High School Student and Teacher Perceptions of an Online Learning Experience Integrating STEM and Poultry Science

2020 ◽  
Vol 61 (2) ◽  
Keyword(s):  
High School ◽  
Online Learning ◽  
Teacher Perceptions ◽  
High School Student ◽  
Learning Experience ◽  
Poultry Science ◽  
Student And Teacher Perceptions

scholarly journals Student Achievement assisted Edmodo: An Alternative to Online Learning in the Pandemic Era

2021 ◽  
Vol 4 (1) ◽  
pp. 22-35
Author(s):  
Sofia Nida Khoerunnisa ◽  
Puji Lestari
Keyword(s):  
High School ◽  
Student Achievement ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Assessment ◽  
Learning Goals ◽  
Size Estimation ◽  
Face To Face Instruction ◽  
The Impact

Due to the Covid-19 pandemic, face-to-face instruction in the field of education has been replaced by online learning. As a result, to meet the learning goals, teachers must be innovative and creative while delivering online learning. Student Achievement with Edmodo is one alternate online learning choice. This analysis aims to explain the effects of the introduction of Edmodo-supported Student Achievement, as well as student reactions to this learning, and to provide a single learning method that is successful and can aid teaching and learning experiences for high school mathematics content during the Covid-19 pandemic. This study employs qualitative analysis approaches. The subjects of this research were five students from Tasikmalaya City's State Senior High School. Based on the outcomes of a few experiments, it was determined that the learning experience was enjoyable and aided students' comprehension of the Trigonometry content. Students are pleased with the learning experience provided, and they believe they have made improvements as a result of their participation in the learning. According to the effects of the impact size estimation, the implementation of the Student Achievement learning model is very accurate. Then, for general student assessment, Student Achievement learning with Edmodo is beneficial to introduce in the middle of the Covid-19 pandemic, so that it can be used as a substitute in online learning.

scholarly journals Saudi Student and Teacher Perceptions of Poor High School Results and Overall Proficiency in English

2019 ◽  
Vol 3 (3) ◽  
pp. p251
Author(s):  
Alqahtani Mofareh A
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teacher Perceptions ◽  
Language Proficiency ◽  
Average Score ◽  
High Status ◽  
Ministry Of Education ◽  
Saudi Students ◽  
Student And Teacher Perceptions ◽  
Toefl Ibt

“English is the only foreign language taught in Saudi schools as part of the mandatory curriculum and therefore enjoys a relatively high status” (Carfax Educational Projects, 2016, p. 10). The teaching of English as a Foreign Language (EFL/L2) within the basic curriculum of Saudi Arabia commences in the fourth grade. However, in spite of the best efforts of the Saudi Ministry of Education (MoE) to develop English learning in schools, the language proficiency of Saudi high school leavers remains insufficient to carry out even basic interactions, let alone undertake university study through the medium of English (Al-Johani, 2009; Al-Seghayer, 2014; Alhawsawi, 2013; Alrabai, 2016; Khan, 2011; Rajab, 2013). In fact, the recent Test of English as a Foreign Language (TOEFL iBT, 2017) demonstrated an overall average score of 64 of 120 for Saudis who took the TOEFL iBT between January and December 2016. This paper therefore seeks to examine the factors responsible for the low EFL performance of Saudi students on completion of their high school studies. In order to do so, the researcher randomly selected 60 school leavers and 30 teachers who responded to an interview designed to elicit the underlying causes of such poor English proficiency. The results revealed that the reasons fall into a number of discrete categories related to the student, the teacher, the learning environment, and the curriculum.

“I Didn’t Know I Could do That!” Student and Teacher Perceptions of an Independent Choral Music Learning Project

2020 ◽  
pp. 875512332096108
Author(s):  
Marshall Haning
Keyword(s):  
High School ◽  
Teacher Perceptions ◽  
Choral Music ◽  
Social Loafing ◽  
Public Performance ◽  
Music Learning ◽  
Task Behavior ◽  
Student And Teacher Perceptions ◽  
Choral Classroom

Through the use of an intrinsic case study, I investigated student and teacher perceptions of a collaborative and student-directed music learning approach in a high school choral classroom. Students ( N = 29) in a beginning high school choir were asked to choose and learn a piece of repertoire without substantive input or help from the choral teacher. Results indicated that students completed this project successfully and achieved a well-received public performance of the piece. Students reported a strong sense of accomplishment as well as increased collaboration skills and opportunities to apply their music knowledge. Although students and teacher acknowledged some social conflicts and relatively high levels of social loafing and off-task behavior during this project, these challenges did not seem to reduce the overall perception of success.

