scholarly journals ADAPTING THE SURVEY OF ATTITUDES TOWARDS STATISTICS (SATS-36) FOR ESTONIAN SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 16 (1) ◽  
pp. 228-239
Author(s):  
CARITA HOMMIK ◽  
PIRET LUIK
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Statistics Education ◽  
Reliability And Validity ◽  
Secondary Level ◽  
School Students ◽  
Upper Secondary ◽  
Students Attitudes ◽  
Upper Secondary Level

The purpose of this study is to adapt the Survey of Attitudes Towards Statistics (SATS-36) for Estonian secondary school students in order to develop a valid instrument to measure students’ attitudes within the Estonian educational context. The SATS-36 was administered to Estonian-speaking secondary school students before their compulsory statistics course. Because the fit indices for confirmatory factor analysis did not indicate a good fit, an exploratory factor analysis was conducted to find a new model. It validated a four-factor structure of the scale, excluding nine items. Good indices for both reliability and validity were obtained. Trends in secondary school students’ attitudes were also examined to investigate the effects of gender and gender combined with the level of education. Results showed that students tended to feel rather positively about statistics at the beginning of the course. All four factors displayed differences between boys and girls. Comparison of lower and upper secondary level students showed that students from the upper secondary level value statistics more highly. The authors recommend SATS with some small proposed changes to make it even more suitable for the secondary level. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals Secondary school students’ attitudes to phrasal verbs

2020 ◽  
pp. 73-94
Author(s):  
Dorota Góreczna
Keyword(s):  
Secondary School ◽  
English Learners ◽  
Secondary School Students ◽  
English Language ◽  
Native Speakers ◽  
School Students ◽  
Phrasal Verbs ◽  
Upper Secondary ◽  
Students Attitudes ◽  
Upper Secondary Schools

Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.

scholarly journals Reliability and Validity of a Chinese Version of the STEM Attitude Scale for Primary and Secondary School Students

2021 ◽  
Vol 13 (22) ◽  
pp. 12661
Author(s):  
Yanjun Zhang ◽  
Qianqian Xu ◽  
Jinghua Lao ◽  
Yan Shen
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Reliability And Validity ◽  
Chinese Version ◽  
School Students ◽  
Stem Attitudes ◽  
Stem Career ◽  
Primary And Secondary School

In recent years, STEM (science, technology, engineering, mathematics) education has received widespread attention from all over the world, and there are not many studies on STEM attitudes in China. One of the reasons is the lack of measurement tools that have been tested for reliability and validity. The Chinese version STEM attitudes scale for primary and secondary schools is a multidimensional scale that measures the STEM attitudes of primary and secondary school students. It consists of three subscales: STEM interest, 21st-century skills confidence, and STEM career interest. In order to test the reliability and validity of the scale application, as well as understand and improve the STEM attitudes of primary and secondary school students, the research team surveyed and collected 566 responses from primary and secondary school students in Zhejiang, Shanghai, Shandong, Liaoning, and other places. After exploratory factor analysis, confirmatory factor analysis, and a reliability and validity test, the scale finally retained 48 items. The scale supports a hypothetical five-factor model with good reliability and validity and can be used to assess STEM attitudes in Chinese primary and secondary schools. This research also shows that students’ STEM interests and STEM career interests showed clear variation among different genders, grades, and parental education levels.

scholarly journals Bireysel Barışa Yönelik Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları / Development of a Scale Measuring Attitudes towards Individual Peace: A Validity and Reliability Study

2018 ◽  
Vol 7 (1) ◽  
pp. 398
Author(s):  
Bahadır Kılcan
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Statistical Significance ◽  
Correlation Coefficients ◽  
Validity And Reliability ◽  
School Students ◽  
Chi Square ◽  
Significance Levels ◽  
Students Attitudes

