scholarly journals The Development of Thai EFL Secondary School Students’ English Science Vocabulary Knowledge through Science Vocabulary Crossword Puzzle (SVCP) Practices: Action Research

2021 ◽  
Vol 9 (4) ◽  
pp. 44-54
Author(s):  
Thana Kruawong ◽  
Kittitouch Soontornwipast
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Science Classroom ◽  
Knowledge Score ◽  
Vocabulary Knowledge ◽  
School Students ◽  
Crossword Puzzle ◽  
Science Vocabulary ◽  
Before And After ◽  
Dependent Sample

Vocabulary plays an important role in the Content-Based classroom, making EFL Students’ science vocabulary knowledge critical to their content understanding. The purpose of this action research was to enhance students’ science vocabulary knowledge of 9thgrade students through science vocabulary crossword puzzle (SVCP) practices. The research group comprised 33 students of a science classroom using English as the medium of instruction in their second semester of the 2020 academic year at a large secondary school in Bangkok. The action research cyclical process of Kemmisand McTaggart (1981) was adopted through the steps of (1) Plan, (2) Act, (3) Observe and (4) Reflect. The innovation being introduced was a collection of science vocabulary crossword puzzle materials. The research instruments used were the science vocabulary knowledge test and the students’ opinion questionnaire towards SVCP practices. The assessment of students’ vocabulary knowledge was conducted before and after the delivery of crossword puzzle practices. The data was analyzed by a dependent sample t-test. The research findings were as follows: (1) After implementing SVCP practices, the mean of students’ science vocabulary knowledge score had increased by a statistically significant 0.05.and(2) students had positive opinions toward the SVCP practices.

The Effectiveness of Sexual Reproductive Health (SRH) Programme Among Adolescents in Cheras, Malaysia

2021 ◽  
Vol 5 ◽  
pp. 20
Author(s):  
Zaitul Akmal AZ ◽  
Salmah N ◽  
ND Ismail ◽  
Muhammad Akmal MN ◽  
Khairatul Nainey K
Keyword(s):  
Reproductive Health ◽  
Secondary School ◽  
Knowledge Score ◽  
School Students ◽  
Cross Sectional ◽  
Adequate Knowledge ◽  
Sexual Reproductive Health ◽  
Post Test ◽  
The Mean ◽  
Knowledge And Attitude

Introduction: In Malaysia, the rate of adolescents involved in sexual activities has increased and starts at an earlier age. Data from NHMS 2017 showed that 7.3% among surveyed 13 to 17 years-old adolescents have already had sex. The rate of teenage pregnancies is also increasing at 3.7-3.9% between the years 2009 until 2011. Therefore, an effective SRH Programme should be conducted in schools to equip them with adequate knowledge regarding this subject.Methods: A cross-sectional questionnaire survey was conducted among 145 randomly selected secondary school students aged 13 to 15 years old, attending the SRH Programme in a secondary school in Cheras, Selangor, Malaysia. The objective of this programme is to deliver knowledge and promote awareness among adolescents regarding SRH. The programme consists of intervention using adolescent-friendly module and games. A pre- and post-test were given to the participants to evaluate the effectiveness of the programme using the validated SRH questionnaire (Malay version). The questionnaire consists of fourteen and six items for knowledge and attitude, respectively.Results: The result showed an increase in the mean knowledge score (±SD) after the SRH Programme at the school from 7.25 ± 2.44 for pre-test to 9.70 ± 3.17 for post-test. The mean difference in pre- and post-test was 2.45 (95% CI: 2.02, 2.87) and was statistically significant (p<0.001). In terms of attitudes, the majority of the students felt that they have enough knowledge to make a gooddecision regarding sexual reproductive health issues after the SRH programme. However, there was only a small increment with regards to their attitudes on assertiveness.Conclusion: This study demonstrated an increase in the level of knowledge among adolescents in Cheras after the SRH programme using the adolescent-friendly module and games. However, there is no significant change in attitude among adolescents regarding SRH.Future SRH programmes need to be done regularly to instil positive attitudes among adolescents in dealing withsexual reproductive dilemmas.International Journal of Human and Health Sciences Supplementary Issue: 2021 Page: S20

Akaoraora'ia te peu ‘ā to ‘ui tūpuna: Culturally Responsive Pedagogy for Cook Islands Secondary School Physical Education

2013 ◽  
Vol 42 (1) ◽  
pp. 32-43 ◽  
Author(s):  
Aue Te Ava ◽  
Christine Rubie-Davies ◽  
Airini ◽  
Alan Ovens
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Secondary School ◽  
Cultural Values ◽  
Community Involvement ◽  
Culturally Responsive ◽  
Essential Element ◽  
Action Research Project ◽  
School Students ◽  
Cook Islands

