scholarly journals Students’ Mathematics Achievements: A Comparison between Pre- and Post-COVID-19 Pandemic

2021 ◽  
Vol 16 (4) ◽  
pp. 36-47
Author(s):  
Daniel Doz ◽  
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Distance Learning ◽  
Gender Gap ◽  
Rank Test ◽  
School Students ◽  
First Semester ◽  
School Year ◽  
Significant Difference ◽  
Parametric Statistical Test

The COVID-19 pandemic represented a shift from face-to-face to online and distance learning. Teaching methods and assessing strategies changed, as well as grading standards. The focus of this paper is to address the differences between pre- and post-COVID-19 pandemic mathematics grades and, in particular, to investigate the possible differences between mid-term and end-term grades in Italy. To this end, 231 Italian middle and high school students’ grades were analysed. Using the Wilcoxon rank test (a non-parametric statistical test) the results showed a statistically significant difference in pre- and post-COVID-19 quarantine grades. End-of-year grades were higher than those before the COVID-19 confinement. Furthermore, the results indicated that more than half of the students in the sample achieved a higher grade at the end of the school year. Gender differences in mathematics grades were examined, since the literature about gender gap in mathematics achievement is not coherent about whether boys outperform girls or vice versa. Statistically significant differences at the end of the first semester were reported, in favour of female students although gender differences were not detected at the end of the school year. The findings suggest that greater caution should be paid in interpreting students’ grades pre- and post-COVID-19 confinement, since it cannot be excluded that such students’ achievements are inflated. Excessively high students’ grades that do not represent their actual knowledge and competencies could give educators and legislators misleading and even false information about the quality of distance learning and students’ knowledge.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

Is the oxygen atom static or dynamic? The effect of generating animations on students' mental models of atomic structure

2016 ◽  
Vol 17 (4) ◽  
pp. 788-807 ◽  
Author(s):  
Sevil Akaygun
Keyword(s):  
High School Students ◽  
Oxygen Atom ◽  
Mental Models ◽  
Atomic Structure ◽  
Chemistry Education ◽  
Rank Test ◽  
Dynamic Features ◽  
School Students ◽  
Significant Difference ◽  
Software Programs

Visualizing the chemical structure and dynamics of particles has been challenging for many students; therefore, various visualizations and tools have been used in chemistry education. For science educators, it has been important to understand how students visualize and represent particular phenomena –i.e., their mental models– to design more effective learning environments. This study aimed to investigate and compare students'staticand dynamic representations of mental models for a fundamental concept of chemistry, atomic structure. Static representations of mental models were expressed as drawings and explanations given on paper, withdynamicones being generated by using animation-developing software. This mixed-method study was implemented in three parts. A total of 523 10th (N= 277) and 11th (246) grade high school students participated in a workshop where they first learned how to use one of three animation-developing software programs (K-Sketch, Chemsense or Pencil;N= 162, 204, 157, respectively), and then prepared an animation of an oxygen atom using that program. Before and after creating the animation, students were asked to draw the structure of the atom and to storyboard the oxygen atom for three seconds. After students generated their animations they were asked to explain their animations in 2–3 minute interviews (N= 324). The static and dynamic representations of mental models were compared statistically by the Wilcoxon Signed Rank Test within each group, and they were compared by the Kruskall Wallis Test between the groups. The results of the analysis showed that in all the groups, a significant difference (p= 0.000) between the initial and final static representations of mental models suggested that students modified their mental models towards a more refined and accurate representation of the atomic structure. Regardless of the software program used, students included significantly more dynamic features (p= 0.000) in their static representations of mental models after generating animations than they did initially. No significant difference (p> 0.05) between any of the features was conveyed in static representations of mental models of students who worked with different software programs. In addition, student-generated animations revealed some misconceptions, such as the movement of the parts of the atom or the atom itself besides electrons, which were not detected on paper.

scholarly journals Utilization and Satisfaction of Basic Guidance Services of High School Students in a Catholic School

2020 ◽  
Vol 3 (2) ◽  
pp. 85-86
Author(s):  
Ma. Dionita V. Vergara, MSLT ◽  
Celo I. Magallanes
Keyword(s):  
High School ◽  
High School Students ◽  
Information Service ◽  
Catholic School ◽  
School Students ◽  
Guidance Services ◽  
School Year ◽  
Grade Levels ◽  
Significant Difference ◽  
Degree Of Satisfaction

One of the primary functions of education is to provide students with opportunities to maximize their full potentials in all areas of life. A school's guidance and counseling program's function is to offer a broad spectrum of services to facilitate students' growth and development. These services include but are not limited to individual inventory, information service, counseling, service, placement service, and follow up service. Hence, this paper describes the extent of utilization and the degree of satisfaction of high school students in a Catholic school in Antique during the school year 2019-2020. Likewise, it explores the significant difference in the extent of utilization and the degree of satisfaction vis-à-vis the respondent's sex and grade levels.

scholarly journals Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students

2020 ◽  
Vol 12 (3) ◽  
pp. 84
Author(s):  
Derrick Anokye-Poku ◽  
Ernest Ampadu
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Junior High School ◽  
Survey Design ◽  
School Students ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Significant Difference ◽  
And Performance ◽  
And Mathematics

