scholarly journals The Role of Teachers in Guiding Students to Use Smart Phones in their Learning Process from Teachers’ Viewpoint

2021 ◽  
pp. 105-117
Author(s):  
Suleiman Abu Safiyah
Keyword(s):  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Smart Phones ◽  
Smart Devices ◽  
School Students ◽  
Public Secondary School ◽  
Academic Qualification ◽  
Role Of Teachers

The study aims to identify the role of teachers in guiding students to use smart phones in their learning process, where the researcher used the descriptive analytical approach, and the questionnaire consists of (25) paragraphs as a tool for collecting study data after verifying its validity and reliability, while the sample was chosen by the researcher from his community consisting of (2401) teachers using the stratified random method, which consisted of (360) teachers, and the Statistical Package for Social Sciences (SPSS) program was used to analyze the data. The results of the study show that there was a role for teachers in directing public secondary school students affiliated to the Rusifa District to use smart phones in their learning process came in a medium degree, and an arithmetic mean of (3.37). The results also show that there were no statistically significant differences at the significance level (α ≥ 0.05) between the responses of the sample members about the role of teachers in directing public secondary school students affiliated to the Rusifa District to use smart phones in their learning process according to the study variables: Gender, Academic Qualification, and Number of Years of Experience. Based on the results, the researcher recommends: the need for school officials to realize this dangerous phenomenon and work to confront it by giving students homework urging them to use their smart devices for doing it, and guiding and educating teachers and students on the optimal use of mobile phones in the learning process

scholarly journals Imagination in the Creative Self-Expression of Students in Secondary School Literature Classes

2021 ◽  
Author(s):  
Daiga Celmiņa ◽  
Keyword(s):  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Cognitive Activity ◽  
Practical Experience ◽  
School Students ◽  
Creative Personality ◽  
Thinking Processes ◽  
Creative Self

The paper’s aim is to make topical the role of imagination in thinking processes and learning cognition and in the creative self-expression of students in secondary school Literature classes. The paper summarizes theoretical pedagogical and psychological findings about imagination in cognitive activity and links them with the author’s practical experience in the work of a secondary school Literature teacher. The research issue is how to stimulate imagination in secondary school students’ cognitive activity during literature classes, thereby promoting their creative self-expression and self-experience. This issue is topical when contemplating the formation of a creative personality and a skilled, creative reader. The role of imagination is regarded from three viewpoints: the relation of imagination to the development of thinking; the role of imagination in creative self-expression and self-experience of students; creative exercises in secondary school literature classes as imagination stimulators. In the learning process related to artistic cognition, connection between scientific and artistically directed cognitive activity is relevant because the development of a free and creative personality requires linking of critical thinking, imagination and emotional attitudes, which in turn forms creative self-experience of students, the ability to use knowledge, skills and attitudes acquired in the learning process of diverse life situations. Creative problem tasks in Literature classes are one of the pedagogical means to encourage students to look for connections between different science fields, topics, facts, events, objects, phenomena, images and draw independent take-aways and conclusions, as well as encourage students to express themselves creatively. The research methods: literature analysis, content analysis, self-experience analysis, survey.

scholarly journals The Role of Teachers in Career Guidance of Students at Secondary Level in Pakistan

2021 ◽  
Vol 1 (2) ◽  
pp. 26-37
Author(s):  
Dr. Alamzeb ◽  
Arshad Ali ◽  
Atta Ullah
Keyword(s):  
Secondary School ◽  
Role Models ◽  
Secondary School Students ◽  
Career Guidance ◽  
Secondary Level ◽  
School Students ◽  
Subject Selection ◽  
School Career ◽  
Role Of Teachers

Secondary education decides students' career paths, and teachers at this level play an important role in students' career guidance by assisting them in subject selection and providing career knowledge. Given the importance of teachers in secondary school students' career guidance, the study looked into the role of secondary school teachers in secondary school students' career guidance. The study's goals were to determine the role of teachers in secondary school career guidance and to suggest strategies for secondary school students' career guidance. The study population was 3,247 high-school students from the Swat district, with a sample of 346 students chosen using simple random sampling for data collection. The information was gathered using a self-made questionnaire and evaluated using mean ratings, standard deviation, and the chi-square test. They discovered that teachers play an important role in secondary school career guidance because they serve as role models for students, identify students' career aspirations and abilities, assist in the integration of students' aspirations and potentials, assist in the subject selection, provide career guidance, identify potential careers, and provide career information and requirements. The study also suggested that teachers' capacity for providing career guidance at the secondary level be developed and the inclusion of career guidance subjects at the secondary level.  

