Search

This work is part of an investigation conducted in Italy, which aims to explore the effects of instruction on secondary school students’ combinatorial reasoning. We gave a questionnaire adapted from Navarro-Pelayo’s research to two groups of students with and without instruction on combinatorics in order to analyse the students’ performances and the strategies used in their solutions, as well as the effect of instruction on the same. We present the results obtained in two permutation and two combination problems (each in the distribution and selection models). Permutation problems were found easier than combination problems, selection problems were found easier after instruction, and the instruction group obtained better results. We found differences in the main strategies used in both groups: enumeration and dividing a problem in parts was more common in the no-instruction group. The instruction group frequently relied on the use of a formula and the product rule., Ce travail s’inscrit dans le cadre d’une enquête faite en Italie dont le but consiste à explorer les effets d’une formation portant sur le raisonnement combinatoire donnée aux élèves du secondaire. Afin d’analyser les performances et les stratégies de résolution des élèves ainsi que l’impact de l’administration d’une formation sur ces aspects, nous avons soumis un questionnaire inspiré du travail de recherche effectué par Navarro-Pelayo à deux groupes d’élèves, l’un à qui on a donné une formation en combinatoire et l’autre à qui aucune formation n’a été fournie. Nous présentons les résultats obtenus à deux problèmes de combinaison ainsi qu’à deux problèmes de permutation (chacun s’inscrivant dans des modèles de distribution et de sélection). Les problèmes de permutation se sont avérés plus faciles que ceux relevant de la combinatoire, ce fut de même pour les problèmes de sélection après la formation et le groupe qui a bénéficié de celle-ci a obtenu de meilleurs résultats. Nous avons constaté des différences dans les stratégies principales utilisées dans les deux groupes: le groupe sans formation a eu davantage recours à l’énumération et à la division du problème en parties que l’autre groupe alors que ce dernier a souvent utilisé une formule et la règle du produit., AEI/Spanish Research Agency and Research Group PID2019-105601GB-I00 FQM126 Junta de Andalucia, European Commission more...

The Achievement Emotions Adjective List (AEAL) is a brief self-report multi-item questionnaire deputed to assess ten achievement emotions, namely enjoyment, pride, hope, relief, relaxation, anxiety... more...

Social participation is a vital part of life and has multifaceted positive outcomes on personal health and wellbeing. Social participation or the lack thereof might have more profound psychological impacts on individuals in a collectivist culture than its counterpart. The current study explored personal and environmental barriers that have hindered the effective social participation of secondary students with visual impairments. Exploration addressed various activities in and outside school settings in Ethiopia and discussed findings in relation to the prevailing cultural orientation. In-depth semi-structured interviews were conducted to gather qualitative data on barriers to social participation of 17 secondary students with visual impairments in Addis Ababa, Ethiopia. The qualitative data were analysed thematically, yielding four major themes and identifying twenty sub-themes that limited the social participation of students with visual impairments, such as personal, attitudinal, sociocultural, and practical barriers. The study showed a range of barriers that participants experienced related to social participation, the criticality of cultural orientation in providing context to understand the impacts of social participation, and the need for future research in the area. more...

An integrated STEM education has been used for a long time to improve Higher Order Thinking Skills (HOTS) of students. This skills covered the capability to analyze, evaluate, and create which can be enhanced by implementing a right learning model, materials, and assessment. This study aims to develop and evaluate a combined HOTS-based assessment/STEM learning model to improve the students’ thinking skills. A proposed model was designed by following the seven steps of Borg & Gall research and development. The impact of this model was evaluated by analyzing the average gain of pretest-posttest and Tukey signification difference test compared to a conventional STEM model. The result showed a significant difference between two treatments (t-value = 4.63; p < 0.001). It also conform a better improvements of students’ thinking skills by our model based on the analysis of gain score distribution. Keywords: STEM learning model, HOTS-based assessment, research and development, secondary students more...

Reading difficulties that are not addressed at the primary level continue to exist at the secondary level with serious consequences. Thus, it is important to provide struggling students with specific reading support. In particular, many students with learning disabilities (LD) and emotional behavioral disorders (EBD) demonstrate reading obstacles and are at risk for motivation loss. A multiple baseline design was used to evaluate the effects of a motivational reading racetrack as peer-tutoring on the word reading skills of secondary students with LD with and without EBD. The intervention was conducted through 4–5 baseline and 16–18 reading units three times a week for 15 min over 8 weeks. The results showed positive effects indicating a highly effective treatment. In addition, follow-up results were also promising. Our findings indicate that this multicomponent intervention has a positive effect on the word fluidity of low-achieving students in secondary education with LD and/or EBD. more...

