scholarly journals Children With Disabilities Express Less Concrete Gender-Based Biases:

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Jolie Haertter
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Gender Stereotypes ◽  
Children With Disabilities ◽  
Autism Spectrum ◽  
School Level ◽  
Upper Elementary ◽  
High School Level ◽  
Gender Perception ◽  
Significant Difference

Abnormalities with processing social concepts as children may display with Autism Spectrum Disorder (ASD) and Nonverbal learning disorder (NSLD). The purpose of the study was to observe how children with disabilities and nondisabled children viewed gender stereotypes. Images of gender-advertised toys and clothing items were utilized to determine gender-biases held by preschoolers (ages 3-6), upper-elementary level students (ages 10-12), and high school level students (ages 15-18). This project raises awareness of cultural stereotypes in society and their impact on childhood perception development. 177 students were shown images of gender-advertised clothing and entertainment items and asked to categorize each object as a boy, girl, or both. Students with disabilities had less gender bias compared to their nondisabled counterparts. The children in all groups had increased stereotyped responses to clothing items as opposed to toys. The preschoolers displayed the most stereotypical responses, the upper-elementary schoolers responded with the least biased responses as they had gained more exposure to toy and clothing options, and the highschoolers solidified their opinions with moderate stereotypes, notably in clothing items. Presenting increased non-stereotypical opinions, there was a significant difference in gender perception in students with disabilities. The difference in responses to gender perception between students with and without disabilities assimilated in all categories by high school age, meaning there was no significant difference in gender perception by this stage.

The Impact of using 3D Interactive Animation Tool in Teaching Computer Programming at the Senior High School Level

2018 ◽  
Vol 3 (2) ◽  
pp. 18-28
Author(s):  
Najim Ussiph ◽  
Hamidu Kwame Seidu
Keyword(s):  
High School ◽  
Research Work ◽  
Instructional Method ◽  
Senior High School ◽  
School Level ◽  
Eastern Region ◽  
3D Animation ◽  
High School Level ◽  
Significant Difference ◽  
The Impact

A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.

The Success of Collaboration Resource Programs for Students with Disabilities in Grades 6 Through 8

1995 ◽  
Vol 16 (2) ◽  
pp. 79-89 ◽  
Author(s):  
BELINDA DUNNICK KARGE ◽  
MELINDA McCLURE ◽  
PATRICIA L. PATTON
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
Junior High School ◽  
Junior High ◽  
School Level ◽  
School Site ◽  
High School Level ◽  
Collaboration Model ◽  
Pull Out

This study examined collaboration practices of resource programs at middle/junior high school levels in southern California.' Participants were 124 resource teachers from 69 schools responding to a survey that asked about the collaboration model at their school site. Results indicate that resource programs at the middle/junior high school level are a combination of collaboration and traditional pull-out models. The majority of teachers viewed the collaboration model positively. Administration support was evident. Teacher attitude and teacher personality were ranked as more important than the degree of severity of the student's disability as important factors for a successful collaboration model. These results may have important implications for policy decisions regarding integration of students with disabilities into general education programs.

scholarly journals The Effect of Different Learning Method on the Visual Reaction Time of Hand and Leg in High School Level Tennis Trainees

2020 ◽  
Vol 6 (2) ◽  
pp. 414
Author(s):  
Yahya Yıldırım ◽  
Ali Kızılet
Keyword(s):  
High School ◽  
Reaction Time ◽  
Statistical Significance ◽  
T Test ◽  
School Level ◽  
Visual Reaction Time ◽  
High School Level ◽  
Significant Difference ◽  
Visual Reaction ◽  
Post Test

The aim of this study is; to investigate the effects of differential training method on hand and leg visual reaction time in high school tennis trainees. 24 trainees (12 girls, 12 boys) attending a tennis course in a high school participated in the study voluntarily. It was determined that the mean age of the participants was 15.00±0.00 years, their body weight was 63.46±10.64 kg, their height was 1.65±0.06 m, and their body mass index was 23.26±2.91. According to the results of the pre-tests, 2 homogeneous groups of 12 people were created. One group formed the Differential Group (DG), the other the Traditional Group (TG), and each group included 6 girls and 6 boys. The training sessions were held 3 days a week (90 minutes each) and lasted 10 weeks in total. In the study, the visual reaction time (separately for hand and leg) was performed as a pre-test and a post-test using the Fitlight TrainerTM device. Paired Sample t test was used to examine the difference between pre-test and post-test of the same group. Independent Sample t test was used to measure the intergroup interaction between pre-tests and post-tests. To interpret the statistical significance level, p < 0.05 was accepted. As a conclusion; it was observed that both training methods shorten the visual reaction time, but there was no significant difference between the groups in pre-test and post-tests.

scholarly journals The Effect of Eight-Week Core Training Applied to High School Girls on Balance

2020 ◽  
Vol 9 (1) ◽  
pp. 251
Author(s):  
Tufan Mustu ◽  
H. Tolga Esen
Keyword(s):  
High School ◽  
Repeated Measures ◽  
Female Students ◽  
School Level ◽  
Control Group ◽  
High School Level ◽  
Significant Difference ◽  
Post Test ◽  
Core Training ◽  
Experimental Group

