العنف الأسري كما يدركه طلاب المرحلة المتوسطة بمدينة الرياض وعلاقته بالتوافق الدراسي في ضوء بعض المتغيرات = Riyadh Intermediate School Students’ Perception of Family Violence and Its Relationship to Academic Adjustment in View of Some Variables

2018 ◽  
Vol 3 (2) ◽  
pp. 169-212
Author(s):  
محمد بن مترك آل شري القحطاني
Keyword(s):  
Family Violence ◽  
Academic Adjustment ◽  
Intermediate School ◽  
School Students

Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools

2022 ◽  
Vol 12 (1) ◽  
pp. 1-15
Author(s):  
Sahar Mohammed Yousef Ezzeldin
Keyword(s):  
Technology Acceptance ◽  
Flipped Classroom ◽  
Science Learning ◽  
Intermediate Stage ◽  
Scientific Communication ◽  
Group Method ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Quasi Experimental

This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.

scholarly journals Effect of Using Scientific Stations Strategy in Developing Deductive Thinking of Intermediate School Students in General Sciences

2020 ◽  
Vol 12 (2) ◽  
pp. 35-48
Author(s):  
Heba Mohammed Saleh Al-Hafidh
Keyword(s):  
Statistical Processing ◽  
Mean Difference ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to know the effect of using the Scientific stations strategy in developing Deductive thinking of intermediate school students in the science subject. To achieve the aim of the research, the researcher used experimental design with two equal groups, the research sample consisted of (65) intermediate-grade students in Al Nidhal school for boys represented by (30) students of the experimental group and (35) students for the control group, the researcher equivalence of the two research groups with a set of variables including (Intelligence, parents ’educational level, previous achievement, age calculated by months and pre-test for Deductive thinking), to verify the research aim the researcher put the two hypotheses as following : 1- There is no statistical significant difference at the level of significance (0.05) between the scores mean of the members of the experimental group and the members of the control group in the post test of Deductive thinking. 2- There is no statistical significant difference at the level of significance (0.05) between the mean difference between the (pre and post) tests of both experimental and control groups in the Deductive thinking test. To verify the research hypotheses, the researcher prepared a test for Deductive thinking consisting of (20) items the researcher applied the test of Deductive thinking, collected the data, and tabulated it in tables for statistical processing and the results indicated: 1- There is a statistical significant difference between the scores mean of students in both groups in the Deductive thinking test and in favor of the experimental group. 2- There is a statistical significant difference between the mean difference between the two tests (pre - post) and in favor of the experimental group.

scholarly journals The Protective Effect of Neighbourhood Collective Efficacy On Family Violence and Youth Antisocial Behaviour in Two South Korean Prospective Longitudinal Cohorts

2021 ◽  
Author(s):  
Andreas Bauer ◽  
Gemma Hammerton ◽  
Jisu Park ◽  
Joseph Murray ◽  
Yoonsun Han ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Family Violence ◽  
Collective Efficacy ◽  
Direct Effect ◽  
Secondary School Students ◽  
Antisocial Behaviour ◽  
Low Ses ◽  
Primary School Students ◽  
School Students

AbstractNeighbourhood collective efficacy has been proposed as a protective factor against family violence and youth antisocial behaviour. However, little is known about its impact on parent and child behaviour in non-Western countries. Using data from two population-based prospective cohorts from South Korea, including primary school students aged 10–12 years (N = 2844) and secondary school students aged 15–17 years (N = 3449), we examined the interplay between collective efficacy, family violence, and youth antisocial behaviour, and whether effects vary by SES. In a first series of models, in both samples, higher levels of collective efficacy were associated with lower levels of family violence, whereas higher levels of family violence were associated with higher levels of youth antisocial behaviour. There was no direct effect of collective efficacy on youth antisocial behaviour; however, there was an indirect effect via family violence. Although these effects were more pronounced in low SES children, there was no evidence of moderation by SES. In a second series of models, in primary school students, collective efficacy was not associated with youth antisocial behaviour. However, there was a direct effect of collective efficacy on family violence, even after adjusting for youth antisocial behaviour. Again, there was no evidence of moderation by SES. In secondary school students, the pattern of results was less consistent, however, again, suggesting more pronounced effects of collective efficacy in low SES children. The findings suggest that collective efficacy may influence family violence more directly, whereas youth antisocial behaviour may be affected more indirectly through the family environment.