Background: Process evaluations provide insight into how interventions are delivered across varying contexts and why interventions work in some contexts and not in others. This manuscript outlines the detailed protocol for a process evaluation embedded in a cluster randomised trial of a digital depression prevention intervention delivered to secondary school students (The Future Proofing Study). The purpose of this manuscript is to describe the methods that will be used to capture process evaluation data within this trial. Methods: A mixed methods design will be used for this process evaluation with data collected in the intervention arm of the Future Proofing Study. Data collection methods will include semi-structured interviews with school staff members and study facilitators, automatically collected intervention usage and completion data, and participant questionnaires (completed by school staff, school counsellors, study facilitators, and school students). Information will be collected about: i) how the intervention was implemented in schools, including fidelity; ii) school contextual factors and their association with intervention reach (including completion), uptake and acceptability; iii) how school staff, study facilitators, and students and responded to delivering or completing the intervention. How these factors relate to trial effectiveness outcomes will also be assessed. Overall synthesis of the data will provide school cluster-level and individual-level process outcomes. Discussion: This process evaluation provides a detailed description of how to embed a process evaluation into a trial of a complex intervention in schools. It will provide important information about the Future Proofing Study from the perspectives of key groups necessary for implementation – school-teachers, school counsellors and other school staff, as well as study facilitators and students. An understanding of school contextual factors that hinder or facilitate intervention reach and uptake will be provided. Results will also contextualise the trial findings with respect to how the intervention may have worked in some schools but not in others. Furthermore, this process evaluation will inform the development of a model for rolling out digital interventions for the prevention of mental illness across the school sector. Trial Registration: The randomised controlled trial has been prospectively registered: ACTRN12619000855123. Registered 31 May 2019, https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=377664&isReview=trueContributions to the Literature· Process evaluations are critical for understanding how interventions are delivered in real world contexts but are rarely embedded in randomised controlled trials or detailed in prospective protocols. · This protocol is the first to illustrate how to embed a process evaluation into a school-based trial of a digital depression prevention intervention, including the use of flexible and pragmatic quantitative and qualitative data collection methods with key stakeholders. · School context factors will be rigorously assessed and analysed for contribution to intervention reach and completion, uptake of study processes, and clinical outcomes. · Study outcomes will guide sustainability efforts in the delivery of digital depression prevention interventions in schools. more...

In view of growing adolescent Internet addiction (IA) in the global context, there is a great need to understand the predictors of IA and design related evidence-based intervention and prevention programs. This longitudinal study investigated the relationships between Positive Youth Development (PYD) attributes and IA problems and the mediating role of life satisfaction using a large sample of Chinese high school students (N = 2648). Separated by one academic year, students completed a questionnaire evaluating their adolescent psychosocial adjustment, including validated PYD and IA measures. Multiple regression and structural equation modeling analyses were used. Consistent with the theoretical predictions of PYD models, results revealed a significant negative influence of PYD attributes on IA symptoms concurrently and longitudinally. In particular, general PYD attributes, such as emotional competence, spirituality, and resilience, showed strong and stable protective effects against IA. Life satisfaction also served as a mediator of the influence of all measures of PYD attributes on IA symptoms. The study underlines the importance of PYD attributes in promoting adolescents’ life satisfaction and preventing IA, and thus contributes to the design and implementation of evidence-based intervention and prevention programs. more...

Globalization, new technologies, migration, international competition, market developments, transnational, environmental and political challenges are all factors that govern the acquisition of the skills and knowledge that students need to survive and get out graceful during the pandemic occasioned by the disease caused by the SARS-COV2 virus. The pandemic has accelerated many underlying issues surrounding high schools in Argentina and the challenge of preparing students for work, citizenship, and life in the 21st century. Through this study we seek to learn about how Technology of the Information and Communication (ICTs) are used by Secondary Education students of a public school in the province of Buenos Aires, specifically the prevailing digital resources that are common in the teaching-learning process. For this purpose, we combine quantitative and qualitative methodology. On the one hand, a descriptive investigation has been performed from and towards the quantitative methodology, in which the data collection has been accomplished through a questionnaire prepared for this study, which was answered by a total of 80 students. The results obtained reveal that the cell phone and, in terms of the applications that they allow, WhatsApp has been the tool they use the most. On the other hand, through a qualitative analysis, we conducted an interview with a teacher to find out her perspective. To do this, we denote, in general terms, that ,as a result of both analysis, the system was not prepared, despite the government plans implemented, making visible the complex argentine educational reality La globalización, las nuevas tecnologías, la migración, la competencia internacional, los desarrollos del mercado, los desafíos transnacionales, ambientales y políticos son factores que rigen la adquisición de las habilidades y el conocimiento que los estudiantes necesitan, para sobrevivir y salir airosos durante la pandemia ocasionada por la enfermedad causada por el virus SARS-COV2. La pandemia ha acelerado muchos problemas subyacentes en torno a las escuelas secundarias en Argentina y el desafío de preparar a los estudiantes para el trabajo, la ciudadanía y la vida en el siglo XXI. A través de este estudio buscamos conocer cómo las Tecnologías de la Información y la Comunicación (TICs) son utilizadas por estudiantes de Educación Secundaria de un colegio público de la provincia de Buenos Aires, más específicamente los recursos digitales imperantes que son comunes en el proceso de enseñanza-aprendizaje. Para ello, combinamos metodología cuantitativa y cualitativa. Por un lado, se ha realizado una investigación descriptiva desde y hacia la metodología cuantitativa, en la cual la recolección de datos se ha realizado a través de un cuestionario elaborado para este estudio, el cual fue respondido por un total de 80 estudiantes. Los resultados obtenidos revelan que el teléfono celular y en cuanto a las aplicaciones que estos permiten, el WhatsApp ha sido la herramienta que más utilizan. Por otro lado, mediante un análisis cualitativo realizamos una entrevista con una profesora para conocer su perspectiva. Para ello, denotamos, en términos generales, como resultado de ambos análisis, que el sistema no se preparó, a pesar de los planes gubernamentales implementados, visibilizando la compleja realidad educativa argentina more...

