Effect of Calculator Use in Mathematics Computation by Junior Secondary School Form Two Pupils: A Case Study in the Cape Coast Municipality in Ghana

2008 ◽  
Vol 6 (1) ◽  
Author(s):  
A Asare-Inkoom ◽  
SA Gyamerah ◽  
AM Najimudeen
Keyword(s):  
Secondary School ◽  
Cape Coast ◽  
Junior Secondary School ◽  
Junior Secondary

scholarly journals Factors discouraging students from schooling: A case study at Junior Secondary School in Laos

2015 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Chanthaboun Keoviphone ◽  
Udik Budi Wibowo
Keyword(s):  
Secondary School ◽  
Document Analysis ◽  
Individual Student ◽  
Classroom Situation ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Parents Involvement ◽  
And Performance ◽  
Children's Schooling

This study is aimed at exploring and describing the factors discouraging Laos students from schooling at a secondary school in various contexts such as  classroom and school, individual student, family, and community contexts. Descriptive qualitative approach was used, and the framework of the study was formulated around the aspects of school and classroom situation, principal’s management process, teachers’ teaching organization and performance, parents’ involvement and perception, and community’s involvement and perception. The data were collected through observation, document analysis, and interview from 10 students, six teachers, one principal, one vice principal at Phonsyneua Junior Secondary School, and seven parents whose children were studying at this school. The finding shows that among the factors involved in students’ schooling at secondary school, several factors discourage them. The teachers’ performances were not perfect yet and some students’ competency was not qualified enough. The students’ parents were not highly committed and involved in their children’s schooling. The community had little trust in schooling since they perceived that schooling costs a lot of money. To improve these discouraging factors, several actions should be taken into consideration. The principal should ask all the teachers to communicate the vision and missions to the students, or the vision and mission should be published and socialized in the school. The observations on teachers’ instruction should be done by both the principal and senior teachers.

scholarly journals This is Literacy! Reading of photographs in research on San students’ literacy in a Remote Dweller School in Botswana

2011 ◽  
Vol 2 (1) ◽  
pp. 95-101
Author(s):  
Lone E. Ketsitlile
Keyword(s):  
Secondary School ◽  
Remote Area ◽  
Case Study Approach ◽  
Junior Secondary School ◽  
Study Approach ◽  
Narrative Case Study ◽  
Junior Secondary ◽  
The World ◽  
Basket Weaving

I discuss here part of my larger study which investigated what San students and their non-San friends in a Remote Area Dweller (RAD) Junior Secondary School in Botswana understand as literacy in school and at home. A narrative case study approach was used to gain an in-depth understanding of what students’ value and understand by literacy. Findings across participants’ stories revealed that they saw literacy as those things that had value to them and these influenced how they read ‘the word’ and ‘the world’. Storytelling, games, singing, knowledge of different plants, basket weaving and sculpting were variously identified as literacy by the six San and Tswana participants.

What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys

2021 ◽  
pp. 49-64
Author(s):  
Graeme Miller
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Home Environment ◽  
Common Factor ◽  
Educational Practice ◽  
Structured Interviews ◽  
Academically Talented ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Year

This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.

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