“Visit to a Small Planet”

2018 ◽  
pp. 188-218
Author(s):  
Rikki Rimor ◽  
Perla Arie
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Learning Collaborative ◽  
School Students ◽  
Written Responses ◽  
Closed Group ◽  
Positive Attitudes ◽  
Low Achieving Students ◽  
Students Attitudes

The current chapter deals with the use of Facebook as a social network for learning. Collaborative learning, metacognition and reflectivity are theoretically discussed and assessed in the current Facebook learning environment, as essential skills of the 21st century. The case study presented examines the relationship between attitudes and achievements of high school students learning an English play in the Facebook closed-group environment. Its findings reveal a significant improvement in students' attitudes at the end of the sessions. However, these were not found to correlate with students' final achievements. In addition, low achieving students preferred to study collaboratively, as they did in the Facebook closed group, more than higher achieving students. These findings may indicate the contribution of other factors to achievement in addition to positive attitudes and satisfaction in the Facebook learning environment. A metacognitive analysis of the students' written responses supports and expands the findings of this study.

“Visit to a Small Planet”

2016 ◽  
pp. 528-557 ◽  
Author(s):  
Rikki Rimor ◽  
Perla Arie
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Learning Collaborative ◽  
School Students ◽  
Written Responses ◽  
Closed Group ◽  
Positive Attitudes ◽  
Low Achieving Students ◽  
Students Attitudes

The current chapter deals with the use of Facebook as a social network for learning. Collaborative learning, metacognition and reflectivity are theoretically discussed and assessed in the current Facebook learning environment, as essential skills of the 21st century. The case study presented examines the relationship between attitudes and achievements of high school students learning an English play in the Facebook closed-group environment. Its findings reveal a significant improvement in students' attitudes at the end of the sessions. However, these were not found to correlate with students' final achievements. In addition, low achieving students preferred to study collaboratively, as they did in the Facebook closed group, more than higher achieving students. These findings may indicate the contribution of other factors to achievement in addition to positive attitudes and satisfaction in the Facebook learning environment. A metacognitive analysis of the students' written responses supports and expands the findings of this study.

Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance

1989 ◽  
Vol 5 (2) ◽  
pp. 167-177 ◽  
Author(s):  
Gail F. Munger ◽  
Brenda H. Loyd
Keyword(s):  
High School Students ◽  
Attitude Scale ◽  
Mathematics Performance ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Attitudes Toward Calculators ◽  
The Relationship

In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.

Development of a Writing Attitude Survey for Grades 9 to 12: Effects of Gender, Grade, and Ethnicity

1993 ◽  
Vol 73 (2) ◽  
pp. 587-594 ◽  
Author(s):  
Ruth E. Knudson
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Attitude Survey ◽  
Positive Attitudes ◽  
Attitudes Toward Writing ◽  
Main Effect ◽  
Students Attitudes ◽  
Senior High School Students

In this study was developed an instrument for reliably and quickly assessing senior high school students' attitudes toward writing, primarily through modifying an instrument developed for Grades 4 to 8, and for examining the effects of gender, grade, and ethnicity on these students' attitudes toward writing. A 19-item survey instrument was administered to 870 students. There was no significant main effect for ethnicity, but effects for gender (girls had more positive attitudes toward writing than boys) and for grade. Students in Grade 12 had significantly more positive attitudes toward writing than students in Grades 9, 10, or 11.

Low-achieving students’ attitudes towards learning chemistry and chemistry teaching methods

2018 ◽  
Vol 19 (2) ◽  
pp. 431-441 ◽  
Author(s):  
P. Kousa ◽  
R. Kavonius ◽  
M. Aksela
Keyword(s):  
Teaching Methods ◽  
Native Speakers ◽  
Chemistry Teaching ◽  
School Students ◽  
Students With Special Needs ◽  
National Board ◽  
Positive Attitudes ◽  
Low Achieving Students ◽  
Students Attitudes ◽  
Attitudes Towards Chemistry