This study aimed to identify the factors that predict success in a teamwork task with secondary students. The following factors, which have been established by research as key elements in the resolution of teamwork task in a cooperative way, were treated as the independent variables: (1) gender composition, (2) group objectives, (3) distribution of roles, (4) interaction patterns, (5) goal orientation, (6) social atmosphere, (7) reciprocal support, (8) effective time focused on work and (9) group self-assessment. The study consisted of 87 triads (N = 261). The groups were asked to write an expository text on how to measure fever after having read three complementary source texts. The correct integration of the ideas was the dependent variable. The factors best predicted successes were group self-assessment; the perception on effective use of time; a positive social atmosphere, especially at the beginning of the interaction; and a predominance of girls in the groups Este estudio pretendió identificar los factores que predicen el éxito en una tarea en grupo con estudiantes de secundaria. Los siguientes factores, considerados por la investigación como elementos clave en la resolución de tareas en equipo en modalidad cooperativa, fueron tratados como variables independientes: composición de género, objetivos del grupo, distribución de roles, patrones de interacción, orientación a metas, clima social, apoyo recíproco, tiempo efectivo centrado en la tarea, y autoevaluación del grupo. En el estudio participaron 87 triadas (N = 261). Los grupos tuvieron que escribir un texto expositivo sobre cómo medir la fiebre tras leer tres textos base que se complementaban. La integración correcta de las ideas de esos textos fue la variable dependiente. Los factores que mejor predijeron el éxito fueron la autoevaluación del grupo, la percepción sobre el uso efectivo del tiempo, un clima social positivo, en especial al principio de la interacción, y el predominio de chicas en los grupos more...

This work was supported by the Universiti Sains Malaysia Short Term Grant (Grant Scheme No. 304/PPSP/61313082). Background: Engaging in regular physical activity (PA) has become a worldwide issue for the prevention of numerous chronic diseases; therefore, is important to increase students’ desires to engage in PA by triggering their motivation. The purpose of this study was to examine the relationships between the motives for participating in PA and the amount of PA that secondary Chinese school students in Kelantan undertake. Methods: The participants consisted of 304 Chinese secondary school students (males = 165, females = 139) with a mean age of 13.55 years old (SD = 0.57) who volunteered to complete three measures, consisting of a demographic information form, the physical activity and leisure motivation scale for youth-Chinese version (PALMS-Y-C) and the Godin leisure-time exercise questionnaire-Chinese version (GLTEQ-C). Results: There were significant positive correlations between all the seven PA participation motives with amount of exercise (Enjoyment: r = 0.16, P = 0.010; Mastery: r = 0.23, P < 0.001; Competition: r = 0.21, P = 0.001; Affiliation: r = 0.22, P < 0.001; Psychological condition: r = 0.26, P < 0.001; Appearance: r = 0.20, P = 0.001; Physical condition: r = 0.20, P = 0.001). There were also significant mean differences among sweating exercise frequency categories in all the seven areas of PA participation motives (Enjoyment: P = 0.003, Mastery: P < 0.001, Competition: P = 0.001, Affiliation: P = 0.001, Psychological condition: P = 0.038, Appearance = 0.002, Physical condition: P = 0.004). Conclusion: The present study provided insight into how to promote PA in Kelantan Chinese school-aged children by specifically targeting their motives. Interventions targeting these motives could increase the amount of PA among Kelantan Chinese youths. more...

Frontiers in Education, This research presents an empirical model based on expectancy-value theory to explain students’ attitudes toward science-based technology. The question is how students’ attitudes are connected with their aspirations for a career in the technology and engineering fields. There is a high demand for technology professionals, but students’ interest in such careers is low. The context of this study is a cooperation project involving local industry and Swiss secondary schools that aims to foster students’ interest in science-based technology. We conducted a mix-methods study with a sample of 337 students in secondary school (grades 7–9) and 12 science teachers. Based on the questionnaire data, we created a structural equation model to analyze the relationships between students’ expectancy-value attitudes and career interests. Context variables, such as gender, parents’ professions, and having a workshop at home complement the model. With the help of the data collected in the teacher interviews, the results were validated and elaborated. The findings indicate students’ attitudes and interest in science-based technology were rather low in general, and as expected, they were significantly lower for girls. Our 2-factor empirical model showed a stronger focus on application than on theory. Self-concept and values were predictors of career interests, but not of interest in applied science. Context variables also played a significant role. Triangulation of the data helped validate the measured constructs. In conclusion, our results indicate that school science lessons might not offer sufficient experiences in applied science to secondary school students. Interest in a career in the technology and engineering fields can be triggered by integrating more engineering experiences in the science classroom. more...

Learning videos can be concise learning packages that offer a wide range of possibilities when it comes to present topics in an up-to-date way and disseminating them in a variety of learning environments. Videos are already a primary source of information in our society, however, few examples convey earth observation topics. Over recent decades, numerous studies established guidelines on how educational videos can be successful. This paper presents a workflow to use these guidelines in the creation of learning videos covering the basic concepts of earth observation. The target groups for these videos are secondary students as well as anyone interested in learning about earth observation. Two of those videos, one on earth observation in general and one on the basics of the electromagnetic spectrum, were used in this research. To test whether or not the workflow leads to effective learning videos and to compare them to traditional text and illustration material derived from those videos, a pre-test/post-test study was undertaken focusing on German pupils in their final year at secondary school as well as first semester university students. Due to the special circumstances faced during the COVID-19 crisis, this experimental setup used a combination of online questionnaire tools and a web environment. The results show that both methods were effective resources that led to a significant increase in knowledge—raising the test results by 21% for the video and 13% for the text and illustration group. more...

