scholarly journals Academic Motivation Levels of Secondary School Students and Their Attitudes Towards a Social Studies Course

2020 ◽  
Author(s):  
Melike FAİZ ◽  
Emine KARASU AVCI
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
School Students

Influence of Academic Motivation on Academic Achievement and Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Short Form ◽  
School Students ◽  
Grade Point ◽  
The Relationship

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

scholarly journals Creative Learning Design in Social Studies to Promote Productive Citizenship of Secondary School Students

2021 ◽  
Vol 11 (4) ◽  
pp. 84
Author(s):  
Rattikorn Chanchumni ◽  
Charin Mangkhang
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
School Principal ◽  
School Students ◽  
Creative Mind ◽  
Study Results ◽  
Creative Learning ◽  
Learning Management

The purposes of this research are: 1) to study the creative learning in social studies to promote productive citizenship of secondary school students; and 2) to design the guidelines for such learning. This research implements the methodology of action research, consisting of 8 samples: 1) 1 school principal and 2 social studies teachers; and 2) 5 learning management experts. The samples are chosen by the purposive sampling method. Research tools consist of 1) unstructured interview form; and 2) appropriateness assessment form for the guidelines of creative learning in social studies to promote productive citizenship of secondary school students. Methods of data analysis consists of content analysis, and descriptive analysis, in addition to calculation of the means and standard deviation. Study results revealed that: 1. Creative learning in social studies to promote productive citizenship of secondary school students consists of the development of 4 minds, including: 1) critical mind; 2) creative mind; 3) productive mind; and 4) responsible mind. And 2. The guidelines of creative learning in social studies to promote productive citizenship of secondary school students consist of 4 subjects and 8 learning management plans. The effectiveness of the guidelines in terms of the learning management was evaluated as excellent.

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