scholarly journals Students’ Understanding of Graphical Vector Addition in One and Two Dimensions

2011 ◽  
Vol 3 (2) ◽  
pp. 102-111
Author(s):  
Umporn Wutchana ◽  
Narumon Emarat
Keyword(s):  
High School ◽  
High School Students ◽  
Two Dimensions ◽  
Two Dimensional ◽  
Dimensional Vector ◽  
School Students ◽  
Free Response ◽  
Vector Addition ◽  
Qualitative Understanding ◽  
Graphical Vector

Understanding initial topics in physics (forces, fields, and kinematical quantities) requires a grasp of basic vector concepts. In this study, we intended to explore students’ qualitative understanding of graphical vector addition in one and two dimensions. Using two free-response problems of a diagnostic quiz, one is one-dimensional vector addition and the other is two-dimensional vector addition. Sixty-three grade ten high-school students’ responses were categorized. From the investigation, results represent that from the high-school students who already completed their vector lesson, only 10% of them provided correct answer for vector addition in one-dimension and 32% for the two-dimensional addition.

How Variations in Behavior and Phenotype Affect In-Group Stereotyping and Belonging Among African American Adolescents and Emerging Adults

2020 ◽  
pp. 009579842097605
Author(s):  
Antoinette R. Wilson
Keyword(s):  
College Students ◽  
High School ◽  
African American ◽  
High School Students ◽  
Emerging Adults ◽  
African American Adolescents ◽  
Two Dimensions ◽  
School Students ◽  
Group Belonging ◽  
Academic Potential

The present study based on social identity theory and phenotypic bias models examined how variations in phenotype and behavior related to in-group belonging and stereotyping for African American adolescents and emerging adults. Although ethnic-racial typicality is often considered as either phenotypic or behavioral, little research has investigated the interaction of these two dimensions. Forty African American high school students ( Mage = 15.38, SD = 0.81) and 42 college students ( Mage = 19.55, SD = 1.35) watched animated clips of African American male characters varying in typicality. Participants rated the character’s stereotypical traits, academic potential, and likelihood of intraracial group belonging. Results showed that characters who were stereotypical in behavior were rated with higher averages of stereotypical traits, lower averages of counterstereotypical traits, and more likely to belong than were characters with less-typical behaviors. There was also an interaction between a character’s behavior and phenotype for judgments of academic potential among high school students, but not college students. Theoretical and practical implications of these findings for African American youth are discussed.

scholarly journals Analisis Kemampuan Representasi Siswa Dalam Menyelesaikan Soal Materi Bangun Datar

2021 ◽  
Vol 9 (2) ◽  
pp. 143-152
Author(s):  
Nabyllah Agnielia Mulyadi ◽  
Shofan Fiangga
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Visual Representation ◽  
Junior High School Students ◽  
Two Dimensional ◽  
Research Subjects ◽  
School Students

Abstract Representation is the embodiment of a student's idea of a problem, and representation is used to assist students in solving the problem. This research is qualitative research that aims to analyze students' representational abilities in solving problems of a two-dimensional figure. The research instrument consisted of test questions with two-dimensional figure material and interviews. The research subjects were 2 junior high school students in Surabaya City who had different representational abilities. The results showed that students had moderate representational abilities because they gave rise to 2 indicators of representational ability, namely indicators of verbal and symbolic representation in different ways of conveying, but the two subjects had not yet produced indicators of visual representation. Keywords: Representation ability, junior high school, two-dimensional figure   Abstrak Representasi adalah perwujudan ide dari seorang siswa terhadap suatu masalah, dan representasi digunakan untuk membantu siswa dalam menyelesaikan masalah tersebut. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis kemampuan representasi siswa dalam menyelesaikan soal bangun datar. Instrumen penelitian terdiri dari soal tes dengan materi bangun datar dan pedoman wawancara. Subjek penelitian adalah 2 siswa SMP Kota Surabaya yang memiliki kemampuan representasi berbeda, subjek AM memenuhi indikator representasi A1, C1 dan subjek MIS memenuhi indikator representasi A1, C1, A2, C2. Hasil penelitian menunjukkan bahwa siswa memiliki kemampuan representasi sedang, karena memunculkan 2 tipe kemampuan representasi yaitu tipe representasi verbal dan simbolik dengan cara penyampaian yang berbeda, namun kedua subjek belum memunculkan tipe representasi visual. Kata Kunci: Kemampuan representasi, siswa SMP, bangun datar