Reactions to Achievement Behavior From a Teacher and Student Perspective: A Developmental Analysis

1981 ◽  
Vol 18 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Oren Harari ◽  
Martin V. Covington
Keyword(s):  
High School ◽  
Teacher Perceptions ◽  
Junior High School ◽  
First Grade ◽  
Student Perspective ◽  
Grade Levels ◽  
Student And Teacher Perceptions ◽  
High Valuation ◽  
Achievement Behavior ◽  
Rewards And Punishment

Participants from first grade through college (N = 168) evaluated the achievement behavior of hypothetical students differing in ability, effort expenditure, and test outcome, both from the perspective of student and teacher. Perceptions of teacher values were consistent over age: Effort and outcome were perceived as highly salient cues for determining degree of teacher rewards and punishment, with student ability level being of little relevance. In contrast, student perspectives indicated a high valuation of ability across all grade levels. Moreover, whereas effort was strongly valued in elementary school, inconsistencies appeared in junior high school such that by high school and college a devaluation of effort occurred. This progressive devaluation was associated with an evolving student belief that low-effort expenditure implies higher ability.

scholarly journals The Cultivation of High School Students' Interest in English Reading

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Peini Fan
Keyword(s):  
High School ◽  
High School Students ◽  
High School Student ◽  
Reading Ability ◽  
Learning Experience ◽  
English Learning ◽  
School Students ◽  
Reading And Writing ◽  
English Reading ◽  
Reading Interest

English learning involves listening, speaking, reading and writing, and each aspect of them can not be ignored. What matters in improving reading ability is to cultivate English reading interest of high school students at first. Interest is the best teacher, and also an indirect way to improve high school students’ ability of English reading. As a high school student, I put forward some views and opinions on the cultivation of high school students' interest in English reading which are based on my own learning experience. Hoping to help the peers in English reading.

scholarly journals Mathematics – How do students and teachers perceive it?

2020 ◽  
Vol 28 (1) ◽  
Author(s):  
Nurgul Duzenli Gokalp
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Perceptions ◽  
Online Survey ◽  
Research Approach ◽  
School Students ◽  
Universal Language ◽  
Student And Teacher Perceptions ◽  
Qualitative Descriptive ◽  
Language Universal

The current study explored mathematics perceptions of teachers and high school students. The online survey consisting of three open-ended questions was answered by 104 high school students and 92 mathematics teachers. A qualitative descriptive research approach was applied to analyse the data. The results of this study showed that mathematics is seen as a branch of science, everything, explanations of concepts with numbers, language, universal language, language of nature, language of universe, life, method, numbers, and tool. Moreover, it was found that there are differences in perceptions between students and teachers as well as males and females. The results of this study extend what we know about student and teacher perceptions of mathematics and add an important contribution to mathematics education research.

scholarly journals Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University

2021 ◽  
pp. 81-97
Author(s):  
Deyu Woody Wang ◽  
Weihang Cheng ◽  
Yun Jin ◽  
Manwen Ivy Guo
Keyword(s):  
High School ◽  
Online Learning ◽  
Learning Communities ◽  
New Technologies ◽  
Learning Experience ◽  
Online Learning Communities ◽  
Tsinghua University ◽  
Global Pandemic ◽  
Diverse Backgrounds

AbstractNew technologies inspire the reforms in education. A global pandemic that kept people including students and teachers in their homes only accelerated the progress of adopting new ways for students to learn and for teachers to teach. This chapter presents two programs carried out by Tsinghua University and Tsinghua University High School to provide adequate learning experience for students even when they cannot attend school physically. The merits of the two programs are not only reflected in the new content students learned, but also emphasized by the fact that students from distant areas and diverse backgrounds can form online learning communities that continue to exist after the pandemic. Finally, how teachers inspired undergraduates to act as peer learners for younger students is also inspected and discussed here.

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