Previous research suggests that both the presence of an extended future time perspective and the generic use of a deep approach to learning predict academic achievement and overall adjustment to school. The present study aimed to investigate how the different dimensions of time perspective (future, present, past, and negative future) influence secondary students' approaches to learning and academic achievement. Participants were 400 students attending the 11th grade (248 girls and 152 boys; Mean = 16.70, SD = 0.94) at six Portuguese public schools. Structural equation modeling analysis showed that future time orientation influenced academic achievement via deep and achieving approaches to learning, while past orientation and negative future influenced achievement via surface approaches to learning. Present orientation was not related to approaches to learning but had a small direct negative effect on academic achievement. Implications are discussed, along with limitations and suggestions for future research. more...

Journal of Management Science Nakhon Pathom Rajabhat University, 7, 1, 76-91

This study investigated grade level differences in teacher feedback, students’ self-regulated learning (SRL), and their relationship. Secondary students participated (N = 1,260; 430 tenth-, 460 eleventh-, and 370 twelfth-graders). Latent factor mean difference analyses suggested that teacher feedback and students’ SRL level varied across grades. Comparatively, tenth-grade teachers were perceived to provide verification feedback, scaffolding feedback, and praise most frequently; twelfth-grade teachers were perceived to provide directive feedback and criticism most frequently; and eleventh-grade teachers were perceived to provide all types of feedback least frequently. Students’ SRL generally declined as they aged. Results from three-group structural equation modelling indicated that praise generally had the strongest correlations with SRL regardless of grade level; directive feedback was negatively correlated with tenth-graders’ SRL but positively correlated with eleventh- and twelfth-graders’ SRL; scaffolding and verification feedback were positively correlated with eleventh-graders’ SRL; and criticism had small correlations with SRL, regardless of grade level. more...

Cet article tente de comprendre, au travers de l’exploitation quantitative provenant d’un questionnaire administré à des collégiens, la façon dont les écoliers et collégiens français réagissent aux verdicts scolaires. L’analyse menée tente de distinguer les effets de deux pratiques évaluatives distinctes : l’évaluation par compétences et la notation scolaire. L’évaluation par compétence proposée plus fréquemment à l’école primaire limite chez certains élèves en difficulté le découragement scolaire mais ne peut, à l’instar de la notation scolaire totalement s’affranchir d’une certaine peur de rater. Enfin, notre étude montre que les élèves enquêtés travaillent essentiellement dans le but d’obtenir de bons résultats scolaires et la perspective d’un métier futur., This article attempts to understand the way French primary and secondary pupils react to educational verdicts using a quantitative approach to a questionnaire administered to secondary-school pupils. This analysis endeavours to distinguish the effects of two distinct assessment practices: competency-based assessment and grading. The competency-based assessment most frequently used in primary school helps to alleviate pupils’ sense of discouragement, but as is the case for grades, cannot completely rid them of a certain fear of failure. Finally, our study shows that pupils in the study work first and foremost with the objective of obtaining good grades as well as favorable professional prospects. more...

ResumenEl objetivo del presente estudio fue analizar las relaciones entre la resiliencia y los componentes conductual, emocional y cognitivo de la implicación escolar. Participaron 1.250 estudiantes de Educación Secundaria Obligatoria (M=13,72, DT=1,09), de los cuales 612 (49%) eran chicos y 638 (51%) chicas. Se administraron los siguientes instrumentos de evaluación: la escala Connor-Davidson de Resiliencia (CD-RISC) y el Cuestionario de Implicación Escolar (SEM). Los resultados indican que los adolescentes resilientes presentan puntuaciones significativamente más altas que sus iguales no resilientes en implicación conductual, implicación emocional e implicación cognitiva. Este patrón de resultados es el mismo tanto para la muestra total como para las muestras en función del sexo y el nivel educativo. La discusión se centra en la importancia de fomentar el ajuste escolar de los adolescentes a través de la mejora de competencias socioemocionales.AbstractThe aim of this study was to analyse the relationships between resilience and behavioural, emotional and cognitive components of school engagement. The study included 1,250 secondary education students with a mean age of 13.72 years (SD=1.09) of whom 612 (49%) were male and 638 (50%) female. Two assessment tools were administered: Connor-Davidson Resilience Scale (CD-RISC) and School Engagement Measurement (SEM). The results indicated that resilient adolescents showed significantly higher scores in behavioural, emotional, and cognitive engagement than their non-resilient peers. This pattern of results was the same for the total sample and for sex and education level groups. The discussion focuses on the importance of promoting school adjustment of adolescents through improvement of socio-emotional skills. more...

This study used qualitative approach which involves interviews that are analyze using Nvivo software. Qualitative approach which uses phenomenological design to reflect on the experience of the former students towards their experience and learning contents of secondary school upper level science core subject which impacted their career aspirations today. Twelve experience workers were selected through purposeful sampling. The results show that most respondent just got C for their Science Subject in Malaysian Certificate of Education (MCE). The certain techniques including the use of the learning aids and room were very effective; while contents of fluid and organs were much related to works. This study has revealed the effective techniques of learning experiences that beneficial to all educators. more...