The aim of this study is to search core exercise&rsquo;s affect which is done regulary with female students for 8 weeks on students&rsquo; balance programs. 20 volunteer female participants who were students of Osman Nuri Yalman High school (ten of them were experimental group and ten of them were control group) were included in the study. In the survey, experimental method with pretest-posttest desing was used. Core exercise was applied on experimental group three days a week during 8 weeks on the other hand no exercise was done with control group. SPSS (Ver.20) packet program was used while analyzing data statistically. Before the analysis, normality distribution was determined by being used skewness-kurtosis and hitogram and significance level was controlled according to the greenhouse-geisser and two-way repeated measures of anova values. According to the results of the survey, significant difference was found between two groups&rsquo; pre-test&ndash;post-test balance values (F(2.69, 48.36) = 42.25, p &lt; .05). The post-test balance values of the group in 8 directions increased significantly. When the pos-test balance values between the two groups were compared, the post- test balance values of the experimantal group participants were significantly higher than the control group participants (F(1.18) = 6.20, p &lt; .05). Consequently; it can be said that core training applied to the high school level female students three days a week for 8 weeks can have a positive effect on balance performance.

scholarly journals The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text

2017 ◽  
Vol 2 (1) ◽  
pp. 33
Author(s):  
Dewi Sartika ◽  
Rachmanita Rachmanita
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Level ◽  
Strategy Development ◽  
P Value ◽  
Writing Achievement ◽  
High School Level ◽  
School Students ◽  
Significant Difference

Writing is one of the four skills taught in the school which is used as communication in daily life. It is considered as a difficult subject by the eleventh grade of the senior high school students because of the limitation of the time provided and some aspects of language to be considered. Therefore, the purpose of this study was to find out whether or not there was a significant difference in students’ writing achievement of persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. By conducting a quasi-experimental investigation at senior high school level in South Sumatera, Indonesia, two classes consisting of thirty students in each class at SMA Negeri 1 Kandis were chosen as the samples by using purposive sampling method. To analyze the data, the t-test was used. The result findings showed that t-obtained (3.29) was higher than t-table (2.0017) at the significance level of p-value was lower than 0.05. It indicated that there was a significant difference in students’ writing achievement of writing persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. The students who were taught by using Self-Regulated Strategy Development had better improvement in their writing persuasive text because the students could write the persuasive text well based on the Self-Regulated Strategy Development which applied POW (pick, organize, write)  and TREE  (topic, reasons, explanation, ending).

Using Nondisabled Peers to Support the Inclusion of Students with Disabilities at the Junior High School Level

1996 ◽  
Vol 21 (4) ◽  
pp. 194-205 ◽  
Author(s):  
Debbie Staub ◽  
Megan Spaulding ◽  
Charles A. Peck ◽  
Chrysan Gallucci ◽  
Ilene S. Schwartz
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
Junior High School ◽  
Junior High ◽  
Severe Disabilities ◽  
School Level ◽  
High School Level ◽  
Junior High School Level ◽  
General Education Classrooms

Qualitative research methods were used to conduct a study of an inclusion program at a junior high school in which typically developing students assisted and supported students with moderate and severe disabilities as they attended general education classrooms. There were two purposes for conducting this case study: first, to provide a description of how one school, with limited resources available, successfully included students with disabilities in general education classrooms; and second, to describe outcomes perceived to be associated with the student aide program for the students with disabilities and the student aides. Data were gathered over 2 years and included ethnographic field notes and interviews. The perceived outcomes that emerged from an analysis of these data are discussed in terms of their implications for future practice and research.

scholarly journals LACK OF INTEREST IN SCHOOL SCIENCE AMONG NON-SCIENCE STUDENTS AT THE SENIOR HIGH SCHOOL LEVEL

2013 ◽  
Vol 53 (1) ◽  
pp. 7-21
Author(s):  
Kenneth Adu-Gyamfi
Keyword(s):  
High School ◽  
Nature Of Science ◽  
Science Teachers ◽  
School Science ◽  
School Level ◽  
Science Students ◽  
Science Content ◽  
High School Level ◽  
Male And Female ◽  
Significant Difference

This study investigated the factors that contribute to the non-science students’ lack of interest in school science through the use of a 27-item questionnaire. This assisted in comparing the male and female non-science students’ lack of interest in school science. There were 259 male and female students from three senior high schools in three District Assemblies of the Ashanti Region of Ghana who participated in the study. Quantitative data were collected from the 259 students through a cross-sectional survey. The research questions were answered with mean, standard deviation, percentage, boxplot, and independent-samples t-test. The results of the study have shown that the factors that contribute to students’ lack of interest in school science include as higher demands of students’ time in learning science, less practical nature of science teaching and learning, failure of science students with larger aggregate from high school to gain admission into tertiary institutions, too broad nature of science content, lack of sponsorship for science students, school science as difficult subject compared to others, and teaching of science is a transmission of knowledge from science teachers or textbooks to students. The results of the study have further shown that there was a statistical significant difference between the mean scores of male and female non-science students’ lack of interest in school science. Science teachers are therefore encouraged to adopt strategies that could encourage students to develop and show interest in science related subjects and courses. Key words: factors; lack of interest; male and female; non-science students; school science.

