Correlation between the Management of Necessary Learning Skills in the 21st Century and the Learning Skills of the Secondary School Students in Thailand

2018 ◽  
Author(s):  
Vichian Puncreobutr ◽  
Malee Dhamasiri ◽  
Nongnuch Suwanaruji ◽  
Hemant Kumar Singh
Keyword(s):  
Secondary School ◽  
21St Century ◽  
Secondary School Students ◽  
School Students ◽  
Learning Skills

scholarly journals 21st CENTURY TEACHING AND LEARNING STRATEGIES OF ARABIC LANGUAGE AMONG UPSI’S TRAINEE TEACHER IN SECONDARY SCHOOL

2020 ◽  
Vol 2 (5) ◽  
pp. 09-18
Author(s):  
Zarima Zakaria ◽  
Tuan Husna Aisya Tuan Hussin
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
21St Century ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Arabic Language ◽  
School Students ◽  
21St Century Education ◽  
Trainee Teachers

21st Century Education is a student-centered learning process. There are several elements applied, namely communication, collaboration, critical thinking, creativity, and the application of pure and ethical values. These elements are also referred to as the standard in PAK-21. But this PAK-21 is something new and ludicrous to apply. The study was conducted to find out the problems faced by the Arabic language teachers during the teaching practice at school. Further, this study was also conducted to analyze the 21st Century Education method and its effects on secondary school students' interest in learning Arabic in there. The respondents of this study were that two trainee teachers have been selected from the Bachelor of Arabic Language with Education at Sultan Idris Education University 2018/2019. This study is qualitative, and data collected through interviews. The results show that UPSI trainee teachers use 21st Century Education electronically and tools learning during teaching practice. In addition, the achievement and interest of secondary school students in Arabic subjects also increased after the trainee teacher applied 21st Century Education.

scholarly journals THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT

2016 ◽  
Vol 15 (3) ◽  
pp. 312-324
Author(s):  
Şenol Şen
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
School Students ◽  
Learning Skills ◽  
Environment Management ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Effort Regulation ◽  
Approach Goals

Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students’ task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students’ time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management. Key words: chemistry achievement, direct and indirect effects, self-regulated learning skills, secondary school students, path model.

Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen

2021 ◽  
Vol 11 (21) ◽  
pp. 69-87
Author(s):  
Abdulghani Ahmed Ali Alhawri ◽  
Abduiwasea Ali Naji Alqudsi
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Secondary School ◽  
21St Century ◽  
21St Century Skills ◽  
Secondary School Students ◽  
School Students ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
The Republic

This research study aimed to identify the twenty-first century skills needed by secondary school students in the Republic of Yemen as well as the teacher's role in developing these skills among students. The study used the descriptive method, and administered  a questionnaire to a random sample of (367) students.  The research came out with a list of the 21st century skills needed for high school students. The study findings revealed that there is a disparity in the teacher's role played in developing those skills.  While teacher's role in developing the skill of cooperation and effective communication received the highest mean, developing the skill of critical thinking, and the skill of the digital age scored the lowest mean. In addition, the results revealed that there were statistically significant differences in students' responses attributed to the gender variable on the skill of critical thinking in favor of males, and on leadership skills and decision making skills in favor of females. In light of these results, it was recommended that colleges of education and teacher preparation institutes should pay more attention to preparing their teachers in a manner consistent with the skills of the 21st  century, particularly critical thinking skills and digital skills. Schools should also be provided with technological facilities, and the curriculum should include 21st skills as well as teachers' roles in developing such skills. Keywords: role, teacher, skills, 21st century.

scholarly journals Students’ social studies-oriented academic risk-taking behaviours and autonomous learning skills

2019 ◽  
Vol 14 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Cigdem Aldan Karademir ◽  
Aysun Akgul
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Risk Taking ◽  
Secondary School Students ◽  
Personal Information ◽  
Parental Attitudes ◽  
Autonomous Learning ◽  
School Students ◽  
Academic Risk ◽  
Learning Skills

The learning process, defined as behaviour change, does not only involve learning; the individual is also expected to take an active role in this process and an academic risk in uncertain situations. In this study, descriptive survey model was utilised. Participants were secondary school students (11–13 years) from Turkey. ‘Social Studies-Oriented Academic Risk Taking Scale’, ‘Autonomous Learning Scale’ and personal information form were used for data collection tools. Students’ social studies-oriented academic risk taking levels and autonomous learning levels were determined. The results show a moderate-level correlation between autonomous learning skills and academic risk-taking behaviours. The results also indicate that there is a difference in favour of female students, parental attitudes have no effect on autonomous learning and maternal attitude is effective only in the ‘Avoiding Academic Risks’ sub dimension. The students who perceive themselves to be successful take more academic risks and have more efficient autonomous learning skills. Keywords: Academic risk, academic risk-taking behaviour, autonomous learning skills, secondary school students.

scholarly journals From Personal Experiences of Transformative Learning on Educational Challenges and Reforms in Secondary School in China

2021 ◽  
Vol 9 (3) ◽  
pp. 33-40
Author(s):  
Wei Zhang ◽  
Tetyana Koshmanova
Keyword(s):  
Secondary School ◽  
Transformative Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Secondary School Students ◽  
School Principals ◽  
Educational Inequality ◽  
School Principal ◽  
Future Research ◽  
School Students

Educational policy generating 21st-century skills is accelerating, but Chinese education still employs traditional teaching such as memorizing and test-based instructional practices. The pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal, intrapersonal skills, and the penetration of educational core values into secondary schools internationally, which is weak. This article aims to navigate the secondary school challenges and proposed reforms through analyzing the over 20 years of the author's experience. Findings show that high stakes cause teachers, school principals, parents, and students to disincentivize deeper learning. The exam-oriented teaching and learning approach causes students who might obtain a high score but lower functional performance. Parents' high hopes cause educational inequality and restrict students to develop their skills. Worse, the school principal utilized the power and authority in leading school development and evaluated teachers' performance based on students' test scores that force teachers to demand students to complete the mock practices and test. Because of test-based accountability, the study suggested that secondary school in China necessitates to abolish the "Gaokao" system instead of using a whole-personal assessment. The school leadership needs to shift from bureaucratic management to transformational, Junzi, and adaptive leadership. School principals advocate parents' commitment and deliver a quality of education to secondary school students. Therefore, future research explores how the "Gaokao" system causes inequality and impacts 21st-century skills for secondary school students' academic, emotional, and behavioral development through a comparative mixed research design.

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