El bienestar eudaimónico se basa en el desarrollo de las capacidades de la persona, desde la premisa de que la gente se siente feliz si experimenta propósitos de vida, desafíos y crecimiento. Se evaluó a 1, 031 estudiantes de Secundaria de 12 a 17 años (49.37% varones, Medad = 14.91 años). Se desarrollaron dos estudios: 1) se realizó la traducción del cuestionario QEWB al español y se evaluó su consistencia interna, estructura factorial y validez convergente y 2) se efectuó el análisis factorial confirmatorio del cuestionario. El análisis factorial exploratorio del cuestionario QEWB difirió de la idea de un bienestar eudaimónico unidimensional y de la formada por tres y cuatro dimensiones, mostrando un modelo de seis factores, que presenta una varianza acumulada del 57.84%, coincidente con la idea inicialmente propuesta desde la teoría. Por su parte, el análisis factorial confirmatorio confirmó la adecuación del modelo, con un modelo sustentable compuesto por los seis factores identificados originalmente y 21 ítems. El QEWB es un instrumento fácil de comprender y rápido de cumplimentar, por lo que se considera útil para la evaluación del bienestar eudaimónico en adolescentes. Como conclusiones, afirmar que este cuestionario puede ser una herramienta de rápida aplicación, válida y fiable, para determinar el bienestar eudaimónico en los adolescentes. The eudaimonic well-being is based on the development of a person’s capacities, from the premise that people feel happy if they experience life goals, challenges, and growth. We evaluated 1, 031 Secondary students aged from 12 to 17 years (49.37% male, Mage = 14.91 years). Two studies were carried out: 1) the QEWB questionnaire was translated into Spanish and its internal consistency, factorial structure, and convergent validity were evaluated; and 2) the confirmatory factorial analysis of the questionnaire was carried out. The exploratory factorial analysis of the QEWB questionnaire differed from the idea of a one-dimensional eudaimonic well-being and of the three- and four-dimensional model, showing a six-factor model, which has a cumulative variance of 57.84%, coinciding with the idea initially proposed from the theory. For its part, the confirmatory factor analysis confirmed the adequacy of the model, with a sustainable model composed of the six factors originally identified and 21 items. The QEWB is an easy to understand and quick to complete instrument, a reason why it is considered useful for the evaluation of eudaimonic well-being in adolescents. As a conclusion, this questionnaire is a tool of quick application, valid, and reliable to determine the eudaimonic wellbeing in the adolescents. more...

La autoeficacia tiene repercusión en los resultados académicos de nuestros estudiantes, la cual puede encontrarse relacionada con los problemas internalizantes y externalizantes de la persona. Se evaluó a 1 402 estudiantes de Secundaria de 12 a 17 años (50.71% varones; M=14.94 años) de la provincia de Zaragoza para analizar la relación entre problemas internalizantes, externalizantes y autoeficacia. Los resultados muestran como las mujeres obtuvieron mayor puntuación en los problemas internalizantes y los varones en los factores correspondientes a agresión y conducta antisocial de los problemas externalizantes. Los problemas internalizantes Depresión, Obsesión- Compulsión (R 2 =.302) en el caso de los varones y Depresión y Ansiedad (R 2 =.458) en el caso las mujeres actuaron como predictores de la autoeficacia. Además, ninguno de los problemas externalizantes predijeron la autoeficacia. El modelo entre autoeficacia, problemas internalizantes y externalizantes obtuvo un buen ajuste y los factores internalizantes mostraron una relación inversa con la autoeficacia (r=-.36), mientras los problemas externalizantes mostraron una escasa correlación (r=.12) con ésta. Como conclusiones, el estudio evidenció como una mayor presencia de los problemas internalizantes lleva aparejada una menor autoeficacia en los estudiantes de Secundaria, así como la escasa influencia de los problemas externalizantes en esta autoeficacia. Self-efficacy has an impact on the academic results of our students. This can be related to the internalizing and externalizing problems of the individual. We evaluated 1402 secondary students between 12 to 17 years old (50.71% male, M = 14.94 years) in the region of Zaragoza in order to analyse the relationship between internalizing, externalizing and self-efficacy problems. The results show how women obtained higher scores in internalizing problems and men in externalizing pro- blems regarding aggression and antisocial behaviour. Internalizing problems such as Depression, Obsession-Compulsion (R 2 =.302) in the case of men and Depression and Anxiety (R 2 =.458) in the case women acted as predictors of self-efficacy. In addition, none of the externalizing problems predic- ted self-efficacy. The model between self-efficacy, internalizing and externalizing problems obtained a good fit and internalizing factors showed an inverse relationship with self-efficacy (r= -.36), while externalizing problems showed a low correlation (r=.12) with this. In conclusion, the study showed how a greater presence of internalizing problems leads to lower self-efficacy in secondary students as well as the scarce influence of externalizing problems in relation to self-efficacy. more...

