scholarly journals The Influence of Teacher-students’ Interaction on Motivation to Learn Mathematics Among High School Students in Laikipia County, Kenya

2020 ◽  
pp. 78
Author(s):  
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Simple Random Sampling ◽  
Target Population ◽  
Motivation To Learn ◽  
Mathematics Students ◽  
School Students ◽  
Teacher Students

The purpose of this study was to examine the influence of teacher-students’ interaction on motivation to learn mathematics among high school students. The study was guided by Keller ARCS model of motivation. Descriptive research design was employed in the study. The target population was all 8357 Form Four students from 113 public high schools in Laikipia County. Simple random sampling was used to select sample schools, sample classes and respondents. The sample consisted of 392 mathematics students who participated in this study. A self-administered questionnaire was used in data collection. Cronbach’s alpha was used in estimating the reliability coefficients of research instruments which were acceptable and above 0.7. Data was analyzed using simple regression analysis.The finding showed that teacher-students’ interaction has a significant influence on motivation to learn mathematics. The study concludes that in order to improve effectiveness of teaching and learning, teachers need to use the relevant classroom interaction practices wisely so as to guide and monitor students in the learning process for better motivation so as to enhance acquisition of knowledge.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals The Role of Parents in Increasing Economic Learning Motivation during Pandemic Period for Senior High School Students

2021 ◽  
Vol 8 (8) ◽  
pp. 468-477
Author(s):  
Siti Hariyanti ◽  
Elis Irmayanti ◽  
Eunike Rose Mita Lukiani
Keyword(s):  
High School ◽  
High School Students ◽  
Role Model ◽  
Senior High School ◽  
Learning Motivation ◽  
School Level ◽  
Motivation To Learn ◽  
School Students ◽  
Role Of Parents

This research was conducted based on the results of researchers' observations about the role of parents in increasing children's economic learning motivation during the pandemic for senior high school level students in Bajulan Village, Loceret District, Nganjuk Regency. The purpose of this study was to determine the role of parents in increasing motivation to learn economics during the pandemic for senior high school education level students. The researcher used a qualitative approach with field research methods, especially descriptive types with the research subjects were parents and high school students who took economics subjects. The research was carried out using observation, interview and documentation techniques. The results showed that the role of parents in increasing children's learning motivation were 1) parents as children's facilitators, the form of facilities provided by parents to students were providing Wi-Fi, cellphones, study tables and money allocated for internet quotas, 2) parents as motivators for students, the form of motivation given by parents to students in the form of advice and warnings, and 3) parents as guide, the form of guidance given by parents to students was role model. Based on data analysis, it can be concluded that the role of parents in increasing motivation to learn economics is quite good. It can be seen from observations and interviews that the role of parents has been well realized by parents. Keywords: The Role of Parents, Motivation, Learning Economics, Pandemic Period.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

scholarly journals The Effect of Contextual Teaching and Learning (CTL) Based on Lesson Study on the Biology Learning Achievement of High School Students

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Uswatun Hasanah ◽  
Suratno Suratno ◽  
Mochammad Iqbal
Keyword(s):  
High School ◽  
High School Students ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Affective Learning ◽  
T Test ◽  
School Students ◽  
Learning Achievement ◽  
Biology Learning

The implementation of Contextual Teaching and Learning (CTL) based on lesson study aimed to determine its effect on the biology learning achievement of high school students. This referred to quasi-experimental research by applying CTL learning based on lesson study to the experimental class and conventional learning in the control class. The population in this study amounted to 286 students (Science X class students of SMA Negeri 2 Jember). The sample in this study was determined through homogeneity test, normality test, and random sampling to determine the control class and the experimental class. The students' affective learning achievement was analyzed by using the independent sample t-test, while their cognitive learning achievement was analyzed by using ANAKOVA test. Based on the test results of the independent sample t-test, it was found that the students' affective learning achievement differed significantly between the students in experimental class and control class. Based on the results of ANAKOVA test, it was known that the application of CTL learning based on Lesson Study has a significant effect on students' cognitive learning achievement.

scholarly journals The Effectiveness of Peer-led Technology on HIV Prevention Among Adolescent in Bandung

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Linlin Lindayani ◽  
Heni Purnama ◽  
Irma Darmawati ◽  
Vita Lucya
Keyword(s):  
High School ◽  
High School Students ◽  
Hiv Prevention ◽  
Hiv Infection ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
T Test ◽  
School Students ◽  
Knowledge And Attitude ◽  
Paired T Test