scholarly journals BADMINTON SMASH SKILL TRAINING MODEL FOR HIGH SCHOOL BEGINNERS STUDENTS

2021 ◽  
Vol 12 (04) ◽  
pp. 237-247
Author(s):  
Dahniar Widya Puspita Dewi ◽  
Widiastuti ◽  
Samsudin
Keyword(s):  
High School ◽  
Skill Training ◽  
Training Model ◽  
School Level ◽  
P Value ◽  
Design Development ◽  
High School Level ◽  
Significant Difference ◽  
Before And After ◽  
The Difference

The purpose of this study was to produce a product form of a badminton smash skill training model for high school beginners students (SMA) and to test the effectiveness of the developed training model. The author uses a development research design that adopts the development design of the ADDIE method (Analysis, Design, Development, Implementation, Evaluation) by including high school athletes with the criteria and requirements for beginner athletes aged 14-17 years. At the model feasibility stage, 30 subjects were included to apply the model, 3 badminton experts were used as the validity of each model item, while at the effectiveness test stage 90 subjects were included. Data analysis was carried out descriptively qualitatively through documentation, interviews, and observations, while quantitative data to determine the difference in average skills was carried out using a paired sample test which was analyzed using SPSS-26. The correlation coefficient value is 0.331 with a significance value of 0.014, and the significance of the difference in t-count shows = -21.974, db = 43 and p-value = 0.00 < 0.05, meaning that there is a significant difference in athlete skills before and after being given the developed training model. It was concluded that the model could be developed and applied in practicing badminton smash skills; and a model that is made effective to improve the smash skills of beginner athletes at the high school level.

scholarly journals Investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of Indonesian EFL learners

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Willy Juanggo
Keyword(s):  
High School ◽  
Diversity Index ◽  
School Level ◽  
High School Level ◽  
Written Discourse ◽  
Lexical Diversity ◽  
Efl Learners ◽  
Frequency Profile ◽  
Significant Difference ◽  
Written Compositions

This paper reports the findings in investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of Indonesian EFL learners. Thirty one students at high school level participated in this study; 15 students were from B1 level and 16 students were from B2 level according to Common European Framework of Reference for Languages (CEFR). Students’ written compositions were used as the main data for this study. The gauge was done based on the result of the calculation of lexical frequency profile (LFP). The result of the calculation showed that the lexical diversity index of students at higher level was greater than that of students at lower level. In addition, based on the calculation per LFP category, it was found that the two groups shared similar patterns of lexical diversity index in which most varied vocabulary used in their writings falls into the second most common 1000 wordlist, followed by vocabulary that belongs to “not in the lists” category and AWL, respectively. Subsequently, the first common 1000 words category became the least varied words used by the learners. In terms of lexical sophistication, it was found that the percentage of advanced vocabulary used by less proficient learners was slightly larger than the percentage of advanced vocabulary used by more proficient learners. However, there was no significant difference found between two groups of learners in terms of lexical diversity and lexical sophistication.

scholarly journals Perbedaan Status Anemia Gizi Besi Remaja Putri yang Bersekolah di SMA Program dan Non-Program Suplementasi Tablet Tambah Darah

2019 ◽  
Vol 1 (1) ◽  
pp. 30-34
Author(s):  
Antun Rahmadi
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
General Purpose ◽  
The State ◽  
School Level ◽  
Iron Nutrition ◽  
High School Level ◽  
School Students ◽  
Significant Difference

The results of Riskesdas in 2013 showed that the incidence of anemia in young women was still high at 22.7%. One of the efforts made by the Indonesian government in overcoming the problem of anemia in young women is by distributing iron supplementation tablets (TTD) to school girls. The TTD supplementation program for young women currently does not cover all educational institutions at the junior or senior high school level. This raises the question of whether there are differences in anemia status between schools that have implemented TTD supplementation programs and schools that have not implemented them. The general purpose of this study was to determine the anemia status of iron nutrition in high school students. The specific objectives of the study were to 1) assess the state of anemia in high school students with TTD supplementation program, 2) determine the status of anemia in high school students with non-TTD supplementation program and 3) find out the difference in the state of anemia between both high school students. The sample of this study was taken randomly from two schools in Bandar Lampung, namely SMK 1 as many as 75 people and Al-Azhar High School as many as 72 people. Data processing is carried out with the computer, and a different test is carried out by testing the kai quadratic statistics. The results showed that the incidence of anemia at SMK 1 was 24.0% while at Al-Azhar High School was 43.1%. There was a significant difference between the prevalence of anemia at SMK 1 Al-Azhar High School with a value of p = 0.023. The Health Service is expected to expand the coverage of the TTD program to schools that have not been covered by the TTD supplementation program. The school can participate in providing self-help TTD.

Sign in / Sign up

Export Citation Format

Share Document