Application of Linear Programming Knowledge and Skills to Real Life Contexts by Secondary School Students in Kenya

2015 ◽  
Vol 8 (1) ◽  
pp. 1-7
Author(s):  
Shikuku Nakhanu ◽  
William Toili ◽  
Kennedy Nyongesa
Keyword(s):  
Linear Programming ◽  
Secondary School ◽  
Secondary School Students ◽  
Real Life ◽  
School Students ◽  
Knowledge And Skills ◽  
Programming Knowledge

scholarly journals Fostering Computational Thinking Through Data Visualization and Design on Secondary School Students

2021 ◽  
Vol 27 (3) ◽  
pp. 285-302
Author(s):  
Güldem Alev Özkök
Keyword(s):  
Secondary School ◽  
Data Visualization ◽  
Secondary School Students ◽  
Algorithm Design ◽  
Real Life ◽  
Computational Thinking ◽  
Design Solution ◽  
Problem Analysis ◽  
Complex Data ◽  
School Students

This research aims to model the process of data visualization (DV) and design to facilitate computational thinking (CT) of secondary-level students. As an interdisciplinary method for visualizing complex data, creating data visualizations requires learners to analyze data from knowledge of pure and applied science. This study investigates creating DV to facilitate CT as an interdisciplinary method which combines mathematics and information technology. The study was carried out using synthesised design-based research (DBR) method by conducting two cycles comprised of five phases: problem analysis within real-life context, design solution, develop solution, evaluate in practice and reflection. CT dimensions (decomposition, pattern recognition, abstraction, and algorithm design) were tested by using the Computational Thinking through Data Visualization Rubric and reflection form acquired during implementation. The sample consisted of secondary school students in the data visualization creation process with 27 in the first cycle and 31 in the second cycle. This research proposes a model to facilitate development of CT by DV with the analysis of complex data, creating an effective method by enabling analytics and visualizing data. The proposed DV development process facilitating CT has the potential to inform research on interdisciplinary learning environments.

scholarly journals Appreciation of Ambiguous Humorous Messages: The Influence of Processing Mode and Presentation

2015 ◽  
Vol 19 (1) ◽  
pp. 29-43
Author(s):  
Adam Kucharski ◽  
Celina Timoszyk-Tomczak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Real Life ◽  
Statistical Analyses ◽  
School Students ◽  
Specific Nature ◽  
Processing Mode ◽  
Bona Fide ◽  
Informative Text

Abstract In the current study it was assumed that participants of the act of communication do not always follow the rules of cooperation, and sometimes build their utterance in a way that misleads the listener. It depends on the communicative competence of the listener and the message sender if an interaction between them takes place. Th e aim of this research was to assess to what extent deliberate, incorrect identification and the mode of communication in which the text is presented makes the audience lose their orientation in both bona-fide (informative) and non-bona-fide (playful) mode formulations. In order to answer these questions, two experiments were conducted using three types of texts: informative text with a humorous digression, humorous informative text, and a real life parody joke. Th e information preceding the presentation of the texts and the order in which they were shown was manipulated. Respondents assessed how funny each of the texts was. 85 high secondary school students participated in the survey. Th e conducted statistical analyses enabled us to establish that the information appearing at the beginning, i.e. the type of message (informative/humorous), can affect the recipient’s reaction and assessment of how funny a particular text was. Th e research results indicate that poor intensity of comicality in the messages may be aggravated by not indicating that they were intended to induce a humorous effect. This reveals the specific nature of humorous messages, bringing about an effect that is categorically inconsistent with the stimulus that precedes it.

scholarly journals Harness Soft Skills to Everyday Life: A Scientific Technique to Gain Success

2019 ◽  
Vol 8 (12) ◽  
pp. 2141-2145
Keyword(s):  
Secondary School ◽  
Everyday Life ◽  
Secondary School Students ◽  
Soft Skills ◽  
Real Life ◽  
Employment Opportunity ◽  
First Century ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

Twenty first Century skills comprise the skills and abilities that are required by every individual to attain success in life. These skills are also commonly known as Soft Skills and are not only a pre requisite for any employment opportunity but are also highly valued in any classroom or profession. Unfortunately, despite the huge importance laid on the development of these skills, there exists a gap between the skills required for the success in life and the skills harnessed in the classrooms. A study was undertaken to find out the attitude of the senior secondary school students and the application of the soft skills in their real life. The findings revealed that the attitude of the learners towards the acquisition of these skills is vagrant and so is their application of these skills in real life. The present study aims to find out if attitude of the senior secondary school students towards the soft skills is correlated to the application of these skills in the real life.

