scholarly journals Evaluación de los intereses básicos académico profesionales de los estudiantes de secundaria

2014 ◽  
Vol 15 (1) ◽  
pp. 117
Author(s):  
Vicente Hernández Franco
Keyword(s):  
High School ◽  
Secondary Students ◽  
Achievement Expectations ◽  
Critical Moments

RESUMENEste trabajo se enmarca en el contexto del estudio de los intereses profesionales de los estudiantes de secundaria en dos momentos críticos para la elección de continuidad de estudios: cuarto de ESO y segundo de Bachillerato. Nos presenta la distribución del área vocacional de interés preferente de una muestra de 1250 estudiantes, entendida como aquella en la que el estudiante encuentra los estudios o profesión que le gustaría realizar en un futuro próximo. Analiza el efecto sobre los intereses profesionales de las variables de decisión vocacional, expectativas vocacionales de logro y etapa.ABSTRACTThis work is framed in the context of the study of the professional interests of the secondary students in two critical moments for the election of continuity of studies: when concluding the obligatory secondary and when finishing the high school This work present the distribution of the vocational area of the preferable interest of the 1250 students sample, defined as that in which the student finds the studies or profession that he would like to carry out in a next future. It also analyzes the effect on the professional interests of the variables of vocational decision, vocational achievement expectations and stage.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

2018 ◽  
Vol 54 (4) ◽  
pp. 212-218
Author(s):  
Gloria A. Carcoba Falomir
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Word Problem ◽  
Conceptual Knowledge ◽  
The United States ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

scholarly journals CARASTERÍSTICAS DE LOS INTERESES VOCACIONALES EN ALUMNOS DE EDUCACIÓN SECUNDARIA EVALUADOS A TRAVÉS DEL EXPLORA

2016 ◽  
Vol 3 (1) ◽  
pp. 549
Author(s):  
José Manuel Martínez Vicente ◽  
Isabel María Ángeles Segura
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Current View ◽  
Vocational Counseling ◽  
School Students ◽  
Marked Preference ◽  
Toma De Decisiones ◽  
Las Mujeres ◽  
A Current

Abstract:The evaluation of vocational and professional interests is considered one of the important aspects in education secondary students for their future decision making. Thus, the objective of this study is to have a current view of how they are configured vocational and professional interests in secondary students in Spain. This Questionnaire for Vocational and Professional EXPLORE (Martinez-Vicente & Santamaría, 2013) to a sample of 3123 high school students and high school applied. The results obtained indicate that there are sex differences in the elections. While women marked preference for Social - Welfare - Artistic and Creative fields in the two men chosen fields are the Technical and Business -Owner - Persuasiavo. In the analysis of the indices of consistency and differentiation women are more consistent than men and differentiation is also higher for them.Keywords: Behavior vocational, vocational choice, vocational and professional interests, Vocational Counseling, Skills, Personality, Self-efficacy.Resumen:La evaluación de los intereses vocacionales y profesionales se considera uno de los aspectos importante en alumnos de educación Secundaria de cara a su futura toma de decisiones. Así pues, el objetivo del presente estudio es tener una visión actual de cómo están configurados los intereses vocacionales y profesionales en alumnos de educación secundaria en España. Para ello se aplicó el Cuestionario para la Orientación Vocacional y Profesional EXPLORA (Martínez-Vicente y Santamaría, 2013) a una muestra de 3123 alumnos de secundaria y Bachillerato. Los resultados obtenidos permiten concluir que existen diferencias de sexo en las elecciones. Mientras que las mujeres marcan preferencia por los campos Social-Asistencial y Artistico-Creativo, en los hombres los dos campos más elegidos son el Técnico-Manual y el Empresarial-Persuasivo. En los análisis de los índices de consistencia y diferenciación las mujeres son más consistentes que los hombres y la diferenciación también es mayor a favor de ellas.Palabras claves: Conducta vocacional, Elección vocacional, Intereses vocacionales y profesionales, Asesoramiento vocacional, Habilidades, Personalidad, Autoeficacia.

scholarly journals Junior Secondary Students' Perceptions of Influences on Their Engagement with Schooling

2009 ◽  
Vol 53 (2) ◽  
pp. 176-191 ◽  
Author(s):  
Peter Sullivan ◽  
Angie Mornane ◽  
Vaughan Prain ◽  
Chris Campbell ◽  
Craig Deed ◽  
...  
Keyword(s):  
High School ◽  
Secondary Students ◽  
Strong Sense ◽  
Middle Years ◽  
Apparent Lack ◽  
Factors Influencing ◽  
Junior Secondary ◽  
Second Year ◽  
Positive Engagement ◽  
Mathematics And Science

Various explanations and solutions have been proposed over the last decade in relation to the implications of students' apparent lack of engagement with middle years schooling in Australia. This article reports on responses to a questionnaire by 333 Year 8 students (aged about 13, in the second year of high school) on perceptions of factors relating to their engagement with the academic curriculum. While the majority of students reported a strong sense of the importance of, and opportunities in, schooling, and saw English, mathematics and science connected to those opportunities, this orientation was not matched by corresponding positive engagement with these same subjects. There was diversity in the responses of students, and it is recommended that schools take steps to identify individual students' perceptions of factors influencing their engagement, and where appropriate, deal with those perceptions.

scholarly journals Supporting Successful Transitions to Post-Secondary Education for Indigenous Students: Lessons from an Institutional Ethnography in Ontario, Canada