scholarly journals Two Dimensions of the Rosenberg Self-Esteem Scale in Junior High School Students :

2017 ◽  
Vol 65 (2) ◽  
pp. 183-196 ◽  
Author(s):  
KODAI FUKUDOME ◽  
NAOFUMI FUJITA ◽  
AKIHIRO TOYA ◽  
NAGISA KOBAYASHI ◽  
YOSHIYA FURUKAWA ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Self Esteem ◽  
Two Dimensions ◽  
Junior High School Students ◽  
School Students

The Effect of a Recorded Model on Band Students' Performance Self-Evaluations, Achievement, and Attitude

2004 ◽  
Vol 52 (2) ◽  
pp. 116-129 ◽  
Author(s):  
Steven J. Morrison ◽  
Mark Montemayor ◽  
Eric S. Wiltshire
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High ◽  
School Students ◽  
Free Response ◽  
High School Bands ◽  
Achievement Gains ◽  
Self Evaluation ◽  
Band Students ◽  
Response Formats

In this study, we examined effectiveness of recorded models in the context of ensemble rehearsals. Over a 5-week treatment period, directors of three middle/junior high and two high school bands systematically included professional recordings as part of their preparation of selected pieces. Students completed weekly self-evaluation reports assessing their individual progress and their ensembles' progress on model and no-model pieces. Using numerical and free-response formats, students evaluated self-achievement and ensemble achievement on notes/rhythms, articulation/dynamics, tuning, and balance. Expert evaluations revealed no difference in achievement between model and no-model pieces on pretreatment and posttreatment performance recordings. Student evaluations showed more modest achievement gains for model pieces. High school students demonstrated more positive self-evaluations for their own versus their ensembles' performance and greater overall differentiation in their evaluations across time. Middle school/junior high students were significantly more positive toward the model pieces. All students provided a greater number of free-response comments for model pieces.

scholarly journals Differences in Reading Strategies Employed by Students Constructing Graphic Organizers and Students Producing Summaries in EFL Reading

2006 ◽  
Vol 28 (2) ◽  
pp. 177 ◽  
Author(s):  
Akio Suzuki
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Strategies ◽  
Graphic Organizers ◽  
Protocol Analysis ◽  
Comprehension Strategies ◽  
Two Dimensional ◽  
School Students ◽  
Visual Argument ◽  
Think Aloud Protocol

The big difference between summaries and graphic organizers (GOs) as adjunct aids for EFL reading is that GOs can reduce the cognitive burden on readers because of their two-dimensional spatial displays while summaries cannot. In this study, five Japanese high school students were required to construct GOs and another five were required to produce summaries while reading a passage written in English. They were required to report what they were thinking while reading the passage and producing adjunct aids so that their use of reading strategies could be examined. The results gained from think-aloud protocol analysis indicated that the GO group reported more general comprehension strategies than the summary group. The findings are discussed from the perspective that the task of constructing the GOs using visual argument allowed the students to employ more general comprehension strategies. 学習者の英文読解を補助するために、要約を書かせる方法と英文の構成を図式化させる方法（Graphic　Organizer；GO）がある。両者の最も大きな違いはGOの場合、二次元の空間配置を利用することによって読み手の認知的負荷を軽減できることにある。本研究では５名の被験者に構成図を、５名の被験者に要約を書かせる課題を与え、使用される読解方略の違いをプロトコル分析によって検討した。分散分析の結果、構成図を書いた群は、要約を書いた群よりも、テキスト全体の構成に関わる読解方略を多く使用し、言語的な情報に関わる読解方略を少なくすることが示された。図式化した読者は情報を視覚化することにより、より包括的な読解方略を使ったためであろうという解釈がなされた。

scholarly journals Motivation and Physical Activity: Differences Between High School and University Students in Spain

