scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

scholarly journals Impact of Cognitive Restructuring and Token Economy Techniques on Truancy Reduction among Secondary School Students in Lagos State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 21-32
Author(s):  
Afolasade Airat Sulaiman ◽  
Stella Ihuoma Uhuegbu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Cognitive Restructuring ◽  
Token Economy ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Lagos State ◽  
The Impact

This study examined the impact of cognitive restructuring and token economy techniques on the reduction of truancy among secondary school students in Lagos State, Nigeria. The study adopted a pre-test, post-test, control group design with a multistage sampling technique as the sampling method. Judgmental sampling technique was used to select two from the six Education Districts in Lagos State, simple random sampling technique was adopted to select six schools; three schools from each of the two Education Districts and 170 truants out of the 216 randomly selected based on the class attendance register completed the study. Truancy Behaviour Questionnaire (TBQ) with a reliability index of .87 was the instrument for the study. Data were analysed and presented with descriptive and ANOVA statistics at .05 level of significance. Findings showed that the two techniques were effective for the reduction of truancy but the token economy technique had a better effect. Sex had no significant effect on the reduction of truancy but females play truants more than males. Based on the findings, the token economy therapy was recommended as an ideal technique for counselling and guiding students against truancy.

scholarly journals Impact of Instructional Scaffolding Approach on Secondary School Students Achievement in Mathematics

2020 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Nwoke Bright Ihechukwu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Traditional Approach ◽  
Analysis Of Covariance ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Instructional Scaffolding ◽  
Achievement In Mathematics ◽  
The Impact

The study investigated the impact of instructional scaffolding approach on secondary school students’ achievement in Mathematics. The study was carried out in Owerri Municipal Council of Imo State. The study was a quasi-experimental research type adopting the pre-test post test non equivalent control design in carrying out the study. A sample of 237 senior secondary school II (SS II) students consisting of 81 males and 156 females was used for the study. The instrument for data collection was a researcher made 30 items objective test questions titled “Mathematics Achievement Test (MAT)”. The instrument had reliability coefficient of 0.85 determined using Kuder Richardson 20 formula  (KR20). The experiment group was taught mathematics using instructional scaffolding approach while the control group was taught using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that instructional scaffolding is effective in enhancing secondary school students’ achievement in mathematics and minimized gender bias. Based on the result it was recommended that mathematics teachers at secondary school level should apply instructional scaffolding approach in teaching to enhance students’ achievement.

scholarly journals The Impact of Digital Education Tools on the Well-being of Secondary School Students

2020 ◽  
pp. 20-25
Author(s):  
NO Berezina ◽  
MI Stepanova
Keyword(s):  
Secondary School ◽  
Sleep Disturbances ◽  
Secondary School Students ◽  
Leisure Activities ◽  
Well Being ◽  
Subjective Health ◽  
Safety Skills ◽  
School Students ◽  
Digital Devices ◽  
The Impact

Background: The relevance of scientific research on the impact of digital devices on the well-being of schoolchildren is proved by high prevalence rates of school-related diseases in secondary school students. Our objective was to study various aspects of schoolchildren's vital activities associated with the use of digital devices and to assess their influence on the well-being of teenagers. Materials and methods: In 2019, we conducted an anonymous questionnaire- based survey of 121 sixth to ninth graders (13–15 years of age) of a Moscow school. Results: In 70.0% of the teenagers, a long-term use of digital devices was accompanied by various subjective health complaints including visual disturbances, musculoskeletal disorders attributed to excessive static loads, and nervous system disorders caused by information overload. We observed significant changes in life activities of the respondents: up to 39.0% reported going to bed after midnight and almost 70.0% reported sleeping less than 8 hours; we also noted a general decrease in the amount of time spent outdoors. Less than 32% of the school teens observed the rules of a safe use of digital devices. Conclusions: Two and more hours of using a tablet or a laptop on school days were typical of 39.0%–47.0% of the teenagers while on weekends the rate of those using the laptop more than 4 hours daily increased by 3.6 times. More than half of adolescents (up to 55.7%) reported four or more hours of a smartphone use daily. Sleep disturbances were more frequent among smartphone than in personal computer users (31.7% against 17.0%, p<0.05). Our findings indicate the necessity to pay serious attention to organization of rational leisure activities of adolescents and availability of various attractive forms of physical activity in order to reduce risks of health disorders. Development of sustainable safety skills and culture of the digital device use at school and at home remains relevant among schoolchildren.

scholarly journals Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students

2021 ◽  
Vol 13 (2) ◽  
pp. 606
Author(s):  
Maja Batez ◽  
Tanja Petrušič ◽  
Špela Bogataj ◽  
Nebojša Trajković
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Repeated Measures ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Teaching Games For Understanding ◽  
Repeated Measures Analysis ◽  
The Impact ◽  
Forearm Passing

