Influence Of Young Farmers’ Club Of Kenya Activities On Secondary School Students’ Performance In Kenya Certificate Of Secondary Education Agriculture in Rongai Sub-County Of Nakuru County, Kenya

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.

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FALSEOINTERACTION IN SECONDARY EDUCATION AS A SOCIAL PROBLEM

BULLETIN Series of Sociological and Political sciences ◽

10.51889/2021-1.1728-8940.29 ◽

2020 ◽

Vol 73 (1) ◽

pp. 203-212

Author(s):

E. Tolegen ◽

◽

T. Morozova ◽

Keyword(s):

Secondary Education ◽

Secondary School ◽

Social Problem ◽

Secondary School Students ◽

Special Kind ◽

School Students ◽

Scientific Analysis ◽

Special Studies ◽

The Relationship

The article is devoted to the problems of false interaction of students in the field of secondary education.The article conducts a scientific analysis of the term «paleointensity».Falseointractions are interactions of a special kind, characterized by the awareness of lies (falsehood, deception) by both Actors and the simultaneous acceptance (or imitation of acceptance) of this lie for the truth.The main purpose of the article is to explain the relationship between truthfulness and falsity of information through falseointeraction among secondary school students and to determine the level of relevance of this problem on the basis of special studies and scientific articles published

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Reflection on exam grades to improve calibration of secondary school students: a longitudinal study

Metacognition and Learning ◽

10.1007/s11409-020-09233-9 ◽

2020 ◽

Vol 15 (3) ◽

pp. 291-317

Author(s):

Marloes L. Nederhand ◽

Huib K. Tabbers ◽

Joran Jongerling ◽

Remy M. J. P. Rikers

Keyword(s):

Secondary Education ◽

Secondary School ◽

Secondary School Students ◽

School Students ◽

The Third ◽

School Year ◽

Quasi Experimental ◽

Actual Grade ◽

Calibration Accuracy ◽

The Difference

Abstract Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.

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Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students

Sustainability ◽

10.3390/su12062169 ◽

2020 ◽

Vol 12 (6) ◽

pp. 2169 ◽

Cited By ~ 3

Author(s):

José A. Fernández-Archilla ◽

Joaquín F. Álvarez ◽

José M. Aguilar-Parra ◽

Rubén Trigueros ◽

Isabel D. Alonso-López ◽

...

Keyword(s):

Factor Analysis ◽

Secondary Education ◽

Secondary School ◽

Inclusive Education ◽

Secondary School Students ◽

Temporal Stability ◽

Future Application ◽

Education Students ◽

School Students ◽

Invariant Structure

As one of the protagonists in education, the perspective of the students is fundamental in the determination of inclusive education in an educational center. The Index for Inclusion is an instrument and strategy for self-evaluation. One of their questionnaires, the questionnaire for compulsory secondary education students, is intended for students and has become one of the most used instruments to help teaching teams to self-assess their political and practical cultures from the perspective of the values and principles of educational inclusion worldwide. Some of the questionnaires included in the Index have been used in many studies, mainly in a qualitative way. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire of students in a quantitative way through an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). In this study, 727 secondary school students (359 boys and 368 girls) aged between 13 and 19 years (M = 13.89; SD = 1.35) took part. They belonged to six educational centers in the province of Almeria. To analyze the temporal stability of the Index for Inclusion student questionnaire, a second independent sample of 81 secondary school students was used, aged between 15 and 18 years (M= 16.14; SD = 0.78). The results revealed adequate adjustment rates, showing the invariant structure with respect to gender. The Student Inclusion Index was shown to be a robust and adequate psychometric instrument to assess the degree of development of inclusive education in schools from the perspective of secondary school students, and therefore, its future application to students in schools is recommended.

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The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

Chemistry Education Research and Practice ◽

10.1039/d0rp00168f ◽

2020 ◽

Author(s):

Diego Ardura ◽

Ángela Zamora ◽

Alberto Pérez-Bitrián

Keyword(s):

Secondary Education ◽

Secondary School ◽

Secondary School Students ◽

Causal Attributions ◽

The Other ◽

Education Curriculum ◽

School Students ◽

The Family ◽

The Right

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.