The aims of this study were to determine low-achieving students’ attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n= 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a Finnish National Board of Education assessment. The students were divided into five groups according to their achievement in the chemistry-exam. 159 of the students who had deficient exam results were defined as low-achieving (LA) students, and within that group non-native speakers, students with special needs and gender were selected as the background variables. Boys, non-native speakers and those who had special support had more positive attitudes towards chemistry within the LA group. The most preferred teaching methods in the low-achieving group were (i) visiting companies, institutes, museums and exhibitions; (ii) using the internet, videos, magazines and books for studying and (iii) small group working. According to the LA students their teachers should take more into account their wishes for teaching methods. This study suggests that more positive attitudes could lead to a better achievement when the teaching methods are preferred by most of the students. This paper proposes some ideas for both teachers and teacher training.

scholarly journals Attitudes of Young Adults toward Animals—The Case of High School Students in Belgium and The Netherlands

Animals ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 88 ◽  
Author(s):  
Pim Martens ◽  
Camille Hansart ◽  
Bingtao Su
Keyword(s):  
High School ◽  
High School Students ◽  
Attitude Scale ◽  
Pet Ownership ◽  
School Students ◽  
Positive Attitudes ◽  
Number Of Factors ◽  
The Social ◽  
Attitudes Toward Animals

The social context and culture in which individuals grow shapes their perspectives through life. Early on, children learn about animals through storybooks, animated movies, toys, and through interactions with pets and wildlife, and will slowly start to build beliefs around those experiences. Their attitudes towards animals will be influenced by a number of factors, including: sex, age, nationality/ethnicity, residence area, animal-related activities and hobbies, food habits, culture/religion education, and pet ownership. A case study of Dutch and Belgian high school students (aged 12–21) investigated the attitudes of young people towards animals. By using the Animal Attitude Scale (AAS) and the Animal Issue Scale (AIS) questionnaires, our study shows that levels of concern for animal welfare were distinctly higher among: female participants; those who ate little to no meat; Belgian students; pet owners; and those who had been to a zoo at least once. In general, students who reported having more contact with animals also had more positive attitudes towards animals. To understand younger generations and their attitudes toward animals is to understand how future generations will look towards and treat our fellow animals, with which we share the planet Earth.

scholarly journals Up and Down: Trends in Students’ Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study

10.28945/3613 ◽  
2016 ◽  
Vol 12 ◽  
pp. 169-191 ◽  
Author(s):  
Tal Berger-Tikochinski ◽  
Michal Zion ◽  
Ornit Spektor-Levy
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Two Dimensions ◽  
Equation Modeling ◽  
School Students ◽  
School Norms ◽  
Positive Attitudes ◽  
Students Attitudes

This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned Behavior (TPB). These variables were tested at two dimensions: ‘duration of learning’ – the effect of learning in the program on the same students; ‘duration of program in school’ – the effect of the program on different students in different school years. Participants (N=770) answered a questionnaire structured according to motivational and TPB variables. Findings show that attitudes changed over time, but differently for each dimension. For the ‘duration of learning’, attitudes declined between 7th to 9th grade. Structural equation modeling analysis showed that students’ attitudes and self-efficacy explain part of their intention to learn with laptops, therefore ways of maintaining positive attitudes, self-efficacy, and strengthening school norms should be considered. However, for the ‘duration of program in school’, students’ attitudes increased over the years: The attitudes of students who started the program at a later stage were more positive than those who began earlier. This may indicate that students who experience the program at an advanced stage are better prepared, with more realistic expectations. Findings can assist teacher trainers and policymakers with the implementation of similar programs.

High School Students’ Attitudes Toward Providing Girls Opportunities to Participate in Sport

2011 ◽  
Vol 28 (2) ◽  
pp. 239-253
Author(s):  
Marni Brown ◽  
Erin Ruel ◽  
Stephanie Medley-Rath
Keyword(s):  
High School ◽  
High School Students ◽  
Sport Participation ◽  
Minority Groups ◽  
School Students ◽  
Athletic Status ◽  
Positive Attitudes ◽  
Women In Sport ◽  
Students Attitudes ◽  
Average High School

In light of the increasing participation of girls/women in sport, we investigate the attitudes of high school boys and girls toward potential increased opportunities for girls’ to participate in sport. There has been little research on high school students’ attitudes toward girls’ sport participation decomposed by gender and athletic status. We find that, on average, high school students are supportive of increased opportunities for girls to participate in sport. Girls are more supportive than boys on average. While there is no difference among girls by athletic status, male competitive athletes show the most negative attitudes toward opportunities for girls to participate in sport compared with male noncompetitive athletes. Lastly, racial minority groups express positive attitudes toward increased opportunities for girls to participate in sport compared with whites.

