scholarly journals MIND MAPPING: A METACOGNITIVE APPROACH TO ELEVATE ACHIEVEMENT IN MATHEMATICS OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 9 (7) ◽  
pp. 329-333
Author(s):  
Anupam Sain ◽  
Kusum
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mathematics Learning ◽  
Basic Feature ◽  
Human Mind ◽  
Vital Role ◽  
School Students ◽  
Mind Mapping ◽  
Learning Mathematics ◽  
Teaching Learning

Metacognitive Strategies have always played a vital role in teaching learning process. Mathematical learning is solely based on these strategies. Several metacognitive approaches have been adopted by teachers to elevate the learning levels of students in mathematics. The basic feature of mathematics learning is to enable human mind to think logically. Mind mapping provides the students enough space to think about his thinking while learning mathematics. In this study the investigator aims find the answer for the question that how the learning levels of students can be augmented using Mind mapping as a metacognitive approach? For this an Experiment was conducted on secondary school students of Sangrur district in Punjab. This paper provides a brief overview of the study.

scholarly journals IMPROVISATION AS A MEANS OF ENHANCING THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU STATE

2021 ◽  
Vol 9 (04) ◽  
pp. 506-511
Author(s):  
Eunice a ◽  
◽  
N. Anumudu ◽  
Adedapo I. Yemi ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Mathematics Learning ◽  
Primary Objective ◽  
Learning Material ◽  
School Students ◽  
Rural And Urban Areas ◽  
Enugu State

Mathematics is an essential part of the education system in Nigeria. However, it is perceived among learners as a tedious and challenging subject. The primary objective of the current study was to enhance the teaching and learning of mathematics using improvisation. The study also examined the role of students location on mathematics learning when the learning material is improvised. The population of the study included secondary school students in both rural and urban areas of Enugu State. A total of 68 secondary school students constituted the study samples. A quasi-experimental design was used. Two hypotheses were tested, and it was concluded that improvisation of learning material enhances students performance in mathematics. Also, the study found that students location does not affect performance in mathematics when instructional material is improvised. The findings and recommendations are discussed.

scholarly journals Dimensions of Creativity in Secondary School High-Ability Students

2021 ◽  
Author(s):  
Núria Arís Redó ◽  
Mª Ángeles Millán Gutiérrez ◽  
José-Diego Vargas Cano
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Secondary School Students ◽  
High Ability ◽  
School Students ◽  
Scientific Creativity ◽  
Future Studies ◽  
Teaching Learning ◽  
High Ability Students

Abstract: Abstract: The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

scholarly journals UPPER-SECONDARY SCHOOL STUDENTS’ APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT

2020 ◽  
Vol 19 (4) ◽  
pp. 523-535
Author(s):  
Tamirirofa Chirikure
Keyword(s):  
Secondary School ◽  
Scientific Reasoning ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Upper Secondary School ◽  
Iterative Approach ◽  
School Students ◽  
Linear Approach ◽  
Upper Secondary ◽  
Teaching Learning

This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students’ scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments. Keywords: science experiments, divergent approach, iterative approach, linear approach, mixed methods.

scholarly journals The Characteristics of a Successful EFL Teacher in the Learners’ eyes

2017 ◽  
Vol 8 (1) ◽  
pp. 100
Author(s):  
Dr. Youssef MEZRIGUI
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Frame Of Reference ◽  
School Students ◽  
Efl Teacher ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Traditional Roles

There are two major interrelated reasons behind examining the topic of this paper. In fact, even after many years of their learning English as a foreign language, a large number of secondary school students’ level of proficiency in the language is so low that they cannot use it communicatively, and cannot major in it at university, either. Accounting for their underachievement, a large percentage of such students claim that many teachers still play traditional roles in the teaching-learning process, which has contributed to the problem. The main purpose of this paper, therefore, is to explore the extent to which such a claim is justifiable. In this frame of reference, a questionnaire was administered to a certain number of students on the extent to which the teacher is responsible for the issue, as well as what they personally think the key characteristics of a successful EFL teacher are. Along with this, the paper will equally look at other qualities that ought to be available in EFL teachers with the overall aim of helping them to do their job successfully, and hence attain the expected learning results.