ABSTRACTThe prevalence of HIV infection in aged 15-19 years old was increased significantly every year. Adolescent is a high-risk groups for HIV infection due to high chance to try something new and having big influenced by their peer in school. There is limited intervention utilizing technology conducted in Indonesia to reduce the risk of HIV among adolescents. This study aimed to test the effectiveness of peer-led technology on knowledge and attitude towards HIV prevention among adolescent in Bandung. This research was a queasy experiment with one group conducted in a one of private senior high school in Indonesia from April to August 2018. The sample in this study was a student in one of private high school in Bandung. The inclusion criteria in this study were high school students in grade 1, 2; three sample technique used simple random sampling. The Bahasa version of knowledge and  attitude towards HIV prevention were used to measure the outcome. Paired t test used to test the mean sore of knowledge and attitude the intervention before and after. A total of 28 senior high school students agreed to join in this study. This study found that peer-led technology was useful to improve the knowledge and attitudes of high school students towards HIV prevention, mainly through sexual transmission (p-value <0.001, with a mean difference between pre-test and post-test, was 5.2 for knowledge and 3.19 for attitude). In conclusion, utilizing technology to provide health education in adolescent effectively to improve knowledge and attitude towards HIV prevention. ABSTRAKPrevalensi HIV infeksi pada umur 15-19 tahun meningkat secara signifikan setiap tahun. Remaja adalah kelompok berisiko tinggi untuk infeksi HIV, pada masa ini mereka senang mencoba sesuatu yang baru dan juga faktor tingginya pengaruh teman sebaya di sekolah. Masih sedikit intervensi pencegahan HIV  yang memanfaatkan teknologi untuk mengurangi risiko HIV kalangan remaja di Indonesia. Penelitian ini bertujuan untuk menguji efektivitas peer lead teknologi terhadap pengetahuan dan sikap dalam pencegahan HIV di antara remaja di Bandung. Penelitian ini merupakan kuasi eksperimen pada satu kelompok perlakuan yang dilakukan di salah satu SMA swasta di Indonesia dari bulan April hingga Agustus 2018. Kriteria inklusi dalam studi ini adalah siswa SMA kelas 1 dan 2. Teknik pengambilan sample dengan menggunakan simple random sampling. Instrumen versi bahasa indonesia digunakan sebagai instrumen untuk mengukur pengetahuan dan sikap terhadap pencegahan HIV. Analisa data menggunakan paired T test untuk mebandingkan hasil sebelum dan sesudah intervensi. Total sejumlah  28 siswa SMA setuju untuk bergabung dalam studi ini. Studi ini menemukan bahwa peer lead technology berguna untuk meningkatkan pengetahuan dan sikap siswa SMA terhadap pencegahan HIV, terutama melalui transmisi seksual (p-nilai < 0.001, dengan perbedaan yang berarti antara sebelum dan sesudah intervensi  adalah 5.2 untuk pengetahuan dan 3.19 untuk sikap). Kesimpulannya, pemanfaatan teknologi dalam pendidikan kesehatan pada remaja terbukti efektif dalam meningkatkan pengetahuan dan sikap terhadap pencegahan HIV.

scholarly journals Serious Games: herramientas para el aprendizaje / An Experience of Serious Game as a Learning Tool

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Noemí Pena Miguel ◽  
Máximo Sedano-Hoyuelos
Keyword(s):  
High School ◽  
High School Students ◽  
Vocational Training ◽  
Serious Games ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Games ◽  
Serious Game ◽  
Added Value ◽  
School Students

