scholarly journals Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables

2020 ◽  
Vol 9 (1) ◽  
pp. 156
Author(s):  
Selva Bakkaloglu
Keyword(s):  
Secondary School ◽  
Grade Level ◽  
Secondary School Students ◽  
Metacognitive Awareness ◽  
Fifth Grade ◽  
Metacognitive Skills ◽  
School Students ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Primary And Secondary School

Metacognition is important for learners of all ages. Therefore, this situation raises all important questions about how to develop metacognitive skills and habits in the classroom regardless of primary, secondary and high school. The aim of this study is to investigate the metacognitive awareness of primary and secondary school students according to the variables of gender, grade level and region. The model of this research, which was conducted to determine the metacognitive awareness levels of the students in primary and secondary school, is a survey model. Metacognitive Awareness Scale was administered to 399 students (195 girls, 204 boys) in third, fourth and fifth grade. The research shows that the metacognitive awareness scores of primary and secondary school students do not differentiate in gender. According to another result obtained in the research; metacognitive awareness scores of pirmary and secondary school students differentiate in locality. The students’ metacognitive awareness is higher than that of the urban local. When the metacognitive awareness scores were examined according to the grade level, it was seen that the metacognitive awareness scores of the fifth grade students were higher than the other groups. However, there is no significant difference between the metacognitive awareness scores of the third and fourth grade students. Similar studies aiming to examine the development of metacognitive awareness of students are thought to be useful in planning the education process in this direction.

scholarly journals An Analysis of Secondary School Students’ Anxiety Levels According to Parameters of Gender, Grade Level, Socioeconomic Level and Reading Frequency

2019 ◽  
Vol 12 (9) ◽  
pp. 91
Author(s):  
Yusuf GENÇER ◽  
Sercan DEMİRGÜNEŞ
Keyword(s):  
Secondary School ◽  
Grade Level ◽  
Secondary School Students ◽  
Personal Information ◽  
Socioeconomic Level ◽  
School Students ◽  
Reading Anxiety ◽  
Reading Frequency ◽  
Significant Difference ◽  
Anxiety Levels

The aim of this study is to examine the reading anxiety levels of secondary school students according to parameters of gender, grade level, socioeconomic level and reading frequency. The total number of participants of the study is 598 who are students in a secondary school from different grade levels. In this study, reading anxiety scale and personal information form is used. The collected data is analyzed by using independent t-test, one-way analysis of variance and Pearson Product-Moment Correlation Coefficient. Just as the first result of the study, it has been found that the reading anxiety levels of secondary school students are low. No significant difference has been found between the levels of students’ reading anxiety and the levels of gender and grade. However, the students’ reading anxiety levels has differed significantly in favor of those with high socioeconomic level. According to the latest finding obtained from the study, the reading anxiety levels of the students has differed significantly in favor of those who have low reading frequency. Therefore, students reading less have more reading anxiety. These results obtained from the study are discussed as stated to the literature.

scholarly journals INVESTIGATION OF THE CORRELATION BETWEEN SECONDARY SCHOOL STUDENTS’ METACOGNITIVE AWARENESS LEVEL AND LISTENING-MONITORING STRATEGIES

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Gürbüz Ocak ◽  
Burak Olur ◽  
Tuğçe Zehra Kızılgöl
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Metacognitive Awareness ◽  
School Students ◽  
Positive Correlation ◽  
Problem Situations ◽  
Frequency Scale ◽  
Monitoring Strategies ◽  
Significant Difference ◽  
Awareness Level

The aim of this study is to determine the correlation between secondary school students' metacognitive awareness levels and frequency of listening / monitoring strategies. In the study, correlational survey model has been employed. The sample of the study consists of 406 secondary school students from 4 schools determined by criterion sampling method in the 2018-2019 academic year. The Metacognitive Awareness Inventory for Children (Jr. MAI) - A and B Forms and The Usage Frequency Scale of Listening/Monitoring Strategies in Secondary School Students have been used as data collection tools. Percentage, frequency, arithmetic mean, correlation analysis, t test, two-way ANOVA analysis have been used. As a result of the research, it has been found out that the frequency of using secondary school students' listening / monitoring strategies is high, and there is a positive correlation between metacognitive awareness level and listening / monitoring strategies. Furthermore, it has been concluded that there is a significant correlation between the metacognitive awareness levels of the secondary school students and the frequency of using listening / monitoring strategies in terms of grade level, there is a positive correlation in favor of female students in terms of gender variable. According to the results of two-way ANOVA, it has been concluded that there is no significant difference depending on the common effect in problem situations involving gender and class variables. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0740/a.php" alt="Hit counter" /></p>

scholarly journals The Outcomes of Constructivist Learnıng Envıroments from the Perspectives of Secondary School Students

2020 ◽  
Vol 13 (8) ◽  
pp. 16
Author(s):  
Salih Uslu ◽  
Melek Körükcü
Keyword(s):  
Secondary School ◽  
Learning Environments ◽  
Grade Level ◽  
Secondary School Students ◽  
Constructivist Learning ◽  
Central Anatolia ◽  
Constructivist Learning Environment ◽  
School Students ◽  
Significant Difference ◽  
Constructivist Learning Environments

