scholarly journals THE REALITY OF PSYCHOLOGICAL HARDINESS OF SECONDARY SCHOOL STUDENTS IN JORDAN

2021 ◽  
Vol 3 (1) ◽  
pp. 243-256
Author(s):  
Sumiah ALZAOOT ◽  
Keyword(s):  
Secondary School ◽  
Analytical Approach ◽  
Secondary School Students ◽  
Psychological Needs ◽  
Female Students ◽  
Average Level ◽  
Ministry Of Education ◽  
School Students ◽  
Male And Female ◽  
Psychological Hardiness

The research aimed to monitor the level of psychological hardiness of secondary school students in the Balqa Governorate in Jordan, and to reveal the differences in the responses of the sample respondents of the study according to gender. The research sample consisted of (500) male and female students. To achieve the objectives of the research, the researcher adopted the descriptive analytical approach. The most prominent results showed that the level of the psychological hardiness of the secondary school students in Balqa Governorate in Jordan, attained the average level by (67.67%). The researcher recommended that the concerned in the Ministry of Education should take interest in the actual psychological needs of secondary school students to improve their psychological hardiness.

scholarly journals The Effect of Using Inquiry Questions on the Achievement of First Year Secondary School Students

2007 ◽  
Vol 1 (1) ◽  
pp. 69
Author(s):  
Mohamed Al-Tarawna ◽  
Ali Abu-Saleem
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Female Students ◽  
Literary Texts ◽  
Control Group ◽  
First Year ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
Experimental Group

This study aims at investigating the effect of Inquiry questions on the achievement of first year secondary school students looming History of Literature and Literary Texts. The study tried to investigate the following hypotheses: H1: There is no statistically significant difference between the achievement mean scores of male students who were taught through inquiry- questions and the achievement mean scores of those who were taught the same material through traditional techniques. H2 There is no statistically significant difference between the achievement mean scores of the female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. H3: There is no statistically significant difference between the achievement mean scores of the male and female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. To investigate these hypotheses, 144 male and female students were randomly assigned to two groups; an experimental group and a control group. Each group had 72 participants. The experimental group was exposed to teaching through inquiry-questions, while the control group was taught the same topics through traditional techniques. The study lasted for one semester. Then, using an achievement test, the researcher investigated the effect of inquiry questions on students' achievements. Results indicated statistically significant differences in favor of the experimental group at the .05 level.

scholarly journals Male and female students' mathematical reasoning skills in solving trigonometry problems

2021 ◽  
Vol 14 (1) ◽  
pp. 34-52
Author(s):  
Suparman Suparman ◽  
Al Jupri ◽  
Edwin Musdi ◽  
Nonong Amalita ◽  
Maximus Tamur ◽  
...  
Keyword(s):  
Secondary School ◽  
Quantitative Study ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Mathematical Reasoning ◽  
Female Students ◽  
School Students ◽  
Male And Female ◽  
Gender Perspectives ◽  
Reasoning Skills

[English]: Several studies have examined mathematical reasoning skills (MRS) of male and female students in various mathematics topics. However, there were still not many studies, which focus on MRS in trigonometry topics in terms of gender perspectives. Therefore, this quantitative study aims to describe and compare the MRS of male and female students in solving trigonometry problems. This study involved secondary school students who were given an MRS test. The test has been validated theoretically and empirically. The results of the test were classified using the rubric of MRS achievement and analyzed using the Mann-Whitney test or t-test. The results revealed that the overall MRS of male and female students was low. The students lacked skills in finding a relationship pattern, proposing a conjecture, and generalizing the statement, but they had moderate skills in verifying the truth of an argument. Furthermore, the male and female students were not significantly different in the aspects of MRS. The findings provide important starting points to enhance students' MRS in the teaching and learning of trigonometry. [Bahasa]: Beberapa studi sudah dilakukan untuk menguji kemampuan penalaran matematis siswa laki-laki dan perempuan di berbagai topik matematika. Namun, studi-studi yang fokus pada kemampuan penalaran matematis di topik trigonometri ditinjau dari perspektif gender masih belum banyak. Penelitian kuantitatif ini bertujuan untuk mendeskripsikan dan membandingkan kemampuan penalaran matematis siswa laki-laki dan perempuan dalam menyelesaikan masalah-masalah trigonometri. Studi ini melibatkan siswa sekolah menengah yang diberi tes kemampuan penalaran matematis. Tes tersebut sudah divalidasi secara teoritis dan empiris. Hasil tes tersebut dikategorikan menggunakan rubrik capaian penalaran matematis dan dianalisis menggunakan uji Mann-Whitney atau uji t. Hasil menunjukkan bahwa secara keseluruhan kemampuan penalaran matematis siswa laki-laki dan perempuan belum tinggi. Siswa tersebut kurang mampu dalam menemukan pola hubungan, mengajukan dugaan, dan mengeneralisasi pernyataan, tetapi mereka memiliki kemampuan yang sedang dalam memverifikasi kebenaran suatu argumen. Selanjutnya, siswa laki-laki dan siswa perempuan tidak berbeda secara signifikan dalam aspek kemampuan penalaran matematis. Temuan ini memberikan titik awal yang penting untuk meningkatkan kemampuan penalaran matematis siswa dalam pembelajaran trigonometri.

