scholarly journals The relevance of learning quantum physics from the perspective of the secondary school student: A case study

2020 ◽  
Vol 8 (1) ◽  
pp. 32-50
Author(s):  
Tania S. Moraga-Calderón ◽  
Henk Buisman ◽  
Julia Cramer
Keyword(s):  
Secondary School ◽  
Quantum Physics ◽  
Secondary School Student

scholarly journals Interlanguage in recount writing text on 8th grade secondary school student

LEKSIKA ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 84
Author(s):  
Deadora Rahma Muthia ◽  
Fahriany Fahriany ◽  
Meli Aulia Utami
Keyword(s):  
Secondary School ◽  
Secondary School Student ◽  
Document Analysis ◽  
Target Language ◽  
Descriptive Case Study ◽  
Source Language ◽  
Verb Agreement ◽  
Qualitative Research Design ◽  
8Th Grade

This study attempts to analyze interlanguage production made by ten eight-grade students who were enrolled in one of the secondary schools in Jakarta. Interlanguage happens when a learner talk in the target language but their linguistic framework is still the source language (any prior language they knew beforehand). It is intended to explore kinds of interlanguage that occur in their recount writing and to explain the potentials of why the errors emerge in their recount writing. The data of the study requires one recount text writing produced by the participants of this present study. This study employed a qualitative research design and it was specifically presented using a descriptive case study. Furthermore, document analysis is employed as the procedure of collecting data when analyzing the writing. The result of the study showed that based on students' recount writing, the interlanguage is detected from the way they formed passive sentences, incorrect verb agreement, unparalleled sentences, and L1 to L2 translation. In that sense, it can be concluded that interlanguage happens due to L1 tendency which still dominated the students' minds when producing the target language. Thus, the students should be assisted to practice the correct rules of English in their writing, especially in recount text to prevent any possible fossilization.

scholarly journals Developing an approach for comparing students' multimodal text creations: A case study

2009 ◽  
Vol 25 (4) ◽  
Author(s):  
Mike Levy ◽  
Kay Kimber
Keyword(s):  
Secondary School ◽  
Secondary School Student ◽  
Classroom Teachers ◽  
Multimodal Texts ◽  
Multimodal Features ◽  
Multimodal Text ◽  
Key Features ◽  
And Performance

<blockquote>Classroom teachers routinely make judgments on the quality of their students' work based on their recognition of how effectively the student has assembled key features of the genre or the medium. Yet how readily can teachers talk about the features of student-created multimodal texts in ways that can improve learning and performance? This article aims to address this issue by describing an approach developed by the authors for analysing and comparing the salient features of two multimodal texts created by the same secondary school student, one while in Year 8 (thirteen years) and one in Year 10 (fifteen years). Firstly, the criteria of design, content and cohesion are introduced as framing for the analysis. Next, these criteria are applied to the title slide, the slide headings and the knowledge representation in each multimodal text. The choice of the criteria and the product elements to which they are applied are central to our approach which aims to be practical and to provide sufficient coverage of key elements for descriptive and comparative purposes, especially the key multimodal features of the products. This approach has potential for wider application when two multimodal products are to be described and compared.</blockquote><p> </p>

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

scholarly journals Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021 ◽  
Vol 11 (2) ◽  
pp. 87
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Secondary School ◽  
Student Teachers ◽  
Secondary School Student ◽  
Basic Knowledge ◽  
Factual Knowledge ◽  
Primary School Student ◽  
Video And Audio ◽  
Higher Order Questioning

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

Sign in / Sign up

Export Citation Format

Share Document