Constructivist learning environments are those in which individuals absorb knowledge by conducting in-depth research and analysis. In these environments, the individuals are aware of why and how to learn the information, realize their mistakes by testing the knowledge they have learned before and reach new information by correcting these mistakes. The purpose of this research is to determine the secondary school students&rsquo; levels of perception about constructivist learning environments in terms of different variables (gender, access to a suitable place to study, grade level, and mother and father educational attainment). The research was held in the central district of a province in the Central Anatolia Region in the spring semester of the 2018-2019 academic year. The study group of the research, selected on voluntary basis with simple random method, consists of 205 students; 100 male and 105 female, who continue their education in the 6th, 7th and 8th grades of a secondary school affiliated to the Ministry of National Education. The results of the research revealed that students have a moderate constructivist learning environment perception. It was found that there was no statistically significant difference in their perceptions in terms of gender and grade level.

scholarly journals Evaluation of awareness and knowledge of orthodontic treatment among primary and secondary school students: A cross-sectional epidemiological school study

2021 ◽  
Vol 11 ◽  
pp. 140-147
Author(s):  
Saadet Cinarsoy Cigerim ◽  
Turkan Sezen Erhamza
Keyword(s):  
Secondary School ◽  
Orthodontic Treatment ◽  
Secondary School Students ◽  
Male Students ◽  
School Students ◽  
Cross Sectional ◽  
Western Turkey ◽  
Significant Difference ◽  
The City ◽  
Primary And Secondary School

Objectives: The aim of this cross-sectional research was to compare the knowledge and awareness of students in two different provinces of eastern and western Turkey about orthodontic treatment and to evaluate the awareness of orthodontic treatment among primary and secondary school students. Materials and Methods: A total of 2342 students between the ages of 7 and 15 were included in the study. The questionnaire consisted of a total of 30 questions, including questions about demographics and orthodontic treatment. 3rd, 4th, 5th, 6th, 7th and, 8th-grade students were included in the study. The survey was conducted in selected schools in district centers of Van and İzmir. Results: The number of students participating in the study from Izmir was 855 (452 girls, 403 boys), and 1487 (724 boys, 763 girls) from Van. Female students’ orthodontic awareness was higher than male students. There was also a statistically significant difference in the examinations conducted by cities. The students in İzmir were determined to be more conscious about orthodontic awareness in the majority of the questions in the survey. There were statistically significant differences between primary and secondary school students in terms of orthodontic awareness as a result of evaluating the primary and secondary schools separately. Secondary school students had a higher level of orthodontic awareness. Conclusion: Students’ orthodontic awareness and deficiencies in this respect were determined. It was concluded that orthodontic awareness was affected by age group, gender, and socio-economic and socio-cultural structure of the city.

STUDY OF ENVIRONMENTAL AWARENESS AMONG SENIOR SECONDARY SCHOOL STUDENTS

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Md. Mahmood Alam
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Core Curriculum ◽  
Environmental Awareness ◽  
School Students ◽  
Senior Secondary School ◽  
Rural And Urban ◽  
Significant Difference ◽  
Senior Secondary

The present study was conducted to ascertain the environmental awareness across gender, locale, type of schools and academic stream among senior secondary school students. The sample of the study comprised of 300 11th class students studying in different government and non- government senior secondary schools of Sambhal district (U.P.) of Moradabad region. Environment Awareness Ability Measure (EAAM) by Praveen Kumar Jha (1998) was used to collect the data for the purpose. The data were analyzed using descriptive (Mean, Standard Deviations) and inferential (‘t’- test) statistics. The findings of the present study revealed that there is significant difference in environmental awareness of senior secondary school students across gender (boys and girls), type of schools (government and non-government) and academic stream (science and arts). However no significant difference is found in case of rural and urban sample. The reason for this result may be the rampant illiteracy in the district. Stakeholders should, therefore, ensure that the curriculum relating to environmental education is transacted as a core curriculum. Other activities related to environmental education viz., curricular, co- curricular and literary activities should also be organized to infuse environmental awareness among students.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

INVESTIGATION OF EMPATIC TENDENCIES OF GİFTED SECONDARY SCHOOL STUDENTS ACCORDING TO VARIOUS VARIABLES

2021 ◽  
Vol 6 (12) ◽  
pp. 31-40
Author(s):  
Osman GÖNÜLTAŞ ◽  
Mehmet Ali ÇAKIR
Keyword(s):  
Secondary School ◽  
Grade Level ◽  
Secondary School Students ◽  
Personal Information ◽  
Parental Attitudes ◽  
Significance Test ◽  
Cognitive Empathy ◽  
School Students ◽  
Emotional Empathy ◽  
Science And Art

The aim of this research is to investigate the empathic tendencies of secondary school students studying in Science and Art Centers in terms of gender, grade level and perceived parental attitudes. The study group consists of 209 students attending Science and Arts Centers in Konya. Personal information form developed by the researchers and KA-Sİ Empathic Tendency Scale for Children and Adolescents '' Adolescent Form '' developed by Kaya and Siyez (2010) were used as data collection tools in the research. In data analysis independent groups t-test and one-way analysis of variance; Hocberg's GT2 significance test to test the source of the differences were used. When the findings of the research were examined, according to gender it was seen that the total empathy (t = 2.16, p<.05) and emotional empathy (t = 2.12, p<.05) points averages significantly differed in favor of the girls. According to grade level it was no seen significantly difference between the points averages of total empathy (F(3-205)=1.95, p>.05) emotional empathy (F(3-205)=1.28, p>.05) and cognitive empathy (F(3-205)=2.56, p>.05). According to perceived parents attitude, emotional empathy points averages significantly differed in favor of those who democratically perceive parents attitude(F(2-206)=3.76, p<.05).

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