scholarly journals Scientific Reasoning Ability and Academic Achievement of Secondary School Students

2020 ◽  
Vol V (I) ◽  
pp. 356-363
Author(s):  
Mushtaq Ahmad ◽  
Anees-ul- Hasnain Shah ◽  
Arslan Raheem
Keyword(s):  
Secondary School ◽  
Private Colleges ◽  
Scientific Reasoning ◽  
Pearson Correlation ◽  
Higher Order Thinking ◽  
Reasoning Ability ◽  
School Students ◽  
Public And Private ◽  
Ability Test ◽  
The Relationship

Scientific reasoning ability is considered as developing ability and is improved through knowledge acquisition. So, the study was opted to find out the relationship between the scientific reasoning ability and the achievement marks of SSC science graduates. All SSC science graduates enrolled in intermediate 1st year class in any public or private college of Punjab were the population. 1620 students from four districts were conveniently selected. The suitable test Lawson reasoning ability test was adapted with permission to make it bilingual and pilot testing brought Cronbachs α value 0.914. Test was administered to 1620 students of both public and private colleges whereas returned rate was 93.7%. Results calculated through descriptive statistics and Pearson Correlation was no significant relationship between reasoning ability test scores and the SSC marks. It was recommended that assessment agencies i.e. Board of intermediate and Secondary education may include the items of higher order thinking in assessment.

Investigation of secondary school students' attitude towards technology and their STEM perceptions: Turkey sample

2021 ◽  
Vol 9 (3) ◽  
pp. 739-752
Author(s):  
Hanife Gamze Hastürk ◽  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Stem Fields ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Technology ◽  
And Mathematics ◽  
The Relationship

STEM (Science, Technology, Engineering, and Mathematics) education is an approach that develops 21st century skills such as career choice in science and engineering, entrepreneurship, innovation, creative and critical thinking. The acronym STEM stands for the disciplines of science, technology, engineering, and mathematics. When looking from the past to the present, it has been observed that there has been an increase in STEM studies. However, there was no study which was conducted on STEM education in Turkey mostly consisted of studies which aimed at determining the interests, attitudes and achievements of students and prospective teachers, and there was no study on the relationship between students' tendencies to technology in STEM education and their STEM perceptions. It is necessary for societies that can rapidly keep up with developing technology and innovations Therefore, in this study, it was aimed to examine the relationship between the perceptions of secondary school students towards STEM fields, determining their attitudes towards technology, students' attitudes towards technology and its use in lessons, and the total perception levels of STEM fields and sub-dimensions. The study was completed in the fall semester of the 2019-2020 academic year. The data of the study were analyzed by quantitative survey model. In the study, ‘Attitude towards Technology Scale’ and ‘STEM Perception Scale’ were used as data collection tools. In the tests applied, the data were analyzed using the Independent Sample t-test, ANOVA, Pearson Correlation Analysis and Regression Analysis. According to data analysis and findings, it was determined that there was a moderately significant negative relationship between the students' attitude level towards technology, and the STEM perception level. In the light of the findings, the importance of STEM education was emphasized and recommendations were made to program designers, researchers and practitioners on this subject.

scholarly journals The Relationship between of the Learning Environment and the Higher Order Thinking Skills (HOTS) among Secondary School Students

2020 ◽  
Vol 4 (5) ◽  
pp. 46-51
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Science Laboratory ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Laboratory Learning ◽  
The Relationship

Malaysia's achievements in the TIMSS (Trends in International Mathematics and Science Study) and PISA (Program International Student Assessment) from 2007 to 2015 show a decline in the mastery of science and mathematics subjects among Malaysian students internationally (Shahril Sabudin, Azlin Norhaini Mansor, Subahan Mohd Meerah & Azliza Muhammad, 2018) [28]. Meanwhile, the science laboratory learning environment is found that can influence the student’s higher order thinking skills (HOTS). This finding is supported by Mubarok, Suprapto and Adam (2018)[21] who found that the investigative activities in the laboratory would influence the HOTS. However, there are still have no any studies that been found in Malaysia on the relationship between the science laboratory learning environment and the HOTS. Therefore, this study aims to know the relationship between of the learning environment and the HOTS among secondary school students in Kuala Nerus, Terengganu by using the quantitative method. There are two sections in the questionnaire form, which are part A regarding the science laboratory learning environment and part B on the student’s HOTS. The part A uses SLEI which was developed by Fraser et al. (1992) and the part B uses a set of subjective questions that was developed by the researchers. The researchers selected 89 students from two schools using a simple random sampling. The findings showed that there were a relationship between of the learning environment in the material environment and the student’s HOTS. The results of the study proved that the adequacy of materials and apparatus in science labs would enhance the student’s HOTS. The implications of this study enable the Ministry of Education Malaysia (MOE) to budget for the purchase of sufficient science materials and apparatus.

scholarly journals KEMAMPUAN PENALARAN ILMIAH SISWA KELAS XI SMAN DI BANYUWANGI KOTA MATERI SUHU DAN KALOR

2020 ◽  
Vol 9 (1) ◽  
pp. 11
Author(s):  
Elok Yieldsihas Faiqoh ◽  
Yushardi Yushardi ◽  
Alex Harijanto
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Reasoning ◽  
Deductive Reasoning ◽  
Mathematical Reasoning ◽  
Proportional Reasoning ◽  
Reasoning Ability ◽  
School Students ◽  
Ability Test ◽  
Tangible Evidence

