scholarly journals The Evaluation of Monolingual and Bilingual Students’ Writing Skills in Fifth Grade of Secondary School Comparatively

2021 ◽  
Vol 9 (3) ◽  
pp. 85
Author(s):  
Haydar Özdemi̇r ◽  
Ömer Çi̇ftç
Keyword(s):  
Secondary School ◽  
Rating Scale ◽  
Mother Tongue ◽  
Writing Skills ◽  
Fifth Grade ◽  
Bilingual Students ◽  
School Students ◽  
Essay Writing ◽  
Significant Difference ◽  
Story Writing

This study was conducted to determine the writing skills of bilingual students whose mother tongue is Kurdish and monoligual students whose mother tongue is Turkish in the fifth grade of secondary school. More specifically, the story and essay writing skills of bilingual students are compared with the writing skills of monolingual students based on their reading habits and their parents’ educational backgrounds. The research is a descriptive study based on scanning model and aims to reveal the current situation as it is. The study group of the research consists of a total of 104 fifth grade secondary school students, 52 bilingual and 52 monolingual, studying in 4 different secondary schools in the central district of İpekyolu in Van, Turkey. In order to determine students’ writing skills, stories and essays were written to them at different times in one lesson hour (average forty minutes). The stories were evaluated according to the Story Writing Evaluation Form (İzdeş, 2011). The essays were evaluated according to the Written Expression Rating Scale (Deniz, 2003). According to the results of Mann Whitney-U and Kruskal - Wallis-H tests, monolingual students outperformed bilingual students in both story and essay writing. While a significant difference was found between bilingual and monolingual students’ essay and story writing skills, no significant difference was found in terms of parents› education status or the number of books their parents read. The findings have interesting implications for the researchers and teachers in the area.

scholarly journals Interference of First Language in Secondary School Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 675-681
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
First Language ◽  
Writing Skills ◽  
Writing Strategies ◽  
L2 Acquisition ◽  
School Students ◽  
Essay Writing ◽  
Upper Secondary ◽  
Support Students

First language (L1) interference is inevitable in second language (L2) acquisition. The research was carried out to investigate types of students writing approach that relates to first language interference among upper secondary students and the level of first language interference in L2 written essays among lower secondary students in Malaysia. The participants in this research were 50 students currently studying Form Four in a state-funded school, Akademi Menara Gading, Pahang. The data was collected using the Student L1 Interference Tendency Questionnaire [SLITQ], and analysis of students’ essay writing samples. After triangulating the data, the result indicated that most students positive they have under-differentiation in their essay writing, and analysis of the student's written essays showed that there is less evidence of L1 interference. In conclusion, teachers and schools should acknowledge L1 interference in students’ writing skill and promote a variety of writing strategies to support students existing writing skills.

scholarly journals ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills

2021 ◽  
Vol 12 (4) ◽  
pp. 503-520
Author(s):  
Nor Hafizah Adnan ◽  
Siti Shakirah Sayadi
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Rating Scale ◽  
Writing Skills ◽  
Esl Students ◽  
Self Directed Learning ◽  
School Students ◽  
English Writing ◽  
Directed Learning ◽  
High Level

Self-directed learning among students, particularly at the upper secondary level, is still underexplored in Malaysia. Further understanding of ESL students’ readiness for self-directed learning in improving English writing skills is crucial to exploit the advantages of this learning method for their benefit. Thus, this study aimed to examine the levels of self-directedness among secondary school students and their readiness to apply self-directed learning in improving English writing skills through a survey design. A total of 50 ESL students in a secondary school responded to two sets of questionnaires that measured different variables in this research. The first questionnaire included a self-rating scale of self-directed learning, which consisted of awareness, learning strategies, learning activities, evaluation, and interpersonal skills. The second questionnaire contained questions about students’ readiness for self-directed learning in improving English writing skills. Sampling was done randomly without considering students’ academic level of English. The findings found that most students possessed a medium level of self-directedness with not much difference with the high-level ones. The study then revealed a positive relationship between students’ level of self-directedness and students’ readiness to incorporate self-directed learning in English writing skills. For instance, students with a high level of self-directedness scored higher in students’ readiness for self-directed learning in improving English writing skills than those with a low level of self-directedness. Future studies should consider self-directed learning strategies to promote lifelong effects of positive attributes towards learning experiences, such as discipline, attention, responsible, and creativity in planning learning objectives.

scholarly journals ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills

2022 ◽  
Author(s):  
Nor Hafizah Adnan ◽  
Siti Shakirah Sayadi
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Rating Scale ◽  
Writing Skills ◽  
Esl Students ◽  
Self Directed Learning ◽  
School Students ◽  
English Writing ◽  
Directed Learning ◽  
High Level

Self-directed learning among students, particularly at the upper secondary level, is still underexplored in Malaysia. Further understanding of ESL students’ readiness for self-directed learning in improving English writing skills is crucial to exploit the advantages of this learning method for their benefit. Thus, this study aimed to examine the levels of self-directedness among secondary school students and their readiness to apply self-directed learning in improving English writing skills through a survey design. A total of 50 ESL students in a secondary school responded to two sets of questionnaires that measured different variables in this research. The first questionnaire included a self-rating scale of self-directed learning, which consisted of awareness, learning strategies, learning activities, evaluation, and interpersonal skills. The second questionnaire contained questions about students’ readiness for self-directed learning in improving English writing skills. Sampling was done randomly without considering students’ academic level of English. The findings found that most students possessed a medium level of self-directedness with not much difference with the high-level ones. The study then revealed a positive relationship between students’ level of self-directedness and students’ readiness to incorporate self-directed learning in English writing skills. For instance, students with a high level of self-directedness scored higher in students’ readiness for self-directed learning in improving English writing skills than those with a low level of self-directedness. Future studies should consider self-directed learning strategies to promote lifelong effects of positive attributes towards learning experiences, such as discipline, attention, responsible, and creativity in planning learning objectives.