ABSTRACTThe introduction of new technologies in society has created a need for interactive contents that can make the most of the potential that technological advances offer. Serious games as educational games are such content: they can be defined as video games or interactive applications whose main purpose is to provide not only entertainment but also training and enhancing skills in areas such as health, marketing, education, etc. The game was associated with childhood and youth but serious games search for promoting, strengthening and giving added value to the teaching and learning process for all ages. One of the most crucial factors for successful educational games is their ability to maintain an individual learner’s motivation and interest by adapting the individual learning and gaming experience to each learner’s needs, preferences, goals, and abilities. For this reason, Serious Games need tutoring and dynamization. The aim of this paper is to analyze a specific experience success in the use of Serious Games for training. It details how this serious game can enhance different skills in each of the phases of the game. This Serious Game was used to promote innovation among High School students and students at Vocational Training Centres. The users must manage a supermarket trying to get the best results possible by taking a series of both strategic and operational decisions. Through an econometric regression model, we have analyzed the results of its use by a group of High School students and Vocational Training School students.RESUMENLos Serious Games son juegos cuyo fin va más allá del mero entretenimiento y persiguen transmitir contenidos, valores, potenciar habilidades y competencias e incluso servir como herramienta de marketing al utilizarse como medio publi-citario. En los últimos años, las TIC han ido tomando protagonismo en el ámbito educativo y formativo y los Serious Games están jugando un papel fundamental como herramientas formativas. El juego anteriormente se asociaba a las etapas de la infancia y la juventud pero los Serious Games pretenden potenciar, reforzar y dar un valor añadido importante al proceso de enseñanza y al proceso de aprendizaje para todas las edades. No obstante, para que los Serious Games alcancen todo su potencial como herramienta en el proceso de aprendizaje, es necesario complementarlos con una buena tutorización y dinami-zación que guíe dicho aprendizaje. Sin duda, sin la labor tutorial, los Serious Games pierden eficacia en su objetivo de poten-ciar el aprendizaje. El objeto de estudio del presente trabajo es analizar una experiencia de éxito concreta en el uso de los Serious Games para el ámbito formativo. En él se detalla cómo a través de un juego que se ha utilizado entre los alumnos de Bachillerato y Formación Profesional se pueden potenciar diferentes competencias en cada una de las fases del mismo. En él, el usuario debe gestionar un supermercado tratando de obtener los mejores resultados posibles tomando una serie de decisio-nes tanto estratégicas como operativas. A través de un modelo econométrico de regresión de elaboración propia analizaremos los resultados obtenidos en su utilización por un grupo de estudiantes de Formación Profesional y Bachillerato. Contacto principal: [email protected]

scholarly journals TEACHING READING COMPREHENSION BY USING EXPERIENCE-TEXT-RELATIONSHIP METHOD TO SENIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 18 (2) ◽  
pp. 147
Author(s):  
Yuliana Mara Yuliantini ◽  
Aunurrahman Aunurrahman ◽  
Ageung Darajat
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching And Learning ◽  
Senior High School ◽  
Reading Test ◽  
Test Results ◽  
School Students ◽  
Field Notes ◽  
Senior High School Students

<p><strong>Abstract</strong></p><p>This research aimed to improve reading comprehension of public senior high school students by using Experience-Text-Relationship method. The research was done in two cycles and involved 31 eleventh-grade students of a public senior high school in SimpangDua, Ketapang in the Academic Year of 2018/2019. The researcher used observation field notes and reading tests to collect data of the study. A collaborator was involved during the observations and practices to build trustworthy of the study. The data from the observation field notes were analyzed qualitatively and the data from the reading test results were analyzed by using descriptive statistics. The analysis of the observation field notes shows that the students became active and polite, had high enthusiasm in the teaching and learning processes. The analysis of the reading test results also reveals that the students had improved their reading comprehension. In conclusion, Experience-Text-Relationship method can improve the students’ reading comprehension.</p><p> </p><p><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk meningkatkan pemahaman membaca siswa SMA negeri menggunakan metode Experience-Text-Relationship. Penelitian ini menggunakan dua siklus dan melibatkan 31 siswa kelas sebelas siswa di salah satu SMA negeri di SimpangDua, Kabupaten Ketapang pada Tahun Akademik 2018/2019. Peneliti menggunakan catatan lapangan observasi dan tes membaca untuk mengumpulkan data penelitian. Seorang kolaborator dilibatkan selama pengamatan dan praktik untuk membangun penelitian yang dapat dipercaya. Data dari catatan lapangan observasi dianalisis secara kualitatif dan data dari hasil tes membaca dianalisis dengan menggunakan statistik deskriptif. Analisis catatan observasi lapangan menunjukkan bahwa siswa menjadi aktif dan sopan, memiliki antusiasme yang tinggi dalam proses belajar-mengajar. Analisis hasil tes membaca juga mengungkapkan bahwa terjadi peningkatan pemahaman membaca siswa. Kesimpulannya, metode </em>Experience-Text-Relationship <em>dapat</em><em> membantu meningkatkan pemahaman membaca siswa.</em></p>

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

2021 ◽  
Author(s):  
W. Kyle Ingle ◽  
Stephen M. Leach ◽  
Amy S. Lingo
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Teaching And Learning ◽  
School Personnel ◽  
Teaching Profession ◽  
White Female ◽  
School Students ◽  
Item Responses ◽  
K 12

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

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