Scientific reasoning ability is important to have for students to understand the concept of physics and have a good mathematical reasoning ability. The scientific reasoning ability itself is the ability of a person to use his or her reasoning in resolving a problem by coming up with facts or tangible evidence, so that the conclusion can be drawn. The research was conducted with a view to analyzing the scientific reasoning ability of high school students in Banyuwangi city on temperature and heat material. The study used a research instrument in the form of a multiple-choice scientific reasoning ability test based on LCTSR. This type of research is descriptive research. The results of this research include the percentage of test result scientific reasoning ability of students in Banyuwangi city in the proportional reasoning is 60.51%, in variable control of 58.17%, at a probability reasoning of 49.87%, on The hypothetical-deductive reasoning is 47.4%, on the reasoning correlation of 20.53%, and the reasoning on conservation is 37.22%. The largest percentage is proportional reasoning, while the smallest is a correlation reasoning. Then it can be said that high school students in Banyuwangi City have the best scientific reasoning ability on the proportional reasoning pattern and the ability of scientific reasoning which is lacking in the pattern of reasoning the correlation.

scholarly journals Perceived Teachers’ Justice and Perceived Teachers’ Authority

2020 ◽  
Vol 10 (3) ◽  
pp. 135-150
Author(s):  
Radka Čopková
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Pearson Correlation ◽  
Main Question ◽  
School Students ◽  
Positive Learning Environment ◽  
Teacher Justice ◽  
Study Support ◽  
The Relationship

AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.

scholarly journals Hubungan konflik keluarga dengan perlakuan buli dalam kalangan murid sekolah yang mempunyai kecenderungan membuli (The relationship between family conflict and bullying among school students who have a tendency to bully)

2021 ◽  
Vol 36 (1) ◽  
pp. 41-57
Author(s):  
Jamalsafri Saibon ◽  
Syamsol Azhar Zulkafli
Keyword(s):  
Secondary School ◽  
Family Conflict ◽  
Pearson Correlation ◽  
Critical Issue ◽  
Male Students ◽  
School Students ◽  
The Family ◽  
The Relationship ◽  
Conflict Frequency ◽  
Planning Intervention

This study aimed to identify the relationship between family conflict and the level of bullying behaviour among male students in secondary school since bullying has become a very critical issue in schools. A survey was conducted in Malaysia that involved 480 male students, who were purposely selected through the Level Bullying Behaviour (TTLB) questionnaire instrument. The Family Conflict Frequency Questionnaire (KKK) was used to measure the level of student’s family conflict. KKK used the Likert scale which applied a scale of 1-5 to identify the level of family conflict for students. Descriptive statistics and inferential statistics i.e., Pearson correlation coefficient test is used to analyse the data that indicated ‘low moderate’ level of bullying behaviour among male students. The study also found that there was a significant relationship between family conflict variables with levels of bullying behaviour among the sample. One of the significant implications of this study is that family conflict factors should be given serious attention and considered in planning intervention programs to curb and prevent the bullying phenomena from escalating into other serious problems in schools. IT is suggested that this study should be expanded to other states in a nationwide study and should include both female and male students in order to understand and grasp the seriousness and extent of bullying problems among secondary school students.

scholarly journals An Investigation into the Relationship between Secondary School Students’ Self-Learning Using Technology and Test Anxiety

2021 ◽  
Vol 9 (4) ◽  
pp. 61
Author(s):  
Hatice Gülmez Güngörmez
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Spring Semester ◽  
School Students ◽  
Significant Difference ◽  
Learning With Technology ◽  
The Relationship ◽  
Self Learning

This study aims to investigate the relationship between secondary school students’ self-learning with technology and test anxiety. The study was conducted using a correlational survey model. The participants of this study are made up of 128 students of 7th and 8th grade, studying in three secondary schools in Adıyaman province of Turkey in the spring semester of the 2019-2020 academic year. “The Self-Directed Learning with Technology Scale for Young Students” adapted to Turkish by Demir and Yurdugül (2013) and “Test Anxiety Inventory” adapted to Turkish by Öner (1990) were used for collecting the data. Independent groups t-test and Pearson Correlation test were used to analyze the data. The analyses showed no significant difference between self-learning of secondary school students using technology regarding their gender and grade. However, there was a significant relationship between the students’ grades and their test anxiety. The “test anxiety inventory” consisted of two subscales, “delusion” and “affectivity”. There was a significant difference between students’ delusion and affectivity subscales. In this consideration, the 8th graders had a higher test anxiety than the 7th grader’. The Pearson correlation indicated that there was a positive and significant correlation between self-learning using technology and test anxiety of the secondary school students (p<.01).

Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Hanifah Nurus Sopiany
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Good Reason ◽  
School Level ◽  
Real Analysis ◽  
Reasoning Ability ◽  
School Students ◽  
Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis  vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya.   Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

RELATIONSHIP BETWEEN COGNITIVE DISSONANCE AND ACHIEVEMENT IN MATHEMATICS AMONG HIGHER SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
SHIMIMOL P. S. ◽  
HASSAN KOYA M.P.
Keyword(s):  
Secondary School ◽  
Cognitive Dissonance ◽  
Secondary School Students ◽  
Correct Decision ◽  
School Students ◽  
Achievement In Mathematics ◽  
Motivating Factor ◽  
The Relationship

Cognitive dissonance is a theory originally developed by Leon Festinger. He is proposing that dissonance, which is the existence of non fitting relations among cognition, is a motivating factor in its own right. This motivating factor encourages the learner to be more self confident in his actions or conclusions and distinguish between correct and incorrect solutions. This motivation will lead to reach the correct decision about a particular problem. The study aims to find out the relationship between cognitive dissonance and achievement in Mathematics among higher secondary school students. Cognitive dissonance was measured by using Cognitive Dissonance Scale developed by the investigator. The sample consists of 100 higher secondary school students from Malappuram districts. The study reveals that cognitive dissonance and achievement in mathematics is significantly related.

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