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Attitudes Towards Statistics in Secondary Education: Findings from fsQCA

Mathematics ◽

10.3390/math8050804 ◽

2020 ◽

Vol 8 (5) ◽

pp. 804 ◽

Cited By ~ 1

Author(s):

Ángel Peiró-Signes ◽

Óscar Trull ◽

Marival Segarra-Oña ◽

J. Carlos García-Díaz

Keyword(s):

Secondary Education ◽

Secondary School ◽

Secondary School Students ◽

Linear Models ◽

Qualitative Comparative Analysis ◽

Necessary Condition ◽

School Students ◽

Self Confidence ◽

Attitudes Toward Statistics ◽

High Degree

Students report a high degree of anxiety and reduced self-confidence when facing statistical subjects, especially in secondary education. This anxiety turns into poor academic performance. Most studies have used linear models for studying the interrelation between different attitudes and proving their impact on performance or related variables. This study uses a different approach to explain and better understand the causal patterns of factors stimulating lower levels of anxiety in students when facing statistics in secondary education. We employed the Multi-factorial Scale of Attitudes Toward Statistics (MSATS) and fuzzy-set qualitative comparative analysis (fsQCA) on a sample of 95 secondary school students in Spain. We identified the recipes or causal combination of factors, leading to low and high levels of anxiety. The results indicate that self-confidence and motivation are important factors in these recipes, but there is no single necessary condition that ensures lower levels of anxiety.

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Secondary Education, Unemployment, and Crime in Kenya

The Journal of Modern African Studies ◽

10.1017/s0022278x00025404 ◽

1975 ◽

Vol 13 (1) ◽

pp. 55-66 ◽

Cited By ~ 5

Author(s):

Emmit B. Evans

Keyword(s):

Secondary Education ◽

Secondary School ◽

Secondary School Students ◽

Qualitative Data ◽

Educational Aspirations ◽

School Students ◽

African Students ◽

Unemployment And Crime ◽

Conducting Research

While conducting research on the occupational and educational aspirations and expectations of secondary-school students in Kenya during 1972, I obtained quantitative and qualitative data from a sample of 699 African students indicating that the problem of crime among unemployed school leavers is likely to substantially worsen in the coming years. The purpose of this article is to present that data within the context of a discussion of secondary education, unemployment, and crime in Kenya.

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Oinez Basoa: Using school-managed afforested land for soil education in Navarre, Spain

Spanish Journal of Soil Science ◽

10.3232/sjss.2019.v9.n3.03 ◽

2019 ◽

Vol 9 ◽

Author(s):

Iñigo Virto ◽

Bosco Imbert ◽

Javier Peralta ◽

Isabel de Soto ◽

Iñaki González-Tejedor ◽

...

Keyword(s):

