scholarly journals Distance Learning Amidst Covid-19 Pandemic: Attitude and Assessment Performance of High School Students in Three Moroccan Private High Schools

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Taoufik Khotbi ◽  
Keyword(s):  
High School Students ◽  
Distance Learning ◽  
Target Population ◽  
Ministry Of Education ◽  
School Students ◽  
Positive Direction ◽  
Students Attitudes ◽  
Assessment Performance ◽  
To Come ◽  
The Impact

The outbreak of Covid-19 pandemic worldwide urged educational institutions to come up with quick and effective alternatives to ensure students’ learning and academic year continuity. Morocco was no exception to deal with that situation. As a response to the pandemic, the Ministry of Education launched distance learning as a “new” mode for learning across the country. The objective of the current study is to investigate students’ attitude towards distance learning during the pandemic. Also, it is an attempt to evaluate the impact of distance learning on students’ assessments. 119 students from 3 private schools in Rabat Morocco were involved in the study. A closed-questionnaire was shared with the target population via Google-Form. Later, 12 student informants were recruited to share insights on their learning journey amidst the outbreak of the pandemic. The findings reveal that students’ attitudes have shifted to a positive direction after being introduced to distance learning. However, the findings indicate that there is a negative correlation between distance learning and in-class assessment. The study also concludes by key recommendations found in the students’ responses and review of literature on the need to adopt effective methods in distance learning.

The Second Evaluation of the Curricular Program “Hashish and Marihuana” in Israeli High Schools

1987 ◽  
Vol 17 (2) ◽  
pp. 143-148 ◽  
Author(s):  
Shoshana Weiss ◽  
Michael Moore
Keyword(s):  
High School Students ◽  
High Schools ◽  
Evaluation Research ◽  
Target Population ◽  
Fourth Generation ◽  
Ministry Of Education ◽  
School Students ◽  
Effective Prevention ◽  
Trained Teachers ◽  
The Impact

The purpose of this article is to describe the impact of the revised preventive interdisciplinary auricular program “Hashish and Marihuana” on attitudes and intentions towards hashish use among high school students in Israel. The redesigned curriculum, implemented by trained teachers, produces statistically significant attitude gains. The findings suggest that the program has a potential for a desired attitudinal modification within the target population, and that the contemporary “fourth generation” of preventive programs in drug education remain an effective prevention strategy. As the result of the evaluation research, the program will be officially disseminated to high schools during 1987–1988 by the Israeli Ministry of Education and Culture in collaboration with Haifa University.

Financial literacy programs and youth entrepreneurial attitudes: some insights from the Jordanian community

2020 ◽  
Vol 14 (5) ◽  
pp. 787-810
Author(s):  
Nour Walid Aljaouni ◽  
Baker Alserhan ◽  
Kimberly Gleason ◽  
Jusuf Zeqiri
Keyword(s):  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Literacy Program ◽  
School Students ◽  
Content Type ◽  
Entrepreneurial Attitudes ◽  
Students Attitudes ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to explore the impact of a financial literacy program (FLP) recently implemented in Jordanian junior high and high schools as part of a national financial literacy agenda on students’ attitudes toward entrepreneurship relative to a control sample of students who had not yet participated in the FLP. This paper also examines the role of moderating variables, including students’ perception of teachers’ attitudes (TA) on students’ entrepreneurial attitudes. Design/methodology/approach Survey methodology was used to obtain data and hierarchical regression analysis was used to test hypotheses. Findings Results indicate that students who completed the FLP exhibited significantly higher entrepreneurial awareness than those that had not yet participated in the program. Students who took the entrepreneurship module of the FLP exhibited significantly lower entrepreneurial intention than those that had not yet taken the entrepreneurship module. However, TA did not impact students’ attitudes. Research limitations/implications The study examines a sample of middle and high school students in only one district in Amman, Jordan, and cannot be generalized to other communities where the FLP has been implemented. Practical implications The findings provide valuable insights for educators, policymakers and non-governmental organizations considering large scale, publicly funded FLPs as part of the K-12 educational system. Social implications Stakeholders should consider reforms to the implementation of entrepreneurship education as part of the FLP in Jordanian schools and other developing country K-12 programs. Originality/value This study is the first to examine the new Jordanian literacy program and the impact it has on attitudes toward entrepreneurship of middle and high school students.

scholarly journals THE IMPACT OF THE USE OF GEOGEBRA ON STUDENT’S MATHEMATICAL REPRESENTATION SKILLS AND ATTITUDE

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Fazli Rabi ◽  
Ma Fengqi ◽  
Muhammad Aziz ◽  
Muhammad Ihsan Ullah ◽  
Nuritdinova Hilola Abduraxmanovna
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Test ◽  
Mathematical Representation ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact ◽  
Experimental Group

<p>Mathematics is important and applies to science, technology, society or the natural sciences. It is applied directly or indirectly. Most students find this to be a very stimulating, complex, and well-understood subject. Maths in high school is extremely important. The study was designed to investigate the impact of students' mathematical representation skills and their attitudes towards GeoGebra. This study was quasi-experimental and carried out on high school students. We have two groups belonging to the same standard class. The control group consisted of 22 students, while the experimental group consisted of 28 participants. The conventional approach was used to teach certain concepts of plane geometry to the students in the control group. On the other hand, the experimental group taught similar teachings using GeoGebra. The results show that students have more skills in mathematical representation using GeoGebra. The semi-empirical test also showed a significant change in students' attitudes between the pre-test and the post-test. Students are more active in mathematical representation skills in GeoGebra.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0967/a.php" alt="Hit counter" /></p>

scholarly journals Autonomy of psychological space as a factor in school students' economic socialization