<p><strong>Abstract</strong></p><p>This study aims to develop a scale to measure eight-grade secondary school students' attitudes towards individual peace. The items of the scale have been prepared by the researcher based on a literature review. The study sample included 223 eight grade students from different schools in the Mamak district of Ankara for the 2015-2016 school year. At the end of the analysis, the correlation coefficients obtained from item-factor total and adjusted correlation were found to be above .21 and all items were statistically significant. In the exploratory factor analysis (EFA), the scale items were split into four dimensions: "State before Peace", "Factors for Peace", "Factors for Sulking" and "Assitance in Peacemaking". The Chi-square (X2) value appropriate for the model developed based on the results of the Confirmatory Factor Analysis (CFA) and statistical significance levels showed that the proposed model was appropriate for the collected data. Reliability coefficients tested for the whole scale and its sub-dimensions revealed that the scale was suitable to measure eight-grade secondary school students' attitudes towards peace.</p><p> </p><p><strong>Öz</strong></p><p>Bu çalışmanın amacı, ortaokul sekizinci sınıf öğrencilerinin bireysel barışa yönelik tutumlarının belirlenmesinde kullanılacak bir ölçme aracı geliştirmektir. Ölçme aracının maddeleri araştırmacı tarafından ilgili alanyazın incelenerek hazırlanmıştır. Araştırmanın çalışma grubunu 2015-2016 öğretim yılının bahar döneminde Ankara İli Mamak İlçesinde bulunan okullarda öğrenim gören toplam 223 sekizinci sınıf öğrencisi oluşturmaktadır. Yapılan istatistikler sonucunda ölçeğin madde-faktör toplam ve düzeltilmiş korelasyonlarında elde edilen korelasyon katsayıları .21’in üzerinde olduğu ve tüm maddelerin istatiksel olarak anlamlı olduğu saptanmıştır. Yapılan açımlayıcı faktör analizi (AFA) sonucunda ölçek maddeleri; “Barışma Öncesi Durum”, “Barışma İçin Etmenler”, “Küsme İçin Etmenler” ve “Barışmada Yardım” olmak üzere dört boyutta toplanmıştır. Çalışma kapsamında yapılan doğrulayıcı faktör analizi (DFA) sonuçlarına göre ölçek için oluşturulan modele uygun Ki-kare (X<sup>2</sup>) değeri ve istatistikî anlamlılık düzeyleri, önerilen modelin toplanan verilere uygun olduğunu göstermiştir. Ölçeğin geneline ve alt boyutlarına yönelik test edilen güvenirlik katsayıları, ortaokul sekizinci sınıf öğrencilerinin bireysel barışa yönelik tutumlarını ölçmede kullanılabilecek nitelikte olduğunu ortaya koymuştur.</p>

scholarly journals THE CONCEPTUAL STRUCTURE OF CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY SCHOOL STUDENTS: EVIDENCE FROM FACTOR ANALYSIS

2021 ◽  
Vol 20 (1) ◽  
pp. 80-92
Author(s):  
Yuhua Mai ◽  
Yangyi Qian ◽  
Linshen Li ◽  
Haihang Lan
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Chemical Equilibrium ◽  
Chemistry Education ◽  
Secondary School Students ◽  
Factor Model ◽  
Conceptual Structure ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary

This research aimed to explore the conceptual structure of chemical equilibrium in upper-secondary school students using factor analysis. Research on chemistry education has shown that chemical equilibrium is an important but difficult-to-understand topic. Exploring the conceptual structure of chemical equilibrium among students will help chemistry researchers and educators to conduct more targeted teaching practices. Based on a survey of chemistry research and teaching practice experts, a high-quality concept pool composed of 24 relevant concepts was developed. Next, a survey involving a total of over 700 twelfth-grade students from five upper-secondary schools was conducted, and a factor analysis was utilized to determine the conceptual structure. The results showed that a three-factor model and a five-factor model with 15 relevant concepts were all accepted as the conceptual structure for students. The new form of conceptual structure in this research helps understand the features and categories in students’ latent organization of concepts. Also, it may be revealed that factor analysis can be utilized as an approach to exploring students’ conceptual structure. Keywords: chemical equilibrium, chemistry education, conceptual structure, factor analysis

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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