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 ANALISIS KETERAMPILAN MENULIS CERPEN SISWA KELAS V SDN 16 CAKRANEGARA

2021 ◽  
Vol 2 (2) ◽  
pp. 127-135
Author(s):  
Wahyu Tanata ◽  
Safruddin Safruddin ◽  
Syaiful Musaddat
Keyword(s):  
Short Stories ◽  
Short Story ◽  
Writing Skills ◽  
Qualitative Approach ◽  
Fifth Grade ◽  
Average Score ◽  
School Students ◽  
Fifth Grade Students ◽  
Story Writing ◽  
Writing Exercises

This study aims to describe the skill level of fifth grade students at SDN 16 Cakranegara in writing short stories. In this study, a qualitative approach was applied using descriptive qualitative methods. One form of assessment on students' short story writing skills is to look at the completeness of the intrinsic elements in students' short stories. The source of data in this study is the work of students' short stories, totaling 27 short stories. The results of students' short stories writing were analyzed and described based on the intrinsic elements of the short story, namely the theme, character, setting, plot, and mandate. Based on the benchmarks for the assessment of students' short stories writing skills, they are categorized as very good, good, sufficient, lacking, and very poor. The results of the analysis of short story writing skills, students who are categorized as very good are 11 students with a percentage of 40.74%. There are 4 students in good category with a percentage of 14.81%. There are 4 students who are categorized as sufficient with a percentage of 14.81%. Students who are categorized as less are 7 students with a percentage of 25.92% and 1 student gets a very poor category with a percentage of 3.70%. Thus, it can be concluded that the short story writing skills of the fifth grade students of SDN 16 Cakranegara are in good category, according to the calculation of the total score of 1883 with an average score of 69.74. This study also provides recommendations for teachers to be more active in providing writing exercises to students, especially writing short stories so that students' short stories writing skills are better. and for further researchers to analyze the short story writing skills of elementary school students in other classes.

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 Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

2021 ◽  
Vol 18 (19) ◽  
pp. 10499
Author(s):  
Julius B. Apidogo ◽  
Johannes Burdack ◽  
Wolfgang I. Schöllhorn
Keyword(s):  
Secondary School ◽  
Retention Test ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Learning Group ◽  
Differential Learning ◽  
Significant Difference ◽  
Repetitive Learning

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).

scholarly journals A Study of Academic Anxiety of Secondary School Students With Relation To Their Gender and Religion

2014 ◽  
Vol 1 (4) ◽  
Author(s):  
Arvindgiri K. Aparnath
Keyword(s):  
Secondary School ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Secondary School Students ◽  
School Students ◽  
Academic Anxiety ◽  
Significant Difference ◽  
The Difference ◽  
And Gender ◽  
Stable Characteristic

The present study is based on Academic anxiety. The aim of the study is to find out the difference between religion and gender, regarding academic anxiety for the purpose of the study, 120 School children were chosen from different school at Kapadwanj town, Gujarat, for data collection in all 120 student, 60 being boys (30 Hindu +30 Muslim ) and 60 girls (30 Hindu + 30 Muslim ). Generally anxiety can be either a trait anxiety or a state anxiety. A trait anxiety is a stable characteristic or trait of the person. A state anxiety is one which is aroused by some temporary condition of the environment such as examination, accident, punishment, etc. Academic anxiety is a kind of state anxiety which relates to the impending danger from the environments of the academic institution including teacher, certain subjects like Mathematics, English, etc. I have used ‘Academic Anxiety Scale for children’ (AASC Scale) by Dr. A. k. Singh & Dr. (km) A.  Sen Gupta. The obtained data analyzed through Mann-Whitney ‘ U ‘ test. The result shows that there was no significant difference between the Academic anxiety of Muslim boys & girls and Hindu girls & Muslim girls. There is more Academic anxiety in Hindu girls then Hindu boys and more Academic anxiety in Muslim boys then Hindu boys.

scholarly journals Effectiveness of Cognitive Restructuring in the Management of Mathophobia Among Secondary School Students in Khana L.G.A of Rivers State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 260
Author(s):  
Ernest-Ehibudu Ijeoma Regina ◽  
Wayii Augustine Lezorgia
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Restructuring ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Rivers State ◽  
And Control

This study was developed and conducted to test the effect of cognitive restructuring in the management of mathophobia (that is, Mathematics anxiety) among secondary school students in Khana Local Government Area of Rivers State, Nigeria. To guide the study, two research questions and two null hypotheses were formulated for testing at 0.05 level of significance. In executing the study, the pre-test, post-test, and control group experimental research design was adopted using a randomized sample of 120 SS2 students drawn from three public secondary schools only. The researchers developed an instrument titled “Mathematics Diagnostic Questionnaire” (MDQ) which was adequately assessed for validity and reliability and was used in collecting pre-test and post-test data for the cognitive restructuring and control groups. Data analysis was done using mean, and standard deviation for the research questions, while independent sample and paired sample t-test were used for the hypotheses. The result obtained showed that the cognitive restructuring was significantly effective in the management of mathophobia among secondary school students. There is a slight reduction in the effect of cognitive restructuring during follow-up; there is a statistical significant difference in the mathophobic level of students treated with cognitive restructuring and those in the control group. Based on the major findings, recommendations were made among which is that functional guidance and counselling centers be established at all educational levels and be manned by professional counsellors who are competent in cognitive restructuring techniques to assist those who have mathophobia and other maladaptive behaviours. Suggestions for further study were made.

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