This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjoyment questionnaire was used the first and the last week of intervention. Results from repeated measures analysis of variance (ANOVA) showed a significant interaction for overhead passing (F 1, 58 = 5.273, p = 0.025, Partial ƞ2 = 0.083) and forearm passing (F 1, 58 = 4.641, p = 0.035, Partial ƞ2 = 0.074). When examining the impact of TGfU program on service accuracy, there was a significant main effect for time (p < 0.01) with both groups improving their result after the six-weeks intervention (EXP-ES = 0.32, % change = 9.1% vs. CON-ES = 0.57, % change = 14.4%). There were no significant time or group x time effects for setting (p ˃ 0.05). The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05). The findings show the effectiveness of the TGfU model of short duration (12 lessons) in an educational context to improve volleyball skills. We also highlight the importance of enjoyment during these classes compared to traditional physical education classes.

scholarly journals The impact of teaching the circle unit to the students of the first grade secondary using blending learning through discovery and e-learning strategy on academic achievement: أثر تدريس وحدة الدائرة لطلاب الصف الأول الثانوي باستخدام استراتيجية الدمج بين التعلم بالإكتشاف والتعلم الإلكتروني على التحصيل الدراسي

2016 ◽  
Vol 2 (7) ◽  
Author(s):  
Hussain Ismail Mohamed El Sayed
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Statistical Treatment ◽  
First Grade ◽  
Control Group ◽  
First Year ◽  
School Students ◽  
The Impact ◽  
Experimental Group

Aim: To assess the extent of the students' learning of the circle unit when being taught through a strategy blending learning through discovery and learning attained electronically. Study Methodology: The study followed the quasi- experimental method, which is based upon the design of two groups: an experimental and an equivalent control group, with the application of the pre- and post-measurements to verify the validity of the hypotheses with the aim of reaching a comprehensive understanding of the extent of impact a teaching strategy based upon blending learning through discovery and learning attained electronically might have on the achievement of the students' learning of the circle unit. Study Population: They were the first-year secondary school students officially registered for the year 1432/33 H. at the Gunfuthah Governorate. Study Sample: Consisted of Ibn Majah first – year secondary school students at Guz center, Al-Gunfutha Governorate, for the school year 1432/33 H, and numbering (51) students in all: (24) were in the control group studying according to the traditional method; and (27) in the experimental group which had been taught following the teaching strategy of blending learning through discovery and learning electronically in their learning of the circle unit. Study Tools: 1. An achievement test measuring learning at Bloom's first two levels: Recall and Comprehension. 2. The statistical treatment was performed using the Statistical Package for Social Sciences (SPSS). Used Statistical Techniques: t- test for comparing the mean scores of the achievements of the experimental group students (who learned the circle unit according to the investigated teaching strategy) and the control group students (who had been taught the circle unit traditionally); Cronbach alpha index for reliability; Levine test to ensure variance homogeneity; and holist agreement equation. Most Important Results: There were statistically significant differences at the level (0.001) between the experimental and control groups in behalf of the experimental students who learned the circle unit according to a teaching strategy based on blending learning earned through discovery and learning gained electronically in respect of (1) total achievement (2) achievement of the Recall Level and (3) achievement of the Comprehension Level. Important Recommendations: • Stressing the need to employ the teaching strategy of blending learning through discovery and learning through electronic devices when teaching the circle unit, in place of the conventional method of instruction. • Training mathematics teachers in designing computer software conducive to the implementation of the strategy of blending learning by discovery with learning gained electronically when teaching mathematics subject. • Working to restructure and reformulate the contents of present mathematics subject in line with modern instructional technology with the purpose of materializing mathematical concepts making them more stimulating and motivating for self-learning.

scholarly journals The Impact of Using Cell Phones on the Pronunciation of English Consonant Clusters among Saudi Female Secondary School Students

2021 ◽  
Vol 15 (21) ◽  
pp. 158
Author(s):  
Shrowg Alhomaidhi
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Cell Phones ◽  
Control Group ◽  
Consonant Clusters ◽  
School Students ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

<p class="0abstract">This research attempts to find out the impact of using cellphones on the students’ pronunciation with an emphasis on consonant clusters. The sample of the study was 40 female secondary school students divided into two groups control and experimental. The study attempted to answer one question: <span lang="EN-IE">Will the use of pronunciation videos on cell phones help to improve Saudi female secondary students' pronunciation of English consonant clusters occurring in the onset position? To achieve this, the researcher conducted a pre-test and a post-test to test students’ pronunciation of selected vocabulary from the English Inventory of consonant clusters. After the pre-test, the experimental group used video to practice these sounds while the control group practiced that in traditional classes. The findings showed that both groups improved. However, the excremental group, having utilised cell phone videos, made significant improvement by 7.05% in the correct production of consonant clusters.</span></p>

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

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