scholarly journals Students Perceptions on Oral Error Correction at a Chilean High School

2020 ◽  
Vol 3 (12) ◽  
pp. 1-5
Author(s):  
Carlos Campusano ◽  
Azan Yaacob
Keyword(s):  
High School ◽  
Secondary School ◽  
Error Correction ◽  
Secondary School Students ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
School Students ◽  
Secondary School Level ◽  
Different Types

Given the scarce literature focusing on students’ perceptions and preferences on oral error correction especially at secondary school level, this study intended to provide some insight on this important issue on English language teaching by exploring the perceptions and preferences of 149 secondary school students in Chile regarding oral error correction. An adapted version of a survey developed by Katayama (2007) was used to explore their general attitudes towards error correction and their preferences for correction of different types of errors as well as particular correction methods. Frequency distribution was calculated to analyse their Likert-scale answers. The results showed that the majority of the respondents regarded error correction as something crucial to improve their proficiency in English. They also favoured those correction techniques in which they were clearly informed about their errors or those in which they participated to correct them.

scholarly journals Molecular School – a pre-university chemistry school

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Bernardo A. Nogueira ◽  
Alexandre D. Silva ◽  
Maria Inês P. Mendes ◽  
Ana Dora R. Pontinha ◽  
Carlos Serpa ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Project Success ◽  
Academic Research ◽  
School Level ◽  
School Students ◽  
First Semester ◽  
Research Fields ◽  
Secondary School Level ◽  
And Training

Abstract The planning, implementation and results of the first edition of the Molecular School are presented, as the first pre-university school project held in Portugal. This is not, however, a strictly Portuguese project, since it can be replicated in other countries at the secondary school level, with minor adjustments. Herein, the pilot edition of Molecular School is detailed and discussed, where 36 secondary school students have participated. The plan for the second edition, to be held in the first semester of 2021, with the confirmed participation of around 100 students, is further presented. Briefly, the project is divided in two modules: theoretical and laboratory work. These were prepared in a complementary way and performed to achieve the same purpose: deliver a wider vision of what chemistry really is. Hence, the classes were designed having in mind the applications that chemistry has in our everyday life, in the different academic research fields and in industry. A better preparation and training at the laboratory level was also a goal of this project. The enthusiasm, happiness and the motivation shown by the students, and their eagerness to participate in the future editions of the Molecular School, were clear signs of this project success.

scholarly journals Pengembangan Kurikulum Ekonomi dan Akuntansi Syariah di Sekolah (Studi atas Persepsi Guru dan Siswa di SMA Kota Gorontalo)

Al-Ulum ◽  
2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Niswatin Niswatin ◽  
Roy Hasiru ◽  
La Ode Rasuli
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Curriculum Development ◽  
School Level ◽  
School Students ◽  
Secondary School Level ◽  
Teachers And Students ◽  
Strongly Agree ◽  
The City

This research aims to describe the perception of teachers and students to the curriculum development of Islamic economics and Islamic accounting at secondary school (high school) in the city of Gorontalo and forms of curriculum development. The method involves a survey of teachers and high school students in the city of Gorontalo by using random sampling with certain criteria. Criteria Teachers are teaching on the subjects of economics and accounting, amount of 17 people, while the student is enrolled as a student majoring in social studies subjects who have obtained economic and accounting totalling 200 students. Data were analysed using descriptive frequency test results. The results showed that 74.1% of teachers and 70.18% of students stated strongly agree and agree curriculum sharia economics and accounting is applied or taught at secondary school level (high school) in the city of Gorontalo. The poll results of the teacher find a form of curriculum implementation of economic and accounting sharia entered as a local content of 47%, incorporated into the lessons of Social Sciences (IPS) by 35%, and incorporated into the Standard competency or Basic competence in the subject of economics and accounting as much as 6%.

scholarly journals Metaphors on the Concepts of “Reading” and “Listening” Created by the Secondary School Students

2019 ◽  
Vol 8 (1) ◽  
pp. 238
Author(s):  
Betul Keray Dincel
Keyword(s):  
Content Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
School Level ◽  
School Students ◽  
Secondary School Level ◽  
Learning Development ◽  
Academic Year ◽  
Knowledge Learning

This research aims to examine the metaphors on the concepts of reading and listening of the secondary school students and is based on phenomenology. 390 randomly selected secondary school students participated in this study in the 2016–2017 academic year in Turkey. The study includes all the grades (5, 6, 7, & 8th) at the secondary school level. “Reading is like ..................., because .....................”, “Listening is like ..............., because ..................” were the two sentences given to the students and they were asked to fill in the blanks. The data were analyzed by the content analysis. The students created 385 metaphors about the concept of reading and 329 metaphors about the concept of listening. Metaphors on the concept of reading were divided into 11 categories: A source of knowledge/learning, development, necessity, imagination, life, finding peace, sincerity, boredom/suffocation, eternity, guidance, enjoyment. Metaphors on the concept of listening were divided into 9 categories: A source of knowledge/learning, necessity, imagination, life, finding peace, communication, boredom, guidance, enjoyment. In this research, metaphors were used to reveal the thoughts of secondary school students on the concepts of reading and listening.

scholarly journals Autonomous English learning: Teachers’ and students’ perceptions

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Khusnul Khotimah ◽  
Utami Widiati ◽  
Mutmainnah Mustofa ◽  
M. Faruq Ubaidillah
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
English Language Teaching ◽  
Autonomous Learning ◽  
Teacher Education Programs ◽  
English Learning ◽  
Education Programs ◽  
School Students ◽  
Teachers And Students