Students’ learning and performance in mathematics is affected by several factors, including students’ attitude. This paper aims to understand the gender differences in attitude toward mathematics and mathematics achievement. A descriptive survey design was used, and the participants consisted of 360 Junior High School students. Two instruments, semi-structured questionnaire and students test scores were used. The results revealed that, in general, both female and male students held positive attitudes towards mathematics, and there was no significant difference in attitudes between genders toward mathematics. However, the results established that there was a significant difference in achievement. It was recommended that to achieve sustainable development goal 4, teachers, parents, and educational authorities should develop creative and innovative ways of helping students, especially female students to build self-confidence in the learning of mathematics.

scholarly journals The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Christoph Randler ◽  
Mehmet Barış Horzum ◽  
Christian Vollmer
Keyword(s):  
High School ◽  
High School Students ◽  
Distance Learning ◽  
Male Students ◽  
Vocational High School ◽  
School Students ◽  
Learning Anxiety ◽  
Significant Difference ◽  
Two Measures ◽  
Self Administered Questionnaire

<p>There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types.</p>

scholarly journals SPORTS PERFORMANCE, SLEEP AND ANXIETY IN CHILDREN AND ADOLESCENTS: PRELIMINARY RESULTS OF A LONGITDUINAL STUDY

2019 ◽  
Vol 7 (3_suppl) ◽  
pp. 2325967119S0008
Author(s):  
Natalya Sarkisova ◽  
Anita Herrera-Hamilton ◽  
Kenneth Hartline ◽  
Iris Perez ◽  
Tishya Wren ◽  
...  
Keyword(s):  
High School Students ◽  
Sports Participation ◽  
Sleep Time ◽  
Average Score ◽  
Activity Levels ◽  
School Students ◽  
Preliminary Results ◽  
School Year ◽  
Significant Difference ◽  
Longitudinal Effects

Background: There is limited literature and data on the longitudinal effects of sleep on the regular activities and experiences in which middle school and high school students participate. In the first year of this 6 year longitudinal study, we aim to look at the preliminary results of sleep, sports and anxiety with the graduating class of 2023. Methods: 48 seventh grade students were administered an ActiGraph watch to assess sleep patterns, movements, and activity levels. Students also completed a background questionnaire to obtain basic information such as extracurricular and physical participation and subjective reporting of past injuries. The Beck Youth Anxiety Inventory (BYAI) is a validated outcome questionnaire that was also administered to assess the students’ specific worries about school performance, the future, and fear. The BYAI scores are converted into a T-score that are compared to normative sample scores to determine the students’ relative deviation from the mean of the normative group. After wearing the ActiGraph watch for 5 school nights, data was reviewed with a board certified sleep pulmonologist and Total Sleep Time (TST) was recorded for each night. Results: 23 males and 25 females wore the watch for 5 school nights. Average age of students was 13 years (range: 12 to 13). During the study period, sleep, anxiety and sports participation were recorded . 240 school nights of nocturnal sleep were analyzed. TST averaged 6.5 hours (392 minutes). Females averaged 6.6 hours (395 minutes) of TST and males averaged 6.5 hours (391 minutes) of TST. For sports participation, both males and females played an average of 2 total organized sports during the course of the school year, not necessarily concurrently. On the BYAI, males had an average score of 13 and females had an average score of 12. Mild to moderate anxiety is represented by a score of 10-18. Students who played 1 sport or less (n=21) had an average TST of 6.5 hours (387 minutes) (335-440 minutes) and students who played more than 1 sport (n=27) had an average TST of 6.6 hours (396 minutes) (range: 323 to 463) (n=27). There was no significant difference between the two groups (p=0.37). There was a mild negative correlation between total number of sports played and the BYAI score in males (r= -0.31). Conclusion: These preliminary results stand as a baseline insight into students and their sleeping habits, activity levels, and overall emotional state. The National Sleep Foundation (NSF) recommends 9-11 hours (540-660 minutes) of sleep per night for children 6-13 years. The average sleep time of our student population is significantly below the recommendation of the NSF. The students who played more sports reported more sleep, though not at a significantly higher rate, and males who played fewer sports had a higher anxiety score. At this young age, students are in the early stages of learning their natural abilities in sports, creating skills to excel in academic and physical performance, and are starting to go through physical development and maturation. Students are still playing sports for enjoyment and reporting anxiety at a minimal level. Over the next 5 years, we hope to look at trends and identify internal and external factors that impact sleep, cognitive functioning, athletic performance and mental health.

scholarly journals Awareness and Incidence of Bullying among Public High School Students in Antique

2020 ◽  
Vol 3 (2) ◽  
pp. 55-56
Author(s):  
Janice L. Gonzales ◽  
Dennis V. Madrigal
Keyword(s):  
High School Students ◽  
Grade Level ◽  
Living Condition ◽  
Department Of Education ◽  
Public High School ◽  
School Students ◽  
School Year ◽  
Significant Difference ◽  
Philippine Government ◽  
Public High School Students