scholarly journals A Cross-Sectional Examination of the Association Between Co-ed and Gender-Specific School Intramural Programs and Intramural Participation Among a Sample of Canadian Secondary School Students

2020 ◽  
Author(s):  
Gillian Williams ◽  
Kathleen E Burns ◽  
Kate Battista ◽  
Margaret de Groh ◽  
Ying Jiang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Student Participation ◽  
Female Students ◽  
School Students ◽  
Male And Female ◽  
And Gender ◽  
The Impact ◽  
Gender Specific

Abstract Background Intramurals are an important part of the physical activity offerings in secondary schools; however, it is not well understood how co-ed and gender-specific intramural programs impact intramural participation among male and female students. Therefore, the objective of this research was to examine if the number of co-ed, male-only, and female-only intramurals offered at a school was associated with student participation in intramurals. Methods A large sample of Canadian secondary school students (N=60,635) completed the COMPASS survey in 2017-2018. School staff reported the number of co-ed, male-only, and female-only intramurals offered at each school. Students reported whether they participated in school intramurals. Hierarchical models were used to assess associations. Results Intramural participation was marginally higher among male students (36%) than female students (32%; p<.0001). Female students attending schools that offered female-only intramurals were 17% (OR 1.17 [95% CI: 1.05-1.30]) more likely to participate. The number of co-ed and male-only intramurals offered were not significantly associated with student participation. Conclusions We found a positive association between offering female-only intramurals and female intramural participation, highlighting the importance of these programs for female students. Offering female-only intramurals may be a way for schools to improve participation and physical activity levels of female students. More research is needed on the impact of specific sports or activities on male and female student participation.

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

scholarly journals An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students

2016 ◽  
Vol 10 (1) ◽  
pp. 26
Author(s):  
Manjet Kaur Mehar Singh ◽  
Fatin Najwa Amelia Marsani ◽  
Paramaswari Jaganathan ◽  
Ahmad Sofwan Nathan Abdullah
Keyword(s):  
Secondary School ◽  
Ethnic Groups ◽  
Secondary School Students ◽  
English Literature ◽  
Reading Program ◽  
Ministry Of Education ◽  
Intercultural Understanding ◽  
School Students ◽  
Qualitative Research Design ◽  
Group Interviews

As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic groups. Therefore, this study focused on a classroom intervention to investigate how Malaysian based English literature can be utilized to promote intercultural understanding among Form Four secondary school students via reading. This qualitative research design study collected data through focus group interviews and journal entry. This research explored intercultural knowledge among Form Four students through the Intercultural Reading Program (IRP). Findings indicate that the IRP intervention improved Form Four students’ level of intercultural knowledge. This research puts forward suggestions to the Ministry of Education such as integrating IRP in its secondary schools’ English Literature curriculum.