scholarly journals A Study of Secondary School Students’ Participation in a Novel Course on Genomic Principles and Practices

2020 ◽  
Author(s):  
Adam Stefanile
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Quantitative Methods ◽  
Real Life ◽  
Design Development ◽  
School Students ◽  
Qualitative And Quantitative Methods ◽  
Research Questions ◽  
Modern Genomic ◽  
Development And Validation

AbstractThis paper presents the design, development, and validation of a study among secondary school students’ participation in a novel course on genomic principles and practices by analyzing and documenting evidence of their participation, and educational outcomes, in a novel course on genomic principles and practices. A mixed methods approach, using qualitative and quantitative methods, was used to address three research questions. 1) Based on affective evidence, how did secondary school students perceive and critically judge, content topics learned in a course on modern genomic principles and practices? 2) Based on cognitive evidence, how much of the content did secondary school students learn when they participated in a course on modern genomic principles and practices? 3) Using individual interview evidence, what are the major perceptions that the secondary school students expressed throughout the duration of the course? The participants were provided an opportunity to comment on the course through individual and collaborative interviews, in order to find out to what extent they perceived the course to be interesting and challenging. Future inquiry expanding from this research would help to establish the foundational pathway for designing a more inclusive genomics curriculum. In conclusion, the course offered real-life/real-world applications that encourage all students to conceptualize genomics, human health, diseases, medicine, ethics, beliefs, research, and careers.

scholarly journals Implementation of Gamification and Elements of Augmented Reality During the Binary Lessons in a Secondary School

2018 ◽  
Vol 51 ◽  
pp. 74-83 ◽  
Author(s):  
Вікторія Бузько ◽  
Алла Бонк ◽  
Віталій Тронь
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Secondary School Students ◽  
Real Life ◽  
Technical Knowledge ◽  
School Students ◽  
Educational Activities ◽  
The Subject ◽  
Teaching Physics

Buzko V, L., Bonk A.V. and Tron V.V. Implementation of Gamification and Elements of Augmented Reality During the Binary Lessons in a Secondary School.The purpose of the research is to consider the possibilities of gamification and elements of augmented reality in the secondary school during the binary lessons in Physics and English. The objective of the research is to give examples of conducting binary lessons by means of gaming and elements of augmented reality. The object of the research is the process of teaching Physics and English in a secondary school. The subject of the research is the use of gamification and the elements of augmented reality when conducting binary lessons in a secondary school. The article considers the possibility of introducing the elements of augmented reality and gamification in a secondary school during the binary lessons. Examples of binary lessons for the secondary school students using gamification and augmented reality elements are given.The introduction of various types of educational activities during the binary lessons is analyzed. The results of the research indicate that gamification and the introduction of the elements of augmented reality in the process of studying in a secondary school contribute to the formation and development of cognitive interest of students in Physics and English; it will promote the application of scientific and technical knowledge in real life.

scholarly journals Analysis of Issues and Challenges in Developing Secondary School Students’ Skills in English Language

Al-Burz ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 1-15
Author(s):  
Dr. Muhammad Yousuf Sharjeel ◽  
Erum Khan ◽  
Abdul Nasir Kiazai ◽  
Dr. Zarina Waheed
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
English Language ◽  
Real Life ◽  
Secondary Level ◽  
School Students ◽  
English Curriculum ◽  
Trained Teachers

Several Pakistani secondary school students from various popular institutes undergo a variety of problems and difficulties due to their inability to demonstrate a genuine and natural skill to use English language in real life. The situation under which English at the secondary level is taught in Pakistan is not as favorable to teaching and learning of the language as it ought to be. The main reason is lack of trained teachers and effective and precise objectives of English curriculum. The majority of teachers teaching English language at schools depend upon outmoded instructional modus operandi. This paper serves as a measure to identify the current gaps in teaching of English at secondary school. It mainly compares the performance of students in four English skills (reading, writing, speaking, and listening) taught by traditional and skill-based English teaching methods. The findings reveal that there is no concept of skills-based language teaching among secondary school students and the subsequent testing of the expected skills across all secondary schools in Pakistan. This results in the lack of professional requirement for natural use of English amongst secondary school students.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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