scholarly journals The Effectiveness of Using the Generative Learning Model in Developing Achievement, Retention and Attitude towards the Sciences Subject of Female Intermediate School Students in Taif City: فاعلية استخدام نموذج التعلم التوليدي في تنمية التحصيل وبقاء أثر التعلم والاتجاه نحو مادة العلوم لدى طالبات المرحلة المتوسطة بمدينة الطائف

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Sultanah Meshel Al- Otaibi
Keyword(s):  
Learning Model ◽  
Attitude Scale ◽  
Achievement Test ◽  
Scholastic Achievement ◽  
Control Group ◽  
Generative Learning ◽  
Intermediate School ◽  
School Students ◽  
Experimental Group ◽  
Scholastic Achievement Test

The research aimed to investigate the effectiveness of using the generative learning model in sciences teaching on developing achievement, retention of learning and attitude towards the course of female intermediate school students, To achieve this goal, The study followed the semi- experimental approaches, the symbol consisted of (84) students from Al- Sail Al- Sageer intermediate school in Taif , (42) students in the experimental group who studied using the generative learning model and (42) students in the control group studied in the usual way, The researcher prepared the teacher’s guide ,and the activity booklet, then built the scholastic achievement test and the attitude scale towards sciences, The data were statistically processed. The results of the study showed that there was a statistically significant differences at the level of (α ≤ 0.05) between the mean scores for both of the students' groups; in the post- application of the scholastic achievement test; the experimental group got the total mean (20.64 out of 30) while the control group got the total mean (15.29), in the delayed application of the scholastic achievement test; the experimental group got the total mean (20.4 out of 30) while the control group got the total mean (11.48), in the post- application of the attitude scale towards sciences; the experimental group got the total mean (141.90 out of 160) while the control group got the total mean (120.60), all the differences are statistically significant for the interest of the experimental group. The effect size of the generative learning model on the scholastic achievement (0.27) and the attitude towards sciences (0.19) was big. The researcher recommended some recommendations, That could contribute to the development and enrichment of science education.

The Effect of Age on the Ultimate Attainment of English Lexis and Morphosyntax

2017 ◽  
Vol 9 (2) ◽  
pp. 121
Author(s):  
Jeberedar Ali Rizg-Allah ◽  
Salaheldin Adam Ahmed Eldouma
Keyword(s):  
Age Of Onset ◽  
Strong Positive Correlation ◽  
Intermediate School ◽  
School Students ◽  
Adequate Knowledge ◽  
Grammaticality Judgment ◽  
Vocabulary Item ◽  
Early Starters ◽  
Late Starters ◽  
Ultimate Attainment

This study investigates the relationship between the age of onset of learning English and the ultimate attainment in that language. To this end, it tests the lexical and morphosyntactic competence of 62 intermediate school students who have different points of onset. They have to do a grammaticality judgment test and a vocabulary test. Using the methods of descriptive statistics, the result showed that late starters have outperformed early starters in all aspects of the language examined. The study also revealed that there is a relatively weak correlation between the age of headstart and the ultimate attainment in both levels of language tested. The correlations between the age of exposure and vocabulary attainment is (r = 0.2), whereas it is (r= 0.18) between the age of exposure and morphosyntactic knowledge. It is also found that there’s a strong positive correlation between ESs and LSs grammar and vocabulary (r= 0.75). This suggests that vocabulary and grammar are interdependent fields in that the abstract morphosyntactic rules would remain null and void without the lexical component at work, and the intrinsic meaning of a vocabulary item can’t be fully grasped without adequate knowledge of the morphosyntactic rules that assign meaning to each word in a sentence.

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