scholarly journals STUDENTS’ ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGES: A CASE STUDY OF PAPUAN SENIOR HIGH SCHOOL STUDENTS

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Kasih Elisabet Roostini ◽  
Christine Manara
Keyword(s):  
High School ◽  
High School Students ◽  
Heritage Language ◽  
Language Shift ◽  
Structured Interview ◽  
School Students ◽  
Heritage Languages ◽  
Students Attitudes ◽  
Senior High School Students

Language shift may lead to language investment, and it may also affect language heritage maintenance.  This case study aims to explore maintenance of language heritage among a group of Papuan students who are living in a school dormitory, away from their families. These 29 senior high school students are originally from different ethnic groups from several districts in  Papua. A questionnaire and a semi-structured interview video-recorded for data collection were employed to find out the students’ attitudes towards languages and maintenance of heritage languages. The questionnaire was designed and developed by adapting the semi-structured interview questions designed by Berman et al. (2011). The data were analysed based on the aspects organised in the questionnaire and the results were compared with the findings of Berman et al.’s  (2011), Ehala and Niglas’s (2006), and Nguyen’s (2018) studies. The result shows that there has been a language shift among these adolescents. Living among a community that is totally different from theirs has driven them to adapt and accept the language used in the community. Technology exposure at school has also affected their perspectives towards their future, which motivates them to invest in other languages that they think are important for their future career. Their positive attitudes towards other languages do not discourage them from maintaining their heritage language, as they perceive the use of heritage language as a way to stay connected with their own culture.

scholarly journals LD SIG: Autonomous learning: How can I help my students foster it?

2013 ◽  
Vol 37 (5) ◽  
pp. 17
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Environment ◽  
Negative Attitude ◽  
The Other ◽  
Autonomous Learning ◽  
School Students ◽  
Other Hand ◽  
Students Attitudes ◽  
English Competence

Japanese high school students are not usually given the opportunity to take charge of their own learning in large mixed level classes, but are required to take many exams while at the same time developing their English competence. This gives the students a negative attitude towards English. On the other hand, when they are placed in situations where they need to communicate with people from abroad, they use English as much as possible in order to make themselves understood. This paper describes such students’ attitudes towards English and their learning environment and also considers ways to improve their autonomy. 日本の高校のクラスは一般に生徒数が多く、個々の能力にも開きがあると言われている。また、生徒自ら選択し学ぶ機会が十分に与えられているとは言い難く、いつも小テストや定期考査などの試験に追われているのが実情で、それが英語学習態度にもよくない影響を与えている。その一方で、英語を使って意思伝達を図りたいという姿勢は随所に見られ、そこで得られた成功体験が前向きな学習態度につながっている。本論では、そのような生徒の前向きな英語学習態度をどのようにクラスでの自律的な英語学習に活かせるかについて考察する。

Information Organization of a Tutorial and Students' Attitudes towards History Learning

1994 ◽  
Vol 6 (1) ◽  
pp. 59-64
Author(s):  
Avigail Oren
Keyword(s):  
High School ◽  
High School Students ◽  
Information Organization ◽  
Intermediate School ◽  
School Students ◽  
Negative Attitudes ◽  
Learning History ◽  
Positive Attitudes ◽  
History Learning ◽  
Students Attitudes

Some difficulties in historylearning which are related mostly to the Israeli syllabus create a negative attitudes of students toward this domain. It is agreed that computers contribute to students motivation, but we were interested to explore the role of information organization in this aspect. This article describes an evaluation of a tutorial supportinghistoryinstruction in which intermediateschool students and high school students had been involved. The tutorial wasorganizedin a specificmodebywhich information was separated visually from the assignments but shared the same learning environment, likewise information included various types organized also separately. Findingsindicated thatmost ofthe intermediate school students had found the computer as the main reason for enjoying the tutorial andfor acquiringknowledge. High-school students found that the information organization was the main reason for enjoying the tutorial and for acquiring knowledge. No difference was between the two groups as far as the importance of information in the process of learning. It was proved that the information in this mode of organization was an important factor in framing students positive attitudes towards learning history through computers.

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