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

scholarly journals Vocational Interest of Secondary School Students with Reference to their Gender

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Shraddha U ◽  
Khandwala
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Female Students ◽  
T Test ◽  
Male Students ◽  
School Students ◽  
Vocational Interest ◽  
Interest Inventory

This study is an attempt to know the vocational interest of the secondary school students. The sample consisted of 120 students of class 9th. That is 60 male and 60 female. Vocational interest was measured by “Vocational Interest Inventory” (Jansari). The data was analyzed by using ‘t’ test. The results reveal that male students are more interested in enterprising fields of vocation than female students.

scholarly journals The Reality of Self-Destruction Levels of Students at Seconadary Schools in Vietnam

2018 ◽  
Vol 8 (3) ◽  
pp. 140
Author(s):  
Son Van Huynh
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Average Level ◽  
School Students

The result of the survey on 280 secondary school students based on screenings of 1000 students in several provinces in Vietnam illustrates the fact that 0.4 percent of these students commit self-destruction at very serious level; 0.4 percent at serious level, which occupies 1 percent of the participants showing signs of self-destruction. The result also represents that one fifth of these students ruins themselves at average level and more than half of them at slight level. Moreover, the study determines the differences of self-destruction levels among students in different grades and at various academic capacity in Vietnam. 

scholarly journals Knowledge on risk factors for type 2 diabetes mellitus among secondary school students

2020 ◽  
pp. 431-443
Author(s):  
Aleksandra Góra ◽  
Elżbieta Szczepańska ◽  
Karolina Janion
Keyword(s):  
Risk Factors ◽  
High School ◽  
Type 2 Diabetes ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Average Level ◽  
School Students ◽  
Level Of Knowledge

Background. Diabetes is a set of metabolic diseases characterized by hyperglycemia caused by improper action and/or secretion of insulin. Currently, diabetes is becoming a serious challenge in modern medicine, this disease affects 425 million people, and the forecasts indicate that by 2045 the number of cases will increase to 629 million. Objective. The aim of the study was to evaluate the knowledge about risk factors for type 2 diabetes among secondary school students in the Silesian Province in Poland and to determine whether there are differences between the level of knowledge between girls and boys and between first-, second- and third-grade students. Material and methods. The survey was conducted among 650 high school students. The research tool was the author's questionnaire. The obtained results were developed using Microsoft Excel 2010 and Statistica 13.3 (TIBCO Inc.). Results. The definitions of type 2 diabetes were known to 63.9%. 91.8% of high school students indicated excessive body mass as a risk factor for morbidity, while 18.8% of people indicated the appropriate type of obesity increasing the risk of type 2 diabetes. Most of the students considered abnormal eating habits as an important factor increasing the occurrence of the disease (92.4%). The most numerous group of high school students were people with average level of knowledge (89.6%). Conclusions. The knowledge of high school students about risk factors for type 2 diabetes was varied. The most numerous group were high school students characterised by the average level of knowledge. There were no statistically significant differences between the proportion of correctly provided responses by women and men. There were statistically significant differences between the proportion of correctly provided responses by first-, second- and third-graders. Our research shows that educational activities should be undertaken, especially about modifiable risk factors for type 2 diabetes.

scholarly journals Impact of Cyberbullying Behavior on the Self-Esteem among Secondary and Higher Secondary School Students in Punjab, Pakistan

2020 ◽  
Vol V (III) ◽  
pp. 385-395
Author(s):  
Fouzia Perveen ◽  
Asghar Ali ◽  
Muhammad Ramzan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Total Sample ◽  
Self Esteem ◽  
Female Students ◽  
The Self ◽  
The Internet ◽  
School Students ◽  
Use Of The Internet ◽  
The Impact

The internet users are more than four billion globally. The fast advancement in electronic technology caused an unpredictable variation in the development of students. The use of the internet has become the backbone of education and communication. The current study sets out to measure the impact of cyberbullying on the selfesteem among secondary and higher secondary school students in nine districts of Punjab, Pakistan were selected. The total sample size comprised of 3236 (1614 male 1622 female) students, and their ages were 13-19 years, recruited through conveniently sampling. Two questionnaires were employed in the present research for the purpose of data collection; Cyberbullying Scale and Rosenberg Self-Esteem Scale. The data were analyzed through Statistical Package for Social Sciences (SPSS 23.0). The quantitative results revealed that cyberbullying was significantly (p < .01) positively correlated with self-esteem. Further, linear regression results showed that cyberbullying was a significant impact on self-esteem. Results also showed the comparison between male and female samples for cyberbullying on the self-esteem, and results of the comparison showed that the mean of cyberbullying was selfesteem was significantly higher among female students than male respondents. The limitations of the results are discussed.

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