scholarly journals Relative effectiveness of context-based teaching strategy on senior secondary students’ achievement in inorganic chemistry in Rivers State

2014 ◽  
Vol 3 (2) ◽  
pp. 159
Author(s):  
JB Nbina ◽  
E Avwiri
Keyword(s):  
Inorganic Chemistry ◽  
Secondary Students ◽  
Teaching Strategy ◽  
Relative Effectiveness ◽  
Rivers State ◽  
Senior Secondary

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

Secondary Students' Perceptions about Learning Qualitative Analysis in Inorganic Chemistry

2001 ◽  
Vol 19 (2) ◽  
pp. 223-234 ◽  
Author(s):  
Kim-Chwee Daniel Tan ◽  
Ngoh-Khang Goh ◽  
Lian-Sai Chia ◽  
David F. Treagust
Keyword(s):  
Inorganic Chemistry ◽  
Qualitative Analysis ◽  
Secondary Students

In the Words of Children and Young People: The Opinions and Concerns about their Environments of Some Brisbane School Students

1998 ◽  
Vol 14 ◽  
pp. 11-18 ◽  
Author(s):  
Tammy Kwan ◽  
John Miles
Keyword(s):  
Secondary Students ◽  
Qualitative Approach ◽  
Natural Environments ◽  
Social Environments ◽  
Focus Group Discussions ◽  
School Students ◽  
Group Discussions ◽  
Children And Young People ◽  
Personal Action ◽  
Senior Secondary

ABSTRACTThis paper reports on a study into the environmental opinions and concerns of a sample of Brisbane children in the upper primary, junior and senior secondary years. The study adopted a qualitative approach. Children's opinions about the environments around them and beyond were gathered using open-ended question items and focus group discussions. The study revealed that the upper primary children participating were most obviously concerned about their immediate personal environments. The junior and senior secondary students were more concerned about their natural environments to which they showed strong positive associations. On the other hand, all participants wanted to undertake personal action for change in their social environments at local, national and global levels.

scholarly journals Effectiveness of Learning Cycle Models on Nigerian Senior Secondary Students’ Anxiety towards Chemistry

2017 ◽  
Vol 21 (1) ◽  
pp. 1-13
Author(s):  
Kehinde Alebiosu ◽  
Jumoke Bilesanmi-Awoderu ◽  
Olajumoke Oludipe
Keyword(s):  
Secondary Students ◽  
Learning Cycle ◽  
Senior Secondary

scholarly journals EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS

2016 ◽  
Vol 15 (3) ◽  
pp. 340-349
Author(s):  
Zeinab Jahangard ◽  
Asghar Soltani ◽  
Merhangiz Alinejad
Keyword(s):  
Structural Equation Modeling ◽  
Secondary Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
Science Anxiety ◽  
Family Model ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Class Teacher

Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students’ attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students’ attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students’ science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students’ attitudes towards science. Key words: metacognition strategies, attitudes towards science, senior secondary students, structural equation modeling.

Representing the Russian Revolution in Prescribed Russian School History Textbooks

2021 ◽  
Vol 24 (2) ◽  
pp. 47-71
Author(s):  
Joseph Zajda
Keyword(s):  
Secondary Students ◽  
Nation Building ◽  
History Textbooks ◽  
Russian Revolution ◽  
October Revolution ◽  
Historical Understanding ◽  
Ministry Of Education ◽  
Russian School ◽  
Dominant Ideologies ◽  
Senior Secondary

This article offers a new knowledge and insight into understanding the nexus between ideologies, the state, and nation-building—as depicted in transforming images of nation-building and historical understanding of the October 1917 Russian revolution in prescribed history textbooks in the Russian Federation (RF). Using discourse analysis, and historiography, the article examines critically the role of language and ideology in presenting historical narratives in explaining how do representations of the revolution by different historians, from diverse ideological backgrounds, compared to the depiction of the October Revolution of 1917, in Russian school textbooks. Classroom teachers and historians, using historiography, interpret the 1917 October revolution in Russia in different ways. These different interpretations reflect the way in which historical understanding and historical knowledge, influenced by dominant ideologies, are created in history. Current prescribed Russian history textbooks for senior secondary students, which are approved by the Ministry of Education and Science, now regard the Russian Revolution as a significant part of a foundation narrative, representing a re-invented new meta-narrative of nation-building in the RF.

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