L’image fait partie prenante de notre quotidien. En classe d’histoire, elle occupe une place importante dans diverses sources documentaires. Toutefois, l’identification et la description des compétences en littératie multimodale requises par les élèves du secondaire pour lire l’image et le texte ont été peu étudiées. Considérant qu’en histoire, l’apprentissage passe par la lecture (Moniot, 1993) et sa compréhension (Cartier, 2003a), une étude a été effectuée en troisième secondaire auprès de quatre sujets afin de connaître leurs compétences spécifiques en lecture pour interpréter les modes (visuel, textuel, sonore et cinétique) de deux bandes dessinées historiques traitant d’un thème du programme d’histoire. Les résultats démontrent que leurs compétences en littératie multimodale semblent minimes : ils n’effectuent pas les inférences visuelles et textuelles en même temps, traitant un mode à la fois plutôt qu’en simultané, tout comme ils saisissent peu l’information complémentaire offerte par l’image (Martel et Cartier, 2015)., Images play an important role in our daily lives. In history class, it is also an important part of various historical documents. However, identification and description of multimodal literacy skills required by secondary students to read both image and text have been poorly studied. In history class, considering that the learning process occurs through reading (Moniot, 1993) and its understanding (Cartier, 2003a), a study was conducted on secondary three students in four subjects in order to know their specific skills in interpreting various modes (visual, textual, sound and kinetic). Two comics were used that deal with a historical topic related to the curriculum for the secondary level. Results show that their skills in multimodal literacy seem minimal: they are unable to make visual and textual inferences at the same time, interpreting a single mode at a time rather than two simultaneously; moreover, they appear to have difficulty in interpreting the complementary information provided by the use of images (Martel & Cartier, 2015). more...

Concerns are growing in many countries, including Ireland, regarding an inadequate number of graduates to meet workforce needs in science, technology, engineering and mathematics (STEM) fields. These graduate deficiencies are the result of low student uptake of STEM subjects and courses at post-primary and tertiary level education. Low uptake is partly a consequence of negative student attitudes towards STEM. Many students are losing interest in STEM at an early age due to an inability to see any relevance in their everyday lives. In light of such concerns, a Saturday afternoon club entitled “Trinity Walton Club” (TWC) was established in Trinity College Dublin with the purpose of uniting like-minded students to express, shape, inform and grow their interest in STEM. This club attempted to ‘bring STEM to life’ through thought provoking content, real world problems, contextualised analogies and projects. This paper describes the background to the TWC, reviews the literature around promoting student interest in STEM and examines initial feedback from participants in the pilot year of the club. The findings of this preliminary study indicate that the TWC has the potential to promote interest in STEM. Many of the recommendations from the literature review about promoting interest in STEM were referred to by participants in their responses. more...

The present paper describes the work of several experiences and initiatives organized by a group of postgraduate students, researchers and higher education teachers. The main objective of each of these activities besides promoting and increasing student interest in Science, Technology, Engineering, and Math (STEM) as future carrier area, they are used to uncover what engineers do. By doing this, girls and boys may feel more encouraged to follow these areas of knowledge, building a more inclusive community. According to each activities' main objective, they have occurred in the university or in secondary environment. The first results indicate a lack of knowledge regarding engineering and technological careers, strengthening the importance of these activities and working directly with secondary school students., FCT - Fundació Catalana de Trasplantament(undefined) more...

The aims of the action research in chemistry learning classroom through the Context-Based Learning Activity Model (CBLA Model) on chemical reaction issue for secondary students at the 10th level in second semester in academic year 2016 were 1) to develop the instructional innovative of the CBLA Model lesson plans with the efficiency of the process and the efficiency of the results (E1/E2) with the efficiency at the determining criteria as 75/75, 2) to compare between students’ learning achievements and their standardized assessments of the 75-percent criterion level were examined, 3) to compare between gender students of their creative thinking abilities with the CBLA Model. Students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined. Administrations with the target group which a sample sizes of 35 secondary students at the 10th grade level in a chemistry class from Jaturapakpiman Ratchadaphisek School under the Roi-Et Secondary Educational Service Area Office 27 with the purposive sampling technique. Students’ instructional approaching management with the 9-CBLA Instructional Lesson Plans in six weeks in 16 periods was designed. Using the 30-item Chemical Reaction Issue Test (CRIT) were assessed. Students learning outcomes of their creative thinking abilities were assessed with the 3-Creative Thinking Ability Test (CTAT). Statistically significant was analyzed with the average means scores and standard deviation. The results of these research findings have found that the Context-Based Learning Instructional Management Plans indicated that the average quality of 4.53, which the quality was a high quality of CBLA Model and can be used to manage the teaching. The CBLA learning plan had a consistency between 0.67-1.00, the discriminative validity ranged from 0.21 to 0.63, the difficulty level was from 0.39 to 0.63, and the reliability as a whole test was 0.85. The CTAT was a three-item essay that identifies creativity as a 3-part creative idea has a consistency between 0.80-1.00. Students’ learning achievements were assessed with the CRIT was 23.29 (77.62%) that higher than 75% criterion level. Students’ creative thinking abilities of their Initiative thinking, Thoughtful thinking, and Flexible thinking were higher due to the duration of the activity, significantly. more...