Secondary Education ◽

Secondary School ◽

Carbon Cycle ◽

Secondary School Students ◽

University Education ◽

Final Test ◽

School Students ◽

Organic C ◽

Mature Forest ◽

Cultivated Soil

The study of soils in secondary education is a topic of debate because it remains little considered in official curricula and programs at pre-university education, despite the increasing concern about soil in environmental studies. In this work, we present the results of a case-study conducted with a class of the 4th grade of compulsory secondary education (10th school year), where a didactic sequence was used that included actual data obtained in an afforestation chronosequence. The afforestation was part of the activities conducted by the network of schools to which the school belonged, with the aim of mitigating greenhouse gas emissions resulting from their annual fund-raising event. In a first step, a series of indicators related to soil and vegetation were determined in the afforested soil using a space-for-time approach with a nearby cultivated soil (corresponding to the original situation of the afforested soil) and a mature forest (similar to the target situation of the afforested land). Plant biodiversity, soil microbial biomass C and total organic C, and organic matter decomposition indicators were determined and observed to be in an intermediate situation in the afforested land between the cultivated soil and the mature forest, seven years after afforestation. In particular, an effective atmospheric C sequestration was verified from a difference of 12.41 ± 1.06 Mg of organic C per hectare in the afforested soil compared to the cultivated control. Data issued from this analysis were used to prepare a collaborative jigsawactivity that was integrated into the didactic sequence designed to introduce the concepts of ecosystem successions and the carbon cycle. This project had a special focus on the role of soil both as a component of the ecosystem and within the carbon cycle. The success of the implementation of this sequence was tested using an initial and final test. The results of these tests showed a general improvement (42.8 points in the final test vs 23.3 in the initial test) in relation to the concepts tested. However, differences were observed in relation to the progression done by the students, which was better for ecosystems than for soil, likely as a consequence of the poor previous knowledge. From those results, we conclude that the development of educational tools that allow secondary school students to address real cases in which the soil is considered as a key component of the ecosystem can be effective in moving towards meaningful learning about soils and soil properties, since these seem still poorly understood by secondary school students.

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VIOLENCIA ESCOLAR EN LA ADOLESCENCIA: DIFERENCIAS POR GÉNERO, EDAD Y TIPO DE CENTRO

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2017.n1.v2.930 ◽

2017 ◽

Vol 2 (1) ◽

pp. 179

Author(s):

Begoña Nieto Campos ◽

Margarita Pino Juste ◽

Víctor Domínguez Rodríguez

Keyword(s):

Secondary Education ◽

Secondary School ◽

School Violence ◽

Secondary School Students ◽

School Students ◽

Student Violence ◽

Violent Behaviors ◽

Type Of School ◽

Do So ◽

Violencia Escolar

Abstract.SCHOOL VIOLENCE IN ADOLESCENCE: DIFFERENCES BY GENDER, AGE AND TYPE OF CENTERViolence in schools is one of the most worrisome reasons in educational communities and also in the rest of society. The objective of the study was to analyze whether gender, age and type of center have a significant impact on the type of school violence practiced by compulsory secondary school students. There were 1270 students (51.2% male and 48.8% female) aged 12 to 16 years (mean age: 13.79 ± 1.28). The revised school violence questionnaire (CUVE-R) was administered. The results showed that boys scored higher on student violence, teacher violence, and violence through ICT, while girls do so in disruption in the classroom. Also, an older age increases the exercise of violent behaviors, except in the disruption in the classroom that presents higher values at thirteen years. Finally, it is the publicly owned centers that have the highest probabilities of school violence. In general, the results have allowed confirm that gender, age and type of center can be variable to take into account for the regulation of coexistence in compulsory secondary education centers, on which the prevention and intervention actions to be developed should be centered.Key words: school violence, gender, age, educational center, secondary school.Resumen.La violencia en los centros escolares es uno de los motivos que más preocupaciones genera en las comunidades educativas y también en el resto de la sociedad. El objetivo del estudio fue analizar si el género, edad y tipo de centro inciden significativamente en el tipo de violencia escolar ejercida por el alumnado de educación secundaria obligatoria. Participaron 1270 alumnos (51.2% hombres y 48.8% mujeres) con edades comprendidas entre los 12 y 16 años (media de edad: 13.79±1.28). Se administró el cuestionario de violencia escolar revisado (CUVE-R). Los resultados mostraron que los chicos puntuaban más alto en violencia del alumnado, violencia del profesorado, y violencia a través de las TIC, mientras que las chicas lo hacen en la disrupción en el aula. Asimismo, una mayor edad incrementa el ejercer conductas violentas, excepto en la disrupción en el aula que presenta mayores valores a los trece años. Finalmente, son los centros de titularidad pública los que presentan probabilidades más elevadas de violencia escolar. En general, los resultados han permitido confirmar que género, edad y tipo de centro pueden ser variables a tener en cuenta para la regulación de la convivencia en los centros educativos de educación secundaria obligatoria, sobre las que se debería centrar las acciones de prevención e intervención a desarrollar.Palabras clave: violencia escolar, género, edad, centro educativo, educación secundaria obligatoria.

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