scholarly journals The Arab digital generation’s engagement with technology: The case of high school students in the UAE

2020 ◽  
Vol 10 (1) ◽  
pp. 159
Author(s):  
Sara Alaleeli ◽  
Ahmed Alnajjar
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Use ◽  
School Students ◽  
Generational Change ◽  
Digital Revolution ◽  
Use Patterns ◽  
Digital Devices ◽  
Positive Engagement ◽  
Senior High School Students

This paper investigated the extent to which senior high school students who typified the profile of the Arab Digital Generation (ADG) engaged with technology while outside the school. Data was collected using a questionnaire that measured the extent of the students’ engagement with digital technologies and their perceived media literacy. The results showed that the students had a lower frequency of engagement with digital devices for advanced purposes. Moreover, the results on the ADG and their media use patterns reflect an age characterized the generational change of technological practices and the dynamic stream of technological innovation that has occurred during the digital revolution. Given technology’s established position in the lives of the ADG, knowledge on the extent of technology use and the potential social and psychological implications of plasticity can and should be harnessed to stimulate greater positive engagement of the students in a digital economy and by extension, the entirety of the UAE society.

scholarly journals Technology use among Ghanaian Senior High School students’ in learning mathematics and the factors that influence it

1970 ◽  
Vol 15 (1) ◽  
pp. 77-87
Author(s):  
Moses Agyemang ◽  
Ekow Hagan ◽  
Stephen Agyabeng
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Use ◽  
Urban Areas ◽  
Senior High School ◽  
School Students ◽  
Rural And Urban ◽  
Learning Mathematics ◽  
Technology Resources ◽  
Senior High School Students

The study sought to investigate technology use among Ghanaian senior high school students’ and to also uncover the factors influencing their technology use. Cross-Sectional survey design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all senior high school students’ in Ashanti region. A stratified sampling technique was used to select 200 students from both rural and urban districts in Ashanti region. The findings revealed that the extent to which SHS students’ use of technology in learning mathematics was very low. The Independent samples t-test revealed that students’ in the urban areas use more technology (Mean = 2.19, SD = 0.48) than students’ in the rural areas (Mean = 1.94, SD =0.54), students’ in a school with high technology resources available use more technology (Mean = 2.30, SD = 0.48) than students’ in a school with low technology resources available (Mean = 1.88, SD = 0.50) and students’ above the age of 20 years use more technology (Mean = 2.61, SD = 0.59) than students’ within the age of 18 – 20 years (Mean = 2.03, SD = 0.56) and students’ within the age of 15 – 17 years (Mean = 2.08, SD = 0.44). The analysis revealed that the differences in the mean technology use between students’ in the rural and urban areas, students’ in schools with high technology resources available and students’ in schools with low technology resources available and students’ above 20 years and students below 20 years were statistically significance (F = 12.22, p = 0.001), (F = 35.91, p = 0.00), and (F = 4.96, p = 0.01) respectively.

DEVELOPING INTERACTIVE MEDIA TO TEACH SPEAKING SKILL FOR GRADE 11 STUDENTS

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Anggi Yulihar And Nora Ronita Dewi
Keyword(s):  
High School ◽  
High School Students ◽  
Research And Development ◽  
Interactive Media ◽  
Senior High School ◽  
School Students ◽  
Need Analysis ◽  
Speaking Skill ◽  
The Subject ◽  
Senior High School Students

The study deals with the developing interactive media for senior high school students. The objective of this study is to find out how to develop interactive media for better speaking skill of senior high school students. The research was conducted by using Research and Development (R&D). The subject of this research was 2016/2017 students of the eleventh grade of Class XI IPA4 in SMAN 1 Batang Kuis. The number of the students was 30 students. The data of this study was collected by using need analysis questionnaire and experts’ judgment. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing interactive media. Experts’ judgment was calculated by using likert data, mean and criteria interval of expert judgment to know the validity of interactive media which has been developed. After the data analyzed, it was found that the experts’ judgment result was 4.80 which had a very good criteria interval. The result of the research find that interactive media is a very good to be used in teaching speaking skill.

LEXICAL AMBIGUITY IN READING ANALYTICAL EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL STUDENTS

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Putri Sembiring And Sortha Silitonga
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Method ◽  
Lexical Ambiguity ◽  
School Students ◽  
Dominant Type ◽  
Ambiguous Words ◽  
Reading Materials ◽  
English Textbooks ◽  
Senior High School Students

The objectives of this study were to find out the types of lexical ambiguity and the most dominant type of lexical ambiguity used in analytical exposition texts in English Today 2 and Advanced Learning English 2 textbooks. This study was conducted by using descriptive qualitative method. The research was mainly focused on the four types of lexical ambiguity proposed by Saeed, such as homonymy, polysemy, synonymy and antonymy. In carrying out this study, the data were taken from analytical exposition texts in reading materials and exercise material from the two English textbooks which contained of ambiguous words. The result of the study indicated the numbers of lexical ambiguity were 46 words within homonymy (34,8%), polysemy (28,2%), synonymy (19,6%), and antonymy (17,4%).

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