scholarly journals In the Growing Information Mall, Some Things Never Change

2017 ◽  
Vol 12 (4) ◽  
pp. 271
Author(s):  
Hailley Fargo
Keyword(s):  
High School ◽  
High School Students ◽  
Information Seeking ◽  
Information Science ◽  
School Context ◽  
Web Searching ◽  
School Students ◽  
Team Members ◽  
The Web

A Review of: Fidel, R., Davies, R. K., Douglass, M. H., Holder, J. K., Hopkins, C. J., Kushner, E. J.,…. Toney, C. D. (1999). A visit to the information mall: Web searching behavior of high school students. Journal of the American Society for Information Science, 50(1), 24-37. http://dx.doi.org/10.1002/(SICI)1097-4571(1999)50:13.0.CO;2-W Abstract Objective – The research study aimed to discover high school students’ information searching behaviour on the Web and suggest Web changes that would benefit student learning. This study was conducted in 1999, seven years after the Internet was publicly available and on the cusp of Web 2.0. Design – Field study with class observations, students thinking aloud at their terminals, and interviews with the students after their searching. The study’s duration was three class searching sessions. Setting – West Seattle High School in Seattle, Washington. This school had a diverse population of students, with 50% students of color and many of these students first generation to finish high school. Due to a grant from Microsoft, West Seattle had operational four computer labs. Subjects – Eleventh and twelfth graders in a horticulture class. There were eight student participants, six males and two females. Five of these students were in 12th grade and three were in 11th grade. The teacher for this class, the school librarian, and the principal of West Seattle High School were also interviewed for this project. Methods – Qualitative, case-study method was used with controlled comparison. Team members observed the students while they searched and wrote down descriptions of the students’ searching methods. After the three observation sessions and interviews with the students, team members wrote up a case study for each student. The students’ think-aloud audio, along with all the interviews conducted, were recorded. This type of method can be considered an early version of usability testing and user experience studies, a field that has grown tremendously since 1999. Main Results – While each student observed had a different relationship with the Web and training on how to use it, similar searching strategies emerged from all participants. These strategies included focused searching, swift and flexible searching when results were not immediately found, using a webpage as a landmark to return to while searching, starting a new search, and asking for help when needed. It should be noted that focused searching along with the swift, flexible searching were strategies influenced by student motivation to complete their homework assignment as quickly as possible. The team noted exploration of the Web was kept to a minimum and this was due to the parameters of the assignment. Team members also identified similar frustrations and joys from the students when searching the Web. The study identified three steps that should be taken to help students more effectively navigate the Web. The steps included an increase in formal teaching on Web searching, embedded support in the Web to help students search, and relying on graphics to strengthen a Web experience. Conclusion – Authors noted the possibilities the World Wide Web has to offer, especially in a school context. However, in order to fully maximize those possibilities, the Web needs to take into account user experiences and information seeking behaviour, along with an increase in training on how to use the Web.

scholarly journals High School Students Struggle to Find School-related Information on the Web

2008 ◽  
Vol 3 (4) ◽  
pp. 52
Author(s):  
Cari Merkley
Keyword(s):  
High School ◽  
High School Students ◽  
Information Seeking ◽  
Qualitative Data ◽  
School Students ◽  
Online Questionnaire ◽  
Related Information ◽  
Academic Information ◽  
E Mail ◽  
The Web

A Review of: Shenton, Andrew K. “The Information-Seeking Problems of English High Schoolers Responding to Academic Information Need.” Library Review 57.4 (2008): 276-88. Objective – To investigate the information-seeking behaviour of high school students looking to meet school-related information needs. Design – Online questionnaire. Setting – A comprehensive, publically-funded high school in north-east England. Subjects – Seventy-seven high school students between the ages of 13 and 18 who responded to an online questionnaire that was distributed to the 900-1000 students enrolled at the institution. Methods – An invitation to participate in an online questionnaire was sent to all students at the high school in October, 2006, via e-mail. The total number of invitations sent was not indicated, although it is noted that current enrolment at the school is approximately 900-1000 students across years 9 to 13. In the e-mail, students were provided with a link to a questionnaire posted on the school’s intranet. The questionnaire consisted of six multiple-choice and three open-ended questions. Qualitative data gathered through an open-ended question about problems encountered when seeking information for school was manually coded, and forms the focus of this article. Main Results – Seventy-seven online questionnaires were completed by students between 31 October and 27 November 2006, when analysis of the data began. Of the 77 respondents, only 35 provided data on problems encountered when seeking information for their assignments. Most of the respondents in this group were in years nine, ten and eleven (ages 13-16), with only two in year 12 (16-17) and four in year 13 (17-18). Over half (19/35) of respondents were female. Forty remaining respondents either stated that they experienced no problems in finding the information they needed for school or did not answer the relevant question on the questionnaire. Two participants indicated that they did not have the information they needed to complete their schoolwork because they did not look for it. Over 20 distinct information-seeking problems were identified through inductive analysis of the qualitative data provided by 35 participants. Difficulties encountered in the search for information largely fell into four major categories: problems determining an appropriate search strategy; barriers posed by limited school resources or Internet filtering software; “process frustrations” (280) stemming from the perceived inadequacies of search engines, poorly designed Web sites, and missing or broken Web links; and, “shortcomings in the retrieved information” (281) in terms of relevance and accuracy. In addition, a small number of students either indicated that they had difficulty applying the information they found to the problem that prompted the search, or were concerned about copyright restrictions on how they could use the information. All but two of the problems reported by students related to information-seeking on the Web. The Web was the most popular source of information for students, with 71 out of 77 respondents listing it as one of the sources or the only source they consulted for school. Conclusion – The results suggest a need for information literacy instruction among high school students, with a particular focus on effective use of the Web. The author suggests that some of the students’ frustrations may have been due to an “over-reliance” on Web resources, and could have been avoided if they were educated in the use of additional types of tools (286). This reliance on Web search engines proved problematic when Web filters impeded the students’ academic research. Some of the problems reported by students in 2006 in the search for academic information were similar to those recounted by students in 1999-2000 for the author’s earlier fieldwork in the same geographic area, including concerns about the accuracy or lack of detail of some Web sources, difficulties identifying effective search terms, and barriers posed by Internet filters. Additional research is needed to determine whether students experience the same difficulties when searching for information to meet personal needs and interests as they do when they are searching for information at the behest of a teacher.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals JIGSAW II: An Effective Strategy to Develop Reading Comprehension Among School Children

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 30-33
Author(s):  
Sindhu Thamban
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching Method ◽  
Group Discussion ◽  
School Students ◽  
Team Members ◽  
Learning Techniques ◽  
Wide Range ◽  
Significant Difference

The Jigsaw II, one form of Cooperative learning techniques is an efficient strategy to use in a language classroom. The basic activities include 1) Reading with team members 2) Expert group discussion 3) Team members report 4) Test 5) Team recognition. The jigsaw II strategy is easyto implement and works well with a wide range of students.Previous researches related to Jigsaw II shows that it is more powerful and effective and appropriate in situations where learning is from text based materials. Reviews related to the strategy shows that no researches have been carried out to develop the reading comprehension of the high school students, particularly in the Indian context. Hence through this paper an attempt has been made by the researcher to check the effectiveness of Jigsaw II in developing the reading comprehension of High school students.The study statistically revealed that there is significant difference in the reading comprehension achievement of the students who were taught by using the traditional method and to those taught by using the Jigsaw II strategy. In accordance with the qualitative and quantitative findings attained it was found that Jigsaw II was found to be more effective than the traditional teaching method in developing the reading comprehension of high school students.

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