This study aims at investigating teachers’ and students’perceptions of autonomous learning in English language teaching and to what extent the teachers foster students’ autonomous learning. A set of questionnaire was distributed to 30 English teachers and 283 third-year secondary school students in the provincial part of Indonesia. The participants in this study were randomly selected. Furthermore, to obtain the supplementary data, an interview was conducted to two students from each school. The findings indicate that albeit positive tenets on autonomous learning were held by both teachers and students, they still had inadequate understandings of what autonomous learning concepts are. In terms of exposing students to autonomous learning, the teachers possess highly-driven endeavor. This study ends with suggestions for teachers and teacher education programs.

scholarly journals Parental Encouragement towards the Academic Achievement of Students at Higher Secondary School Level

2021 ◽  
Vol 34 (1-3) ◽  
Author(s):  
P. Ponnusamy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Family Environment ◽  
Secondary School Students ◽  
School Level ◽  
School Students ◽  
Parental Encouragement ◽  
Academic Achievements ◽  
The Family ◽  
Secondary School Level

ABSTRACT Study habits, attitudes of students toward the learning environment at school, the nature of the family environment, and parental encouragement are all factors that influence students’ academic achievement at all levels. The study’s goal is to look at the relation between parental encouragement and higher secondary school students’ academic achievements. The appropriate data were gathered from 160 students from higher secondary school using the survey research technique and the parental encouragement scale. The study’s main findings show that parental encouragement has a significant influence on the academic achievement of the students studied.

The curriculum Development for the Profiled High School

10.12737/2002 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 3-9
Author(s):  
Гузеев ◽  
Viacheslav Gouzeev ◽  
Курчаткина ◽  
Irina Kurchatkina
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Students ◽  
School Level ◽  
School Restructuring ◽  
School Students ◽  
Science Technology ◽  
Semiotic Systems ◽  
Individual Family ◽  
Primary And Secondary School

Preparation for profiled training should start within the first years of schooling. Even at the elementary school children can be conditionally divided into three types, dependent on the object of their predominant activity: «thinkers», «engineers», «artists». At primary school these three types are further branched out into eight metadisciplinary areas depending on work methods used: individual, family, society, nature, art, science, technology, semiotic systems. At the high school level substantive objective profiles are introduced, further supplemented by subprofiles, which include disciplines of specialization and deepening. To facilitate personal guidance and support for primary and secondary school students, and personalized profiled education at the high school restructuring of educational content is needed.

Variables Affecting Word Problem Difficulty in Secondary School Mathematics

1987 ◽  
Vol 18 (3) ◽  
pp. 187-196
Author(s):  
Janet H. Caldwell ◽  
Gerald A. Goldin
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary School ◽  
Elementary School Students ◽  
Grade Level ◽  
Secondary School Students ◽  
Senior High School ◽  
School Level ◽  
Problem Difficulty ◽  
School Students

The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

Let's Put the Mathematics in General Mathematics

1992 ◽  
Vol 85 (4) ◽  
pp. 262-268
Author(s):  
William S. Hadley
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Basic Skills ◽  
School Level ◽  
School Students ◽  
Mathematics Courses ◽  
Secondary School Level ◽  
The World

As larger numbers of teenagers entered high school early in this century, many of these students were judged not able or willing to take traditional academic mathematics. Thus, a new course was introduced to reinforce the basic-arithmetic skills of this group of students. While changing little over the years, general mathematics has become one of the most taught and least examined mathematics courses offered at the secondary school level. Even as the world has become more technologically advanced, general-mathematics enrollment has remained relatively stable, and the curriculum is still rooted in the “basic skills.” Many high school students understandably think of the study of mathematics as both boring and as a set of “rules to follow and memorize” (IEA 1985, 81).

scholarly journals PERFORMANCE-BASED ASSESSMENT AS A CURRENT TREND IN ELT: INVESTIGATING ITS WASHBACK EFFECTS ON SECONDARY-SCHOOL STUDENTS LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Sumardi Sumardi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Current Trend ◽  
Language Instruction ◽  
Language Teachers ◽  
English Language Teaching ◽  
School Students ◽  
Performance Based Assessment ◽  
A Current

Assessment is an integral part of an English teachers’ instruction since it enables them to visualize the extent of successful instructions. However, teachers might not pay much attention to their role to help their students improve their learning. Even, many English language teachers seem to focus more on traditional formats of assessment such as multiple choice, true false, matching type, etc. and pay little attention to the washback effects of these kinds of assessment on students’ learning. This paper argues that a traditional assessment has at least two fundamental flaws. There is a little chance to identify the students’ factual skills as it only focuses on formal assessment. In addition, it only focuses on achievement of high scores under test conditions. This orientation can be misleading to the nature of language instruction itself. Therefore, this research article explores the washback effects of performance-based assessment as a current trend in English Language Teaching (ELT) in secondary-school students’ learning. To investigate this issue, in-depth interview, classroom observation, and document analysis were employed as the data collection methods. The merits of the research are to indicate how to arrange performance-based assessment and to identify its washback effects in the students’ learning. The results conclude that performance-based assessment encouraged and motivated students to learn more. Students’ perception in this type of assessment was positive and they strived to be more successful in their learning. Keywords: performance-based assessment, washback effects, student learning.

Sign in / Sign up

Export Citation Format

Share Document