The aims of this research study focused on administrating the innovative instructional management model with the STEM Education in physics class on the Projectile Motion issue of secondary students at the 10th grade level to evaluate the efficiency of the process and the efficiency of the results (E1/E2) of the innovative instructional lesson plan with the efficiency at the determining criteria as 75/75, students’ scientific process skills and the 75-percent criterion with the STEM Education method were compared, students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined, association between students’ scientific process skills and their post learning achievements were assessed. Research administrations, which a sample consisted of 33 secondary students in Watsratong Municipal School, in Roi-Et Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Assessments an innovative instructional lesson plan in the form of the STEM Education method in the field of physics on projectile motion issue was integrated. Research instruments were assessed with the 20-item Scientific Process Skill Test (SPST) that it was the 4-option multiple choice and the discriminative value (r) was ranged from 0.31 to 0.94, and with the confidence of both the 0.90 test achievement of four characters. Selecting the 30-item Learning Achievement Test (LAT) that it was the 4-option multiple choices, which deals of the discriminative value (r) was ranged from 0.27 to 0.80 and a confidence score of 0.92. The results of these findings have found and followed as: The E1/E2 efficiency was 77.07/76.97, which is higher than the standard set of 75/75 performance criteria. Comparisons between students of their SPST and the 75-percent criterion was 77.10 (= 15.42, = 1.35) and the differences between mean score of SPST and the 75-percent was differentiated at .05 levels, significantly. Comparisons between students’ learning achievements of their post LAT was 76.96 (= 23.09, = 1.91), and differences indicated at the .05 level, significantly. Associations between students’ encouragements of their SPST and their post LAT, the coefficient predictive value indicated that 31% that was contributed to enhance the science process skills and the achievements and had a statistically significant at the .05 level (R2 = 0.3121, ƿ more...

A modern instructional design has been popular in the 21st century, the STEM education: a curriculum based on the idea of educating students in four specific disciplines of science, technology, engineering and mathematics and in an interdisciplinary and applied approach. The purposes of this research study were to develop activity-based learning conceptual approach with the STEM Education instructional method on the Motion issue to assess the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, students’ learning achievements of their critical thinking abilities and to attitudes toward science of their previous and later learning the assessing tests with the STEM education were compared, associations between students’ learning achievements of their critical thinking abilities and their science attitudes toward physics with the STEM education instructional method were assessed. Administrations with the target group which a sample sizes of 64 secondary students at the 10th grade level in two classes from Jaturapakpiman Ratchadaphisek School under the Roi-Et Secondary Educational Service Area Office 27 with the purposive sampling technique. Students’ instructional approaching management with the STEM Education Instructional Lesson Plans in six weeks in 15 periods in second semester in academic year 2016 was checked quality. Students’ leaning achievements with the Pretest and Posttest Assessing Designs were evaluated. Students’ perceptions were obtained of the 20-item Critical Thinking Ability Test (CTAT). Students’ attitudes were assessed with a short form of Test Of Science-Related Attitude (TOSRA). Statistically significant differences were analyzed with t-test, ANOVA, associated between students’ learning achievements and their critical thinking to their science attitude toward physics were examined with the simple, and multiple correlations, simple regression validity, and coefficient predictive value were associated. The results of these finding have found that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plans to management of students’ activities indicated that of 83.85/81.29, which was higher than standardized criteria of 75/75. Students’ learning achievements from the total score of 40 to their average mean score of pre-test ( = 15.57, S.D. = 7.06) and post-test ( = 32.51, S.D. = 1.63) assessments with the STEM Education instructional method were differentiated that evidence of statistically significant at the 0.001 level. Associations between students’ learning outcomes of learning achievements and their critical thinking abilities to their science rerated attitudes toward physics, the coefficient predictive values (R2) indicated that 4% and 5%, 4% and 16%, 33% and 36%, 61% and 62%, 14% and 20%, and 54% and 71% of the variance in students’ learning outcomes of their pre and post learning achievements of their pre-test assessment and their later critical thinking abilities to their later science rerated attitudes, students’ learning outcomes of their post-test assessment and their previous critical thinking abilities to their pervious science rerated attitudes, students’ learning outcomes of their post-test assessment and their later critical thinking abilities to their later science rerated attitudes, students’ learning performances of their previous critical thinking abilities to their pervious and later science rerated attitudes, and students’ learning performances of their later critical thinking abilities to their pervious and later science rerated attitudes toward physics to their physics classes were attributable to their previous learning achievement with the STEM Education instructional method were associated, respectively. Based on all the findings, suggestions for improving student learning achievements in learning are of science on physics subject to enhance students’ critical thinking abilities and their science attitudes with the STEM education instructional method of upper secondary students are provided, interestingly.&nbsp more...

WOS: 000336726800024, The aim of this study was to determine eighth grade students' perceptions of recycling. The phenomenographic research method was used to solicit students' views about recycling. The study was carried out with 595 eighth grade students in the 2011-2012 academic year in the city of Nigde. Research data were obtained from students via their complete sentences. In the data analysis, six different classifications of recycling were determined. The phenomenographic analyses results have yielded the following distinct definition categories. Results indicated that students considered recycling is protection of the environment, recycling is protection of nature, recycling is protection of natural resources, recycling is valuation of waste, recycling is retransformation of waste, recycling is waste recovery, recycling is transformation of waste for new reuse, recycling is cost savings. These findings were interpreted and discussed in the paper. more...

Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect. more...

Youth plays an important role in the nation development. They were the future leader and development partners that drives towards the development of the nations. The ability to harness their potential as entrepreneur will helps to determine the nation strength and resilience in pursuing social, economic and political development. Therefore, providing proper environment and opportunities will be essential to inspire youth in becoming an entrepreneur. This paper will look into factors affecting youth intention (with target group of secondary school pupil in Malaysia) of becoming entrepreneur. The finding indicates that only 144 students from a sample of 1011 secondary students in Malaysia have interest to engage in entrepreneurship upon completion of schooling although various approaches have been made to increase youths participating in entrepreneurship. This study also suggested with recommendations to enhance and review existing curriculum entrepreneurship education for improve youth intention of becoming entrepreneur. more...