scholarly journals A Study on Learning Style of Higher Secondary School Students

2020 ◽  
Vol 9 (1) ◽  
pp. 163-168
Author(s):  
R Udhaya Mohan Babu ◽  
G Kalaiyarasan
Keyword(s):  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Behavioral Change ◽  
Secondary School Students ◽  
Home Schooling ◽  
Vital Role ◽  
School Students ◽  
Significant Difference ◽  
Best Fit

The author has investigated the learning style of the students and behavioral change in the learner and also when they note the persistence of this change. Learning happens in stages, and at each stage, students learn in different ways. Difficulties that arise at home, schooling are often due to differences in learning styles. It has been proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student’s learning style. These possessed learning styles play a vital role in deciding their level of achievement. This achieved test score determines their future career. The ambitions and aspirations of our students are largely governed by their learning skills adopted by the students. There is no significant difference between XI and XII standard higher secondary school students in their learning styles in the dimensions. This study will be more fruitful when suggestions given by the investigator are applied for further study and it will be of great help for those who want to study further in this field.

scholarly journals Effects of School Building on Academic Achievement of Secondary School Students in Southern KP, Pakistan

2020 ◽  
Vol V (II) ◽  
pp. 28-34
Author(s):  
Nasir Ali ◽  
Abdul Basit Khan ◽  
Tanveer Ahmad
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
School Building ◽  
Basic Building Block ◽  
School Students ◽  
Close Relationship ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The Impact

Without proper building, the teaching-learning process is incomplete. The importance of school building has been acknowledged as a basic building block of humanity from past till now as teachers and students' stay is mostly in school building during study hours; and there is close relationship between school building and students' academic achievement. In this study, the researcher has also focused on the school building and its effects on the academic achievement of students. The main objective of the study was to know the impact of School building on Secondary School students in Southern districts of Khyber Pakthunkhwa, Pakistan. The study was descriptive. Dichotomous questionnaire was used to collect data from the respondents. Despcritive and inferential statistics were used to attain the desired objective the study. The results of the current study show that there is a significant relationship between students' academic achievement and school building.

scholarly journals The Present Shock and Time Re-appropriation in the Pandemic Era

2020 ◽  
Author(s):  
Olivia Levrini ◽  
Paola Fantini ◽  
Eleonora Barelli ◽  
Laura Branchetti ◽  
Sara Satanassi ◽  
...  
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Science ◽  
Research Field ◽  
Educational Institutions ◽  
School Students ◽  
Physics Learning ◽  
The World ◽  
Teaching Learning

Abstract The crisis due to the COVID-19 pandemic led most people all over the world to deal with a change in their perception and organization of time. This happened also, and mainly, within the educational institutions, where students and teachers had to rearrange their teaching/learning dynamics because of the forced education at a distance. In this paper, we present an exploratory qualitative study with secondary school students aimed to investigate how they were experiencing their learning during lockdown and how, in particular, learning of science contributed to rearranging their daily lifetime rituals. In order to design and carry out our investigation, we borrowed constructs coming from a research field rather unusual for science education: the field of sociology of time. The main result concerns the discovery of the potential of the dichotomy between alienation from time and time re-appropriation. The former is a construct elaborated by the sociologist Hartmut Rosa to describe the society of acceleration in the “era of future shock”. The latter represents an elaboration of the construct of appropriation that the authors had operationally defined, starting from Bakhtin’s original idea, to describe the nexus between physics learning and identity. Thanks to the elaboration of the notion of time re-appropriation as feature of the “era of present shock”, the study unveils how school science, instead of preparing the young to navigate our fast-changing and complex society, tends to create “bubbles of rituals” that detach learning from societal concern.

scholarly journals STUDY HABIT OF HIGHER SECONDARY SCHOOL STUDENTS IN RELATION TO CERTAIN VARIABLES

2018 ◽  
pp. 63-71
Author(s):  
Bhavna P. Shah ◽  
A. J. Bharvad
Keyword(s):  
Career Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Vital Role ◽  
Detailed Knowledge ◽  
School Students ◽  
Related Factors ◽  
Study Habit ◽  
Education Needs ◽  
The Individual

Study Habit plays a vital role in career development. Contemporary researches depict that the shapes his career patterns. Study Habit has a significant role in developing an individual. A detailed knowledge about the nature and relation of study habit with other related factors is likely to provide an objective and encouraging basis for the society which could be very enriching and useful. In today’s competing world education needs to fulfil and meet the requirements of society. Education that aims at the overall development of a child or an individual should be imparted in a way that the individual is able to face the challenges of life and is able to solve the emerging problems of life with courage.

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