effort at instilling in the minds of Eha-Amufu students the knowledge of the adverse effect of NPE usage on their academic performance and the danger of its persistent use will go a long way in mitigating the adverse effects of Nigerian Pidgin English usage on the Standard English usage among them.

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