2018 ◽  
Vol 125 (5) ◽  
pp. 894-907 ◽  
Author(s):  
Javier Sevil ◽  
Pedro A. Sánchez-Miguel ◽  
Juan J. Pulido ◽  
Alba Práxedes ◽  
David Sánchez-Oliva
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
University Students ◽  
Intrinsic Motivation ◽  
Short Form ◽  
Two Dimensions ◽  
School Students ◽  
Metabolic Equivalents ◽  
Degree Of Association

Grounded in self-determination theory, this study aimed first to examine differences in motivation for physical activity (PA) and habitual PA levels between adolescents and university students in Spain. The second aim was to examine differences in the degree of association between their intrinsic motivation and amotivation for PA and habitual PA levels in both samples. We studied 2,699 students (1,833 high school and 866 university; mean age = 18.83, standard deviation = 4.12 years) who completed the International Physical Activity Questionnaire-Short Form and two dimensions of the Behavioral Regulation in Exercise Questionnaire. High school students, relative to university students, self-reported significantly higher intrinsic motivation and higher PA levels for each type of PA intensity (i.e., walk, moderate, and vigorous); high school students also self-reported significantly lower amotivation than university students. The degree of association between the total metabolic equivalents of task and intrinsic motivation was higher among high school (versus) university students. This study shows the need to design intervention strategies to enhance PA levels and intrinsic motivation in university students.

Relationship between Achievement Locus of Control and Expectancy of Success of Academically Gifted High School Students

1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1259-1262 ◽  
Author(s):  
Peggy Douglas ◽  
Stephen Powers
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Locus Of Control ◽  
Two Dimensions ◽  
School Students ◽  
The Social ◽  
The Relationship ◽  
Scale Data ◽  
Academically Gifted

The achievement locus of control was investigated in 66 academically gifted high school students. Subjects were administered Lefcourt's Multidimensional-Multiattributional Causality Scale. Data suggest a pattern of attributions in which effort was ranked higher than ability, context, or luck. Subjects were more internal than external. Stable attributions were not clearly different from unstable attributions. Confidence was correlated .45 with grade expected. Students with greater confidence tended to attribute academic success less to ability (—.34). Expectancy of success was correlated A6 with internality, a dimension of causality, and not with the two dimensions of stability. This supported the social learning theory of the relationship between change in expectancy and causality.

scholarly journals The Development of Audio-Based Pop-Up Book Media on Two-Dimensional Rectangular For Junior High School Students

2019 ◽  
Vol 3 (1) ◽  
pp. 44
Author(s):  
Lufita Elfiani ◽  
Marhan Taufik ◽  
Baiduri Baiduri
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Two Dimensional ◽  
School Students ◽  
Rectangular Shape ◽  
Average Percentage ◽  
Large Groups

This study aimed to develop the learning media and investigated the effectiveness of audio-based Pop-Up Book media on the two-dimensional rectangular shape. This media was tested twice in a small group of 6 students and in a large group of 25 students. Respondents were the VIIth grade students. The result of expert validation showed the average percentage of 88,16 % and was considered valid, thus the learning media was allowed to be used and tested. The analysis of effectiveness in small and large groups in a row revealed that students’ respond was very good, with the percentage of 88.1% and 88.87%. In addition, the activities of students in the class were very good, showed by the percentage of 92% and 86.8%. Finally, the classical completeness of the learning outcomes obtained the percentage of 100% from 6 students and 92% from 23 students who completed the test. Therefore, it can be concluded that the application of audio-based Pop-Up Book on the two-dimensional rectangular shape was effective for Junior High School students.

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