2013 ◽  
Vol 4 (4) ◽  
Author(s):  
Jean-Paul Restoule ◽  
Angela Mashford-Pringle ◽  
Maya Chacaby ◽  
Christine Smillie ◽  
Candace Brunette ◽  
...  
Keyword(s):  
High School ◽  
Secondary Education ◽  
Cultural Identity ◽  
Secondary Students ◽  
Institutional Ethnography ◽  
Post Secondary Education ◽  
Online Surveys ◽  
Institutional Policies ◽  
Indigenous Students ◽  
Post Secondary

This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.

scholarly journals Admission Test as Predictor of Performance of Students in the English Subject

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Magdalena M. Ocbian ◽  
Michael P. Gamba ◽  
Jhonner D. Ricafort
Keyword(s):  
High School ◽  
Secondary Students ◽  
Positive Relationship ◽  
Pearson Correlation ◽  
School Level ◽  
College Level ◽  
Test Results ◽  
High School Level ◽  
Admission Test ◽  
English Subject

Admission testing is an integral part of higher education institutions (HEIs) in maintaining the quality educational standards. Through testing, the HEI’s can objectively select applicants that are likely to succeed in their intended course. The study was conducted to determine the predictive validity of the admission Tests of the secondary and college levels to their performance in English subjects using the descriptive-correlational designs. The respondents were the secondary students of the SSC Laboratory High School and First-Year college students from school years 2009-2012. The Pearson Correlation was used to determine the relationship of the admission test results and the performance of the identified respondents on the English subject. The GPA on English and SSC Admission test results on college level shows a moderate positive relationship. Also, high school level denotes a strong positive relationship. This relationship had been manifested in 40% of the respondents in secondary level, and 13% of the respondents in college level. This significant relationship suggests that admission test determines the potential performance of the students in their English subject in both secondary and tertiary level. Thus, it was concluded that SSC Admission Test is a valid predictor of the students’ performance in English subject.

scholarly journals A Unique Methodology For Implementing High School Capstone Experiences Through Teacher Professional Development

2011 ◽  
Vol 2 (2) ◽  
pp. 17-30 ◽  
Author(s):  
Jessica Chin ◽  
Abe Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
School Students ◽  
New Approach ◽  
Post Secondary ◽  
Hands On Learning ◽  
High School Classroom

Innovators and abstract thinkers - students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship between theory and application has been removed from our high schools. Although the term “STEM” is generally used, students do not appear to understand the importance of core STEM principles such as Newton’s 2nd law and therefore do not understand the influence these basic algorithms have in daily life. In recent decades, high school education has focused on quizzes and exams, state and national standardize testing and SATs. More emphasis is placed on performing well on these exams, focusing on memorization and test taking rather than on thorough comprehension. The question is, “how do you translate theory to application in the high school classroom?” Students’ knowledge and engagement are only as good as their teachers. Educators need to be given the proper tools, resources, and knowledge. CAPSULE, a capstone-based experience provides tools, resources, and knowledge to enhance the teaching and learning involvement. CAPSULE teaches and promotes inquiry, exploration and application rather than just theory. The methodology engages and educates hands-on learning, teamwork and multiple solutions through the engineering design process (EDP). The theory behind innovation is the motivation for CAPSULE – to teach and engage teachers using 3D modeling, EDP, and project-based learning to create a high school capstone experience. This paper presents a new approach of teaching STEM related courses to high school students. The methodology presented is on “training the trainer” to enable and empower teachers to master and utilize this new approach. 

Predicting Postsecondary Enrollment With Secondary Student Engagement Data

2020 ◽  
Vol 38 (7) ◽  
pp. 882-899
Author(s):  
Kathleen Fraysier ◽  
Amy Reschly ◽  
James Appleton
Keyword(s):  
High School ◽  
Student Engagement ◽  
Secondary School ◽  
Secondary Students ◽  
School Engagement ◽  
Early Warning Systems ◽  
School Level ◽  
Secondary Student ◽  
Postsecondary Enrollment ◽  
The Relationship

As the economic landscape changes, a college degree has become increasingly necessary for securing employment in an information-based society. Student engagement is an important factor in predicting and preventing high school dropout, and improving student outcomes. Although the relationship between secondary school engagement and high school completion is well supported in existing research, the relationship between secondary school engagement and postsecondary enrollment and persistence is unclear. In this study, we examined whether students’ engagement in high school predicts postsecondary matriculation and persistence in the first year after accounting for demographic and school-level variables. Results indicated secondary student engagement does predict postsecondary enrollment and persistence beyond academic and behavioral variables. Consistent with research among secondary students, the Future Goals and Aspirations Scale of the Student Engagement Instrument was the strongest engagement predictor. Results have implications for early warning systems and college retention efforts.

Delving Deeper: Sizing Up Class Size: A Deeper Classroom Investigation of Central Tendency

2009 ◽  
Vol 103 (5) ◽  
pp. 376-380
Author(s):  
Lawrence M. Lesser
Keyword(s):  
High School ◽  
Student Achievement ◽  
Secondary Students ◽  
Class Size ◽  
Central Tendency ◽  
Policy Makers ◽  
Grade Levels ◽  
High School Juniors ◽  
The Impact ◽  
Measures Of Center

Being able to select, use, and interpret measures of center is expected of all secondary students (NCTM 2000, 2006). Discussing average class size can be a motivational vehicle for exploring this topic because students (and teachers) at all grade levels notice when they have significantly bigger classes and high school juniors and seniors see average class size touted in the publicity brochures they receive from colleges. Also, educators, administrators, policy makers, and parents are concerned about the impact class size may have on student achievement and equity (e.g., Finn, Gerber, and Boyd-Zaharias 2005; Nye, Hedges, and Konstantopoulos 2004; Pong and Pallas 2001). Finally, using situations that readily yield results that students initially find counterintuitive can be motivating (Lesser 1998).

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