Bullying is an increasing problem globally, which affects school children over the years.  The students who have experienced bullying have a greater risk of psychological distress. Likewise, the incidence of bullying has been increasing despite the efforts of the Philippine government and Department of Education. Moreover, the problem of bullying was even exacerbated by technology resulting in a new form called cyberbullying. Studies also show that students are aware of the different bullying types, yet high bullying incidence still prevails. Hence, the paper describes the level of bullying awareness and the extent of bullying incidence in a public school in Antique during the School Year 2019-2020. The paper also evaluates if a significant difference exists in the level of awareness and the extent of bullying practices when respondents are grouped according to sex, grade level, birth order, living condition, and family monthly income. Furthermore, it also investigates whether a relationship exists between awareness and extent of bullying incidence.    

scholarly journals THE CORRELATION BETWEEN TIME MANAGEMENT AND STUDENT LEARNING OUTCOMES IN PHYSICAL EDUCATION

2019 ◽  
pp. 289
Author(s):  
Jusuf Blegur ◽  
M. Rambu P. Wasak ◽  
Mieke Souisa
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Learning Outcomes ◽  
Time Management ◽  
Management Skills ◽  
School Students ◽  
First Semester ◽  
School Year ◽  
Physical Education Students ◽  
Relationship Of

This research was conducted with an aim to examine the relationship of time management with the physical education learning outcomes in high-school students of both genders, aged 17.60±0.89 (Mean±SD). The data of Time management from respondents were taken using the Time Management Questionnaire (Alay & Kocak, 2002). Data on learning outcomes were taken from the learning value of Physical Education students in the first semester of the school year 2018/2019. The results of the descriptive test indicates that the time management of students was classified as fair (62.71%) and their learning outcomes were also good (83.05%), while the results of the Pearson test showed a significant relationship between time management with physical education learning outcomes (0.314) Thus, educators can train students to develop time management skills by arranging plans before doing, determining and setting work priorities, being responsible for work time and priorities, and avoiding unfavorable activities.

scholarly journals High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

2021 ◽  
Vol 11 (11) ◽  
pp. 672
Author(s):  
Manal AlMahdawi ◽  
Salieu Senghore ◽  
Horia Ambrin ◽  
Shashidhar Belbase
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Distance Learning ◽  
School Students ◽  
Technology Application ◽  
Class Participation ◽  
Significant Difference ◽  
Collaborative Skills ◽  
Creativity And Innovation

All private and public schools in the UAE had to run online classes as they closed their face-to-face classes due to the COVID-19 pandemic in the spring of 2021. In this context, the purpose of this study was to investigate the indicators of high school students’ performance in online chemistry classes in a private school in Al Ain, UAE. A quantitative study with an online survey questionnaire was carried out with 101 participants. The data were analyzed using One-Sample Wilcoxon Signed Ranked Test, Independent Sample Mann Whitney U, Independent Sample Kruskal Wallis H, and Spearman’s Rank Correlation in the Statistical Package for Social Sciences (IBM SPSS 26). The findings revealed that there was a statistically significant positive impact on critical thinking, collaborative skills, creativity and innovation, technology application, class participation, and overall achievement during online and distance learning of chemistry. There was a statistically significant difference in students’ critical thinking, collaborative skills, creativity and innovation, class participation, and achievement by gender and nationality. These skills were not statistically significantly different across students of grades 10, 11, and 12, except for creativity and innovation, which were significantly different between students of grades 11 and 12. All the six indicators of students’ performance had a significant correlation between each other, with the highest correlation between collaborative skills and participation level. These findings indicated that students’ performance in online chemistry classes during the COVID-19 pandemic provided opportunities to develop creativity and collaborative skills, together with better learning achievement as perceived by the students.

scholarly journals Female Power in Education: Is it a Reversal of Gender Gap?

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Bouchaib Benzehaf
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Classroom Management ◽  
Gender Gap ◽  
Management Practices ◽  
Gender Inequalities ◽  
School Students ◽  
Education Today ◽  
El Jadida

<p>Education today is increasingly being feminized with girls accounting for the large majority of the student population at all levels. This feminization is happening not only in terms of number of girls but also in terms of performance. The present paper reports on a comparative study that looked into the differences between girls’ achievements and boys’ achievements in high education. More specifically, the paper explores gender differences in written linguistic proficiency by analyzing a sample of high school students’ pieces of writing in English. The research sample consisted of 130 high school students in the city of El Jadida, 59 males and 71 females. Using Hunt’s T-units as a method of language measurement, the paper outlines gender differences in the sample in terms of accuracy, fluency and complexity. Results showed that girls significantly outperformed boys in different aspects of writing, thereby suggesting a reversal of gender inequality. However, care must be taken so that these differences which favor girls are not misinterpreted in such a way as to reproduce traditional gender inequalities in educational institutions (for instance, some people are advancing the idea that boys are differently, not deficiently, literate). In light of the results, the paper ends with recommendations for justice to be done to female students as well as for the adoption of best classroom management practices that maximise all students’ achievements.</p>

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