Curriculum and Extra-Curriculum activities are one of the basic elements in school education. These activities are designed to mold students to become a rationale, pragmatic and knowledgeable citizens in an increasingly diverse and changing world. Unfortunately, in Saudi, studies which measure the extent of curriculum and Extra-Curriculum activities’ in developing environmental skills and values among Saudi's secondary students was rare. Therefore the present study was planned to investigate the effectiveness of the curriculum and Extra-Curriculum activities in developing environmental skills and values among the Saudis’ secondary students. This study aimed at examining the effectiveness of the module, based on the curriculum and Extra-Curriculum activities focusing in developing environmental skills and values among the Saudis’ secondary Biology students. A Random sampling of the study consisted of (100) students of each gender “males and females” at Al-Jouf Educational District in Saudi Arabia. Analyses of the findings reveal that students who were exposed to the curriculum and Extra-Curriculum environmental intervention module significantly improved their environmental skills compared to their counterparts in the control group. In addition, when gender effect was measured, it was found that significant improvement occurred within both female and male groups. The findings will then lead to several suggestions on how to improve the existing teaching of environmental issues within the context of Saudi's Biology classes. more...

The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies. more...

El concepto «célula» es fundamental en la biología, tanto para la comprensión de la mayoría de los fenómenos biológicos, como biotecnológicos de actualidad. Considerando que, bajo la premisa actual, se debe enseñar a partir de lo que el estudiante sabe, se vuelve relevante conocer cuáles son las concepciones de los estudiantes sobre este tópico. El presente trabajo indaga en las concepciones de estudiantes de educación secundaria chilenos sobre «célula», «ser vivo» y la relación entre ambos, antes y después de tratar el tema en el contexto escolar. Los resultados muestran que, aún después de la enseñanza, muchos estudiantes son incapaces de vincular las características y funciones de los seres vivos con las características y funciones de las células, lo que dificulta la comprensión de la célula como la unidad estructural y funcional básica de la vida. The concept «cell» is fundamental in Biology for the understanding of many biological and biotechnological phenomena. Empirical research shows that the consideration of students conceptions is of high relevance for successful teaching-learning-processes. Our study investigates the pre- and post instructional conceptions of chilean secondary students about «cell», «living being» and the relation between them. The results show that, even after instruction, many students are incapable to link characteristics and functions of living beings with characteristics and functions of cells, making difficult the understanding of the cell as the basic structural and functional unit of life. more...

Does private tutoring increase parental choice and improve student achievement, or does it exacerbate social inequalities and impose heavy costs on households, possibly without improving student outcomes? Private tutoring is now a major component of the education sector in many developing countries, yet education policy too seldom acknowledges or makes use of it. This survey of the literature examines the extent of private tutoring, identifies the factors that explain its growth, and analyzes its cost-effectiveness in improving student academic performance. It also presents a framework for assessing the efficiency and equity effects of tutoring. The results suggest that even taking equity concerns into account, tutoring can raise the effectiveness of the education system under certain reasonable assumptions. Guidance is offered for attacking corruption and other problems that diminish the benefits of private tutoring. more...

How can I find a job by looking at a newspaper? What articles does this magazine contain? What is an index? How do I find the meaning of this word? These are problems which any high school student may encounter. Some students may be able to locate the answers immediately. However, the student with a reading disability may be greatly hampered and frustrated because of his lack of general skills in reading and locating information. This student may have difficulty finding facts from common sources of information both in and out of school. more...

Entrepreneurship emerges as a key factor in job creation and is crucial for socioeconomic balance in the region or the country. Entrepreneurship is an effective alternative, either through the development of existing businesses or by creating new ones. It should also emphasize that the entrepreneurial ability of a society is a collective well that should be preserved and cultivated. The situation of global economic crisis has been reflected in the different economies, particularly in the declined of employment to unimaginable heights. In order to counteract this negative cycle, it becomes imperative to stimulate, maintain and cultivate an entrepreneurial attitude cross, from the youngest to the current managers, to promote the creation of new business and develop existing yet. Looking for answers about the policies and mechanisms available for the creation of new businesses and the existence of an entrepreneurial attitude in a given region are of vital importance in promoting entrepreneurship. Portugal has experienced troubled times, with marked destruction of jobs and businesses affected by the economic and financial crisis, as well as by restructuring undertaken by the government, especially after the financial rescue that Portugal was subjected. Faced with a strong future scenario of high unemployment, what attitudes and entrepreneurial intentions reveal young Portuguese students? This research work focuses on secondary students from Oliveira de Azemeis, a city and municipality in northern Portugal, heavily industrialized in several business areas and with important references on employment size and internationalization capability. Taking as a starting point a survey with 308 students, all pre-university students, the paper presents and discusses the results obtained on various issues such as entrepreneurial behavior of students’ parents, the attitude towards self-employment and perceptions of entrepreneurial intention. Results indicate a moderate entrepreneurial behavior of student’s parents. In general, the attitudes towards self-employment are lower and the analysis identified differences considering the attitudes items. The data analysis also tested and identified differences considering gender, age, course type (regular or professional), school and self-employed parents. The analysis of intention identified 48.4% of students with entrepreneurial intention, and 51.6% with no intention. Statistical tests identified an association between intention and school and between intention and self-employed parents. Finally, the analysis identified significant differences concerning attitudes by intention group. The results give a contribution to the theme of Entrepreneurship through the investigation of the entrepreneurial attitudes and intention of young adults (pre-university). more...