scholarly journals Social emotional model for coping with learning among adolescent secondary school students

2021 ◽  
Vol 19 (2) ◽  
pp. 179-191
Author(s):  
Mwita Sospeter ◽  
Theresia J Shavega ◽  
Cosmas Mnyanyi
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Research Design ◽  
Secondary School Students ◽  
Group Discussion ◽  
Collaborative Action Research ◽  
Social Emotional ◽  
School Students ◽  
Moderate Sample Size ◽  
Emotional Model

Social emotions are frequently experienced in every individual in the daily life including adolescents’ secondary school students. The mult-social emotional changes such as aggressive and happiness among adolescents influences students coping with learning at school. The purpose of this study was to develop social emotional model for coping with learning among adolescent secondary school students. Specifically the study attempted to answer the extent social emotional model is effective in improving students coping with learning. The study adapted collaborative action research design in which a total of 244 adolescent secondary school students responded to questionnaires and focus group discussion. The effectiveness of the developed social emotional model for student coping with learning was reported by students through the questionnaires. It was found that the aspects incorporated in the model improved practices in learning outcomes to both teachers and students in coping with learning. It was found that, Teachers used guidance and counseling, action oriented activities such as role play, encouraging play and exploration as the strategies to foster active engagement among adolescent secondary school students towards learning adjustment. Furthermore, the study revealed positive significant because the data in the model summary shows that the value of r=.351 indicates that one item for adolescent secondary school students coping with learning increased for about 35.1% with 77.5% standard error of the estimated predictor value. Although this study was conducted in Tanzania employing moderate sample size from which the data was gathered with the help of collaboration action research design. The findings provide guidelines for further replicate research on social emotion behaviours and academic performance in education elsewhere.

scholarly journals Factors Affecting Academic Achievement of Secondary School Students in Mauritius

2019 ◽  
Vol 9 (1) ◽  
pp. 70-90
Author(s):  
Shakeel Mohammad Cassam Atchia ◽  
Vinayagum Chinapah
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School Leadership ◽  
Secondary School Students ◽  
School Teacher ◽  
Group Discussion ◽  
Economic Factor ◽  
Primary Data ◽  
Second Phase ◽  
School Students

This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling).  The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05).  The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).

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

scholarly journals Home Adjustment, School Adjustment and Social Adjustment of Higher Secondary School Students: A Review

2021 ◽  
pp. 502-506
Author(s):  
Khurshid Ahmad Bhat ◽  
Prof. Nighat Basu
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Social Adjustment ◽  
Environmental Conditions ◽  
Secondary School Students ◽  
Group Discussion ◽  
School Adjustment ◽  
Review Of Literature ◽  
School Students

Adjustment is a process that is supposed to lead to a person's happy and contented life. It establishes a balance between requirements and capacity to meet them, persuades those concerned to adapt their lifestyles to the demands of the circumstances, and provides the strength and capability to bring about desired changes in environmental conditions. The study suggested that schools must emphasize teaching students how to adjust to themselves and their surroundings, rather than just excellent academic achievement. Schools must hold regular sessions with student's parents to keep them informed about their children's progress. Schools must keep a separate record of students' behaviour inside the school and identify emotionally immature students. This will help them to give counseling. All the schools must be upgraded with modern amenities such as a well-equipped laboratory, a well-stocked library, and well-organized classrooms. In the classroom, a technique of group discussion and other curricular activities might be organized. As a result, the student's adjustment will improve. This study presents a review of literature on the topic. This paper is an attempt to reviews the papers from 2010 to 2020.

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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