2021 ◽  
Vol 2-3 (23) ◽  
pp. 32-39
Author(s):  
Nataliia Dembitska ◽  
Keyword(s):  
High School Students ◽  
Differential Method ◽  
Economic Behavior ◽  
School Students ◽  
Psychological Space ◽  
Social Adaptability ◽  
Students Attitudes ◽  
The Individual ◽  
The Impact ◽  
Economic Socialization

Introduction. Economic socialization of the individual during adolescence takes place in the form of their spontaneous inclusion in predominantly consumer relations, with adolescentsʼ stable economic behavior patterns being developed through their communication in peer groups (by means of exchange of personal belongings and services and spontaneous buying and selling). This is greatly influenced by the individual's ability to preserve the integrity and autonomy of their psychological space.Aim: to determine the impact of school students' psychological space organization on the development of their economic and psychological qualities.Methods: Retrospective Questionnaire of Monetary Mental Sets (M. Semenov), the semantic differential method to study students' attitudes to personal property and the ways of appropriating personal goods (N. Dembitska), Attitude to Money questionnaire (M. Semenov), Social Adaptability questionnaire (O. Posipanov), GET2test (modified by N. Dembitska), and S. Nartova-Bochaver Autonomy of Psychological Space questionnaire. The study involved 634 students aged 11 to 16 years.Results. Adolescents experienced the growing impact of moral factors on their methods of appropriation. As the autonomy of adolescents' psychological space increased, their tendency to self-knowledge and positive attitudes to their own ideas and knowledge strengthened, too. High school students were shown to be inclined for direct, and sometimes aggressive, assertion of their right to privacy in the space of their own things, values, and tastes.Conclusions. There are ontogenetic factors in school students’ economic socialization, with the latter having relationships with some aspects of school students’ psychological space autonomy.

“Alcohol and Drunkenness”—An Innovative Curriculum for the Kibbutz Movement in Israel: A Model for Adapting General Prevention Programs to Special Populations

1988 ◽  
Vol 18 (4) ◽  
pp. 267-274 ◽  
Author(s):  
Shoshana Weiss
Keyword(s):  
High School Students ◽  
Prevention Programs ◽  
Target Population ◽  
Special Populations ◽  
Educational Setting ◽  
Ministry Of Education ◽  
Excessive Drinking ◽  
School Students ◽  
Israel Society ◽  
Innovative Curriculum

The “Alcohol and Drunkenness” program was originated in 1979–1984 and is designed to provide Israel high school students with the knowledge, values, and skills necessary to prevent excessive drinking. The purpose of this article is to describe the development of the “kibbutz version” of the program “Alcohol and Drunkenness” for the kibbutz movement. The preparation of the “kibbutz version” was supported by the Israeli Ministry of Education and Culture, the Department of Prevention and Treatment of Alcoholism in the Ministry of Labour and Social Affairs, the Israel Society for the Prevention of Alcoholism, and the Kibbutz Movement. The article describes the changes in values and norms in the kibbutzim in recent years, the detailed modification of the original curriculum in accordance with its new target population and educational setting, as well as, the program's new structure and subjects. Descriptions of the problems which were encountered during program modification, along with the creative responses which were taken to address such difficulties, are also included. The process of building the “kibbutz version” can serve as a model for adapting homogenizing educational prevention programs to special students' populations—specific groups having unique needs, characteristics, and abilities.

An Investigation of the Impact of a Flipped Classroom Instructional Approach on High School Students’ Content Knowledge and Attitude Toward the Learning Environment.

2020 ◽  
Vol 7 (5) ◽  
pp. 338-349
Author(s):  
Matthew Bell ◽  
Steven Shumway ◽  
Geoff Wright
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
The Body ◽  
School Students ◽  
Significant Difference ◽  
Students Attitudes ◽  
Knowledge And Attitude ◽  
The Impact

The idea of the “flipped classroom” has become increasingly popular in education. However, very little research in how “flipped classrooms” impact high school students’ ability to perform on exams has been done. The purpose of this research is to add to the body of knowledge and help provide data to investigate how well students learn physics content by using the flipped classroom in a high school Physics with Technology class. Seven periods of Physics with Technology at Lone Peak High School in Highland, UT were used in this study. Three of the classes were randomly assigned to be “flipped” while the other four were taught using what is considered a “traditional” method of instruction of physics (guided inquiry). The pacing and content was matched each day and all classes participated in the same labs, homework, quizzes and tests. The defining difference is the method which the content was covered. The flipped classes watched video lectures at home to learn the majority of the content, then did what is traditionally known as “homework” in class with the teacher present to help. In this study, it was found that there was no statistically or practically significant difference in mean test scores for the first three units. Student responses on a survey also showed very little statistical difference in the students’ attitudes towards the classroom environment in either instructional method.

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