scholarly journals Moemoea: A digital tool to train secondary school student resilience and motivation for success

2021 ◽  
Author(s):  
◽  
Thomas Johnson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Business Case ◽  
Technological Advancement ◽  
Digital Tool ◽  
School Students ◽  
Low Socioeconomic

<p>Secondary school students in New Zealand have been underachieving in recent years, with one of the largest performance gaps between high and low performing students in the OECD. With an overrepresentation of Māori, Pasifika and low socioeconomic students in this low performing group, this research explores an innovative solution and presents a business case of Moemoea- a digital tool to train resilience and self-motivation to support student success. Disruption of jobs with automation in future workplaces from rapid technological advancement requires workers to be proficient in digital literacy, resilience, and self-motivation. The literature suggests that these skills lead to improved confidence and academic outcomes and were the same capabilities required beyond school, in the new digitally focused work environment.  This research interviewed 14 Māori, Pasifika and low socioeconomic secondary school students, collecting first-hand experiences of resilience, motivation, and resources that support successful academic outcomes at school. The research findings identified an untapped opportunity between high digital skills and access to technology and a lack of student motivation and resilience levels to harness this advantage to improve student learning.  Government ministries are identified as a likely customer because they are the entity currently addressing the performance gap between high and low achievers in New Zealand secondary schools. The findings and business case demonstrate the feasibility of investment in the research and development of both Moemoea and other possible solutions to poor performing students.</p>

scholarly journals Moemoea: A digital tool to train secondary school student resilience and motivation for success

2021 ◽  
Author(s):  
◽  
Thomas Johnson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Academic Outcomes ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Business Case ◽  
Technological Advancement ◽  
Digital Tool ◽  
School Students ◽  
Low Socioeconomic

<p>Secondary school students in New Zealand have been underachieving in recent years, with one of the largest performance gaps between high and low performing students in the OECD. With an overrepresentation of Māori, Pasifika and low socioeconomic students in this low performing group, this research explores an innovative solution and presents a business case of Moemoea- a digital tool to train resilience and self-motivation to support student success. Disruption of jobs with automation in future workplaces from rapid technological advancement requires workers to be proficient in digital literacy, resilience, and self-motivation. The literature suggests that these skills lead to improved confidence and academic outcomes and were the same capabilities required beyond school, in the new digitally focused work environment.  This research interviewed 14 Māori, Pasifika and low socioeconomic secondary school students, collecting first-hand experiences of resilience, motivation, and resources that support successful academic outcomes at school. The research findings identified an untapped opportunity between high digital skills and access to technology and a lack of student motivation and resilience levels to harness this advantage to improve student learning.  Government ministries are identified as a likely customer because they are the entity currently addressing the performance gap between high and low achievers in New Zealand secondary schools. The findings and business case demonstrate the feasibility of investment in the research and development of both Moemoea and other possible solutions to poor performing students.</p>

Authentic Mathematical Modelling Behaviours for Secondary School Students

2019 ◽  
pp. 547-551
Author(s):  
Kerri Spooner
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Mathematical Modelling ◽  
Real World ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Ethnographic Study ◽  
School Students ◽  
The World ◽  
Further Development

Mathematical modelling is part of many curricula around the world. Some of these curriculum statements are vague and general. There is a need for statements to be more specific with supporting examples for implementation of curriculums. There is also a need for further development of activities focused on authentic mathematical modelling behaviour. To address this problem, an ethnographic study in New Zealand was carried out to identify the behaviours of a real world mathematical modelling team. These behaviours were then explored to determine what they could look like for a sixteen-year-old student. This paper will present the modelling behaviours of the real world modelling team and the potential authentic mathematical modelling behaviours of a secondary school student.

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

2009 ◽  
Vol 53 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Louise Marsh ◽  
Rob McGee ◽  
Sheila Williams
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Physical Aggression ◽  
Secondary School Students ◽  
Online Survey ◽  
School Students ◽  
Physical Fighting ◽  
Teachers Perceptions ◽  
Self Reports ◽  
Zealand Secondary School

Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers. An online survey assessed students' self-reports of physical fighting and weapon carrying. The findings show that, while teachers did not consider physical aggression a major problem in their schools, they did report frequent occurrences of physical fighting. Some teachers also reported experiencing significant physical aggression towards them by students. Student aggression was not significantly associated with teachers' perceptions of physical aggression in their schools. Teachers are facing physical aggression in their workplace, making schools a stressful working and learning environment.

scholarly journals Changes in the sexual health behaviours of New Zealand secondary school students, 2001-2012: findings from a national survey series

2016 ◽  
Vol 40 (4) ◽  
pp. 329-336 ◽  
Author(s):  
Terryann C. Clark ◽  
Mathijs F.G. Lucassen ◽  
Theresa Fleming ◽  
Roshini Peiris-John ◽  
Amio Ikihele ◽  
...  
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Sexual Health ◽  
National Survey ◽  
Secondary School Students ◽  
Health Behaviours ◽  
School Students ◽  
Zealand Secondary School

scholarly journals Who is teaching the kids to cook? Results from a nationally representative survey of secondary school students in New Zealand

2016 ◽  
Vol 30 (3) ◽  
Author(s):  
Jennifer Utter ◽  
Simon Denny ◽  
Mathijs Lucassen ◽  
Ben Dyson
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Representative Survey ◽  
School Students ◽  
Current Generation ◽  
Cooking Skills ◽  
Nationally Representative ◽  
Almost All

Abstract Learning how to cook is an important skill for developing healthy eating behaviors. Moreover, involvement in home cooking may offer young people opportunities for skill building, identity development and social engagement with their families. Recently, there have been concerns that the current generation of young people may not have the opportunities to develop sufficient cooking skills. These concerns have been addressed by the initiation of numerous, localized interventions. Yet, little is known about where the current generation of young people learn cooking skills. The objective of this study was to describe where the current generation of young people report learning to cook, drawing on nationally representative data from New Zealand. Data were collected as part of Youth2012, a nationally representative survey of secondary school students (n=8500) in New Zealand. Almost all students reported learning to cook and from multiple sources. Almost all students reported learning to cook from a family member (mother, father, or other family member), approximately 60% of students reported that they learned to cook from certain media (cookbooks, TV, or the Internet) and half of all students reported learning to cook at school. There were numerous differences in where students learned to cook by socio-demographic characteristics. Findings from the current research highlight the important role that families play in teaching young people to cook and will be useful for those working with young people to develop these skills.

scholarly journals Adjustment of Secondary School Students in Relation to their Gender

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Mahesh D. Makwana ◽  
Dr. S. M. Kaji
Keyword(s):  
Secondary School ◽  
Social Adjustment ◽  
Secondary School Students ◽  
Emotional Adjustment ◽  
Secondary School Student ◽  
Home School ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
Better Than

The present investigation in to find out the  Adjustment of Secondary School Students in Relation to their gender boys and girls. The sample consisted of 120 secondary school students out of which 60 where boys and 60 where girls. For this purpose of investigation “Adjustment Inventory” by Dr.R.S.Patel was used. The obtained data were analyzed through ‘t’ test to know the mean difference between secondary school students in relation to their gender. The result shows that there is no significant difference in Home, School and Emotional adjustment of  boys and girls secondary school student. But there is significant difference in Social adjustment of boys & girls secondary school students at 0.05 level. It means boys are Social adjustment better than girls

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