This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.

scholarly journals Construcción de identidades genéricas desde la educación literaria en el último curso de Secundaria. Construction of gender identities from literary education in the last year of Secondary School

2020 ◽  
Vol 29 ◽  
pp. 30-41
Author(s):  
Patricia Martínez León ◽  
Josep Ballester Roca ◽  
Noelia Ibarra Rius
Keyword(s):  
Secondary School ◽  
Self Esteem ◽  
School Students ◽  
Literary Education ◽  
Sexual Behaviours ◽  
Before And After ◽  
Quasi Experimental ◽  
Cultural Constructions ◽  
Work Supports ◽  
Posttest Questionnaire

Este trabajo persigue favorecer una construcción crítica de las identidades genéricas desde la educación literaria en la adolescencia. Los objetivos específicos son el reconocimiento de la feminidad, la masculinidad, el amor y la sexualidad como construcciones culturales (para facilitar el desarrollo de modelos de género y conductas amorosas y sexuales lo más libres y reflexivas posible) y la identificación de ejemplos de la trampa de la mujer total (doble trabajo) y sus consecuencias y de la vinculación entre el tipo de relación de pareja que se entabla y la autoestima/el poder de los participantes. Tras la introducción teórica, presentamos una propuesta de club de lectura dirigida al último curso de Secundaria a partir de tres novelas que reflejan los tópicos y problemas aludidos y el cuestionario pretest-postest (seguimos un diseño cuasiexperimental) que los alumnos contestarían antes y después de su implementación para valorar el desarrollo de los objetivos fijados. This work supports a critical construction of generic identities in literary education for adolescents. One objective is the recognition of femininity, masculinity, love, and sexuality as cultural constructions that facilitate the development of gender models and loving and sexual behaviours as free and reflective as possible. A second objective is the identification of examples of the ‘total woman’ trap (double work) and its consequences. A third objective is to show the link betweenthe type of relationship established and the self-esteem and power of the participants. After the theoretical introduction, we present a proposal for a reading club for final year secondary school students with three novels that reflect these topics and issues and a pretest-posttest questionnaire (following a quasi-experimental design) for students to answer before and after implementation to assess development of the objectives.

scholarly journals EFL Learners’ Formulaic Language Use in Writing: an Action Research Account

2021 ◽  
Vol 31 (2) ◽  
pp. 301-316
Author(s):  
Marcela Soledad Vildósola Campos ◽  
Cristian Hernán Sanhueza Campos ◽  
Katia Lorena Sáez Carrillo
Keyword(s):  
Action Research ◽  
Private School ◽  
Formulaic Language ◽  
School Students ◽  
Pedagogical Innovation ◽  
Efl Learners ◽  
Before And After ◽  
Research Account ◽  
Written Compositions ◽  
Short Narrative

The present study exemplifies an action research-based approach for addressing the extent to which a process of explicit instruction of formulaic language supports the use of this type of vocabulary in middle school students’ short narrative written texts. The study was conducted at a private school in Chile, as a plan to help learners use different forms of expression in a written format. Data were obtained from a group of 23 Spanish-speaking learners of English before and after the intervention period. The action research methodology was implemented in order to collect and analyse written compositions as well as a survey for evaluating the treatment from the students’ perspective. The observation and reflection process led to positive outcomes in relation to the use of formulaic expressions in writing, and students’ opinion about the process also proved favourable. The pedagogical innovation is reflected upon theoretical and pedagogical perspectives. Implications applicable to teachers working in this and other contexts are also considered.

scholarly journals The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

2021 ◽  
pp. 42-51
Author(s):  
Andrew P. Smith ◽  
Arwel James
Keyword(s):  
Secondary School ◽  
Process Model ◽  
Secondary School Students ◽  
Psychological Capital ◽  
Well Being ◽  
Academic Stress ◽  
School Students ◽  
Welsh Language ◽  
Before And After

