scholarly journals Malaysian Rural Secondary School Students’ Attitudes towards Learning English as a Second Language

2019 ◽  
Vol 12 (1) ◽  
pp. 1141-1156
Author(s):  
Farah Zulkefly ◽  
◽  
Abu Bakar Razali ◽  
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Students Attitudes ◽  
Learning English ◽  
Attitudes Towards Learning

scholarly journals Impact of Aliteracy on Learning English as A Second Language in Nigeria

2019 ◽  
Vol 8 (4) ◽  
pp. 60
Author(s):  
Ezekwesili ◽  
Chinyere Chinedu
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Poor Performance ◽  
Language Performance ◽  
School Students ◽  
Poor Reading ◽  
The Impact ◽  
Learning English

This paper examines the impact of aliteracy on learning English as a second language in Nigeria. Genuine concern expressed by stakeholders on the poor performance exhibited by Nigerian secondary school students in English language has led to a number of inquiries for solutions to the problem. Many studies have attributed poor language performance to a number of factors but nobody has connected the apathetic stance of students towards reading to poor language performance. Their appalling performance manifests in the plethora of spelling and grammatical errors that riddle essay assignments. Writing is a productive language skill by which a student demonstrates his ability to produce grammatically correct and connected texts. This study searches for the link between students’ lack of interest in reading and their writing competence. Aliteracy is the state of being able to read but being uninterested in doing so. The data for the study were generated from students’ written essay and questionnaire. An analysis of the students’ reading habits juxtaposed with their continuous writing showed that students who were avid readers performed better than those who did not like to read. This result shows that the decline in the level and quality of language written by senior secondary school students in Nigeria can be attributed to poor reading culture.

scholarly journals SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARDS LEARNING CHEMISTRY: COMPARISON BY GENDER, AGE AND EDUCATIONAL STREAM

2020 ◽  
Vol 17 (1) ◽  
pp. 7-23
Author(s):  
Mehboob Ul Hassan ◽  
Ammara Murtaza
Keyword(s):  
Public Sector ◽  
Secondary School ◽  
Secondary School Students ◽  
Research Approach ◽  
School Students ◽  
Classroom Activities ◽  
Significant Difference ◽  
Students Attitudes ◽  
Learning Chemistry ◽  
Attitudes Towards Learning

There is a dilemma among secondary school students’ attitudes towards learning chemistry in public sector educational institutions. Chemistry is considered as complicated and painstaking subject for students. Research was conducted to explore students’ attitudes towards learning chemistry of public sector secondary school students of district Lahore. Researchers used quantitative research approach based on positivist paradigm through conducting survey. Sample consisted of randomly selected enrolled 700 secondary school students: 350 male and 350 female. Questionnaire was administered to measure students’ attitudes based on 5-point Likert type options. Content validity of the instrument was confirmed from three expert opinions, and reliability was measured by calculating Cronbach’s Alpha Scores .841. Normality of the data was confirmed by calculating Shapiro-Wilk’s test, p > .05, n < 2000. Data were analyzed in SPSS by calculating independent sample t-tests and one-way ANOVA. Findings revealed significant difference between students’ attitudes towards learning chemistry by gender and no significant difference was found between science and computer science streams. Findings further revealed that students having 14-15 years of age have more attitudes towards learning chemistry as compared to students having 15-16 and 16-17 years of age. It is recommended that female secondary school teachers need to organize classroom activities to arouse female students’ interest towards learning chemistry. Teachers during delivering lectures need to concentrate on students’ cognitive level and age group. They feel themselves as teenagers because 10th grade students have less understanding regarding chemistry. Heads of the institutions should check teachers’ and students’ classroom activities as well. Keywords: educational stream, learning chemistry, secondary level, students’ attitudes.

Another Look at Secondary School Students' Attitudes toward Reading

1980 ◽  
Vol 12 (3) ◽  
pp. 187-201 ◽  
Author(s):  
Ramon Lewis ◽  
William H. Teale
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Report ◽  
Individual Development ◽  
Attitudes Toward Reading ◽  
School Students ◽  
Peer Ratings ◽  
Validity Data ◽  
Research Issues ◽  
Students Attitudes

Argues that secondary school students' attitudes toward reading may be conceptualized multi-dimensionally as consisting of Individual Development, Utilitarian, and Enjoyment factors. Describes the development of self-report scales designed to measure each of these dimensions of reading attitude. Factor analyses showed the dimensions to be distinguishable empirically one from the other. The three scales were found to be internally consistent (α = .69-.92) and stable (α = .72-.90). Concurrent validity data based on peer ratings are also provided. Implications for pedagogical and research issues arising from this conceptualization of attitude toward reading are also discussed.

scholarly journals Examination of Social Media Attitudes and Loneliness Levels of Secondary Education Students with Regard to Gender and Sport

2018 ◽  
Vol 7 (5) ◽  
pp. 54
Author(s):  
Gaye Erkmen ◽  
Mehmet Altin
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Secondary School Students ◽  
Personal Information ◽  
Attitude Scale ◽  
Education Students ◽  
School Students ◽  
Test Analysis ◽  
Significant Difference ◽  
Students Attitudes

The purpose of the study was to examine secondary school students' attitudes towards social media and their loneliness levels in terms of gender and whether they do sports or not. The sample of the study consisted of 175 female and 269 male secondary school stıdents. To collect data personal information form, Social Media Attitude Scale (Otrar ve Argın, 2013) and UCLA Loneliness Scale (Russell, Peplau, & Cutrona, 1980) were used to in this study. Independent t test analysis was conducted to examine whether the participants' social media attitudes and loneliness levels differed with regard to gender and do sport. According to the results, there was no significant difference in social media attitudes (t = -.832, p > .05) with regard to gender. However, loneliness levels of the participants seems to be significantly different with regard to gender (t = -6.513, p = .000). When the participants were examined whether they do sports or not, there was not any significant difference in social media attitudes (t = -.427, p> .05). However, the levels of loneliness was significantly found to be different in terms of doing sports or not (t = -3.675, p = .000). Furthermore, there was not a significant relationship between social media attitudes and loneliness (p > .05). It can be concluded that sport and regular physical activity can be considered as a means to provide environments where individuals will feel far away from the feeling of loneliness and that they will feel themselves more valuable. 

Referring In a Second Language

1985 ◽  
Vol 23 ◽  
pp. 15-25
Author(s):  
Andy Bentlage
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Secondary School Students ◽  
Nonnative Speakers ◽  
Referential Communication ◽  
L2 Proficiency ◽  
Identification Task ◽  
School Students ◽  
Proficiency Levels ◽  
Data Analyses

Naming and describing are important aspects of referential communication (RC). In an investigation of RC in a second language (L2), 36 secondary school students, divided into three groups of 12 with different proficiency levels, had to work in pairs on a description/identification task involving twelve nonrepresentative shapes. One task session consisted of six trials which were performed in English. The results of three different data analyses (numbers of words, naming and describing, and referential strategies) showed that RC in L2 differs from RC in L1 in three aspects: nonnative speakers (NNS) need longer references for the shapes; NNS' final references are structurally more complex; NNS with a lower L2 proficiency use their L1 more often than NNS with a higher L2 proficiency.

Sign in / Sign up

Export Citation Format

Share Document