scholarly journals VALIDITY OF PRIMARY SCHOOL EXAMINATION AS A PREDICTOR OF SECONDARY SCHOOL EXAMINATION SCORE AMONG PUBLIC SECONDARY SCHOOL STUDENTS KENYA

2018 ◽  
Vol 6 (4) ◽  
pp. 80-94
Author(s):  
Eunice Atieno Agingu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Study Data ◽  
School Type ◽  
School Students ◽  
Public Secondary School ◽  
Ex Post ◽  
Ex Post Facto ◽  
Study Population

The purpose of this study was to determine the validity of KCPE as a predictor of KCSE scores among public secondary school students in Kisii central Sub-county, Kenya. This study was guided by a conceptual framework where KCPE was the independent variable and KCSE the dependent variable. It adopted Correlational and Ex-post-facto research designs. The study population was 3,897 KCSE candidates from 55 public secondary schools. Stratified random sampling based on school type and size was used to select 16 public secondary schools for the study. Saturated sampling was employed to include all KCSE candidates whose KCPE marks were available in each sampled school, yielding a sample of 1,391 students.  Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed quantitatively using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.693; n=1391; p < 0.05) between KCPE and KCSE scores. It recommended that; KCPE should continue to be used as selection tool for secondary school admission and school evaluation using KCSE examination scores should be based on students’ past KCPE scores.

scholarly journals Conceptual Awareness about Brain-Based Learning and Neurotheological Practices at Secondary Level

2019 ◽  
Vol IV (II) ◽  
pp. 564-570
Author(s):  
Muhammad Qasim Ali ◽  
Najam Ul Kashif ◽  
Muhammad Irfan Chani
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Relevant Literature ◽  
Secondary Level ◽  
Educational Neuroscience ◽  
School Students ◽  
Public Secondary School ◽  
Fostering Creativity ◽  
Study Population ◽  
Brain Based Learning

When educational neuroscience emerged in the latter decade of the 20th century, it completely transformed the area of education and presented a slew of new difficulties to educators, scholars, and intellectuals. The study's goals were to 1) ascertain secondary school students' conceptions about brain-based learning 2) assess students' awareness of neurotheological practices. It was a descriptive study, and the study sample consisted of all public secondary school students, and250 students were chosen at random from the study population. The researchers developed a questionnaire after reading relevant literature. The study indicated that emotions influence decision-making, fostering creativity and uniqueness, so it concluded that a suitable classroom/institution environment makes students feel like active learners. The study may suggest that teachers create a favorable learning environment for better learning, and it may also recommend that students offer prayer five times daily to relax their brains and improve learning and creativity.

scholarly journals Validating an instrument to investigate students’ conception of Salt hydrolysis

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Isnatul Husniah ◽  
Habiddin Habiddin ◽  
Muhammad Sua’idy ◽  
Nuryono Nuryono
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
School Students ◽  
High Category ◽  
Public Secondary School ◽  
The Future ◽  
Development And Validation

This paper outlines the development and validation of a Four-tier instrument in the topic of salt hydrolysis (FTISH). The instrument was developed by using the procedure of FTDICK instrument as published by Habiddin & Page (2019). This study was a part of other separates studies conducted by other groups of researchers including Devita, Habiddin & Suaidy (2019) (in press). This study involved 127 students in total and data collection were carried out two times involving 64 students in the first data collection and 63 students in the second one. The participants of both groups were public secondary school students from Malang. The FTISH consists of 23 questions. The results show that the validity of the questions ranged between 0.263 and 0.745. The reliability of the instrument was 0.80 and falls in the high category. The future implementation of the instrument to support the teaching and learning of salt hydrolysis are also discussed.

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