Background: There has been considerable research on the well-being of secondary school students, most of which focuses on health-related behaviour or mental health issues. The well-being process model provides a framework that examines predictors of positive and negative well-being outcomes. The model has been validated in many studies of workers and university students. The present study examined the model's applicability to secondary school students whose education is conducted through the medium of the Welsh language. COVID-19 has disrupted education and well-being, and the present study presents profiles of well-being before and after the first COVID-19 lockdown in Wales. Aims: The first aim was to examine the applicability of the well-being process model to secondary school students. A second aim was to study students where teaching was in the Welsh language. Finally, the research examined the impact of the COVID-19 lockdown and identified predictors of current well-being after lockdown and the long term implications of COVID-19. Methodology: The research was carried out with the informed consent of the volunteers and approved by the School of Psychology, Cardiff University ethics committee. The participants were 214 students (111 males), and they represented each year group. An online survey was carried out, and the pre-COVID-19 associations between the well-being process predictor variables and outcomes were examined using regression analyses. Predictors of current and long-term well-being post-lockdown were also examined. Results: The data relating to the pre-COVID 19 periods confirmed that positive well-being was predicted by high scores for psychological capital and social support. Daytime sleepiness was negatively associated with positive well-being. Stress at school was predicted by high student stressors, negative coping, social support and low psychological capital scores. Post-lockdown well-being was predicted by psychological capital and negatively associated with academic stress and fear of infection, and the stress of isolation. The longer-term negative impact of COVID-19 was predicted by problem-focused coping, fear of infection, and social isolation. Conclusion: The results confirmed the applicability of the well-being process model to Welsh secondary school students. Lockdown during COVID-19 affected well-being, with the risk of infection and the stress of isolation and academic stress being the major negative influences.

scholarly journals Effectiveness of Concept Mapping Strategy on Understanding and Retention among Secondary School Students

2015 ◽  
Vol 14 (1) ◽  
pp. 15
Author(s):  
Ramyasmruthi S Talanki
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Concept Maps ◽  
Concept Map ◽  
Secondary Student ◽  
School Students ◽  
Mapping Strategy ◽  
Spss Software

Concept mapping is a tool used for representing knowledge in an organized format. It consists of concepts that are encircled and a connecting line with linking words or phrases represents the relationships between the different sub-concepts. Joseph D. Novak developed the concept maps in the 1970s. Mendia et al., 2008 have used this tool that promotes meaningful learning in math with secondary school students. Sharma, 2014 has used this tool for student’s achievement and concept retention for higher secondary student. This paper is regarding effectiveness of concept maps in concept retention among secondary school students. It is an action research conducted with ten students. The concept map was prepared using software called as Cmap. The institute that has developed this software is Institute for Human and Machine Cognition. The concept of structure of DNA was taken to teach the students using concept map. A pretest, posttest, and delayed test were conducted to observe the students understanding and retention of the concept. The results were analyzed using SPSS software. It was observed that the understanding and retention of the concept among the students was visible after using the concept mapping strategy

Relationship Between Science Classroom Psychosocial Learning Environment and Secondary School Students’ Motivation

2019 ◽  
Vol 2 (2) ◽  
pp. 59-72
Author(s):  
Samee Ullah ◽  
Beena Sarfraz
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Science Classroom ◽  
Sampling Technique ◽  
School Students ◽  
Psychosocial Environment ◽  
Significant Difference ◽  
Psychosocial Learning Environment ◽  
Integral Role

The learning environment of a classroom plays an integral role in students’ life. If a student’s surrounding environment is good then they perform well in studies. Learning environments are of different types like physical environment, social environment, psychological environment, instructional environment and psychosocial environment. Among these, Psychosocial learning environment is very important. It not only encourages the science learners to learn new things but also enhances their motivation for science learning.  The aim of this study is to investigate of relationship between science classroom psychosocial learning environment and secondary school students ‘motivation. The research design used is descriptive and quantitative in nature. Population of the study consisted of 10th grade Secondary School Students’ who enrolled in all the campuses of District public school Okara during academic session 2016-2018.The total numbers of students were 1146.The random sampling technique was used to select the sample. Two Questionnaires were used to collect the data about the perceptions of students for psychosocial environment and motivation.  Collected data were tabulated in SPSS (version24) and then analyzed by using one sample t-test, and two way between groups analysis of variance (Two-way ANOVA). Significant difference between science classroom psychosocial learning environment and secondary school students’ motivation in science classes was found for Student Cohesiveness, Teacher Support, Involvement, and Equity.

scholarly journals The Effectiveness of Interactive Module Based on Lectora™ to Improve Secondary School Students’ Spatial Ability

2017 ◽  
Vol 7 (2) ◽  
pp. 95-102
Author(s):  
Tika Septia ◽  
Sofia Edriati ◽  
Merina Pratiwi
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Spatial Ability ◽  
Test Score ◽  
Secondary School Students ◽  
School Students ◽  
Plan Implementation ◽  
Polyhedral Geometry ◽  
Maximum Test ◽  
Grade 8

Polyhedral geometry is a topic that requires students’ spatial ability. The study aims at evaluating the effectiveness of the implementation of the interactive module based on Lectora™ for students. Action research was adopted for this study. This research consisted of two cycles where each followed the steps: plan, implementation, observation, and reflection. The subjects of this study was students Grade 8 of SMP Taman Siswa. In general, learning is said to be effective if at least 85% of students pass the test. The findings show that 75% of the students in cycle I got maximum test score and in cycle II the percentage increases to 87.5%.

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