scholarly journals INVESTIGATION OF THE DEVELOPMENT OF CREATIVITY IN SECONDARY SCHOOL CHILDREN: A FOUR-YEAR LONGITUDINAL STUDY

2020 ◽  
Vol 13 (2) ◽  
pp. 563-584
Author(s):  
Güneş Sali
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Children ◽  
Creative Thinking ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Seventh Grade ◽  
Early Closure ◽  
The Difference

In this study, which is planned to observe the advancement of creativity in secondary school children in the sixth, seventh and eighth classes starting from the fifth class, the relational scanning model which is one of the describe approachs was used. This is as well lengthwise research. The population of the study contained of children attending the first grade of secondary schools in Yozgat (Turkey) city center in 2015–2016 academic year. The sample of the study contained of 154 children (78 girls, 76 boys) attending two fifth grade branches in three secondary schools selected from these secondary schools. In the sixth grade, the number of samples decreased to 147 (72 females, 75 males), 137 in the seventh grade (68 females, 69 males) and 132 (65 females, 67 males) in the eighth grade. The analyzes were performed on data collected from 132 children in the eighth grade. General Information Form and Torrance Tests of Creative Thinking (Figure Form A and Form B) were used as data collection tools. In the analysis of the data, descriptive statistics, frequency, analysis of variance for rehearced measurements and T-Test for unrelated measurements were performed. Hence of the study, it was seen that the creative thinking scores of the children in the fifth, sixth, seventh and eighth classes differed in all sub-dimension scores and total creativity scores. In the fluency sub-dimension, the scores obtained in the fifth grade and sixth, seventh and eighth classes differed in favor of the sixth, seventh and eighth classes, respectively. In the sixth grade, the difference between the scores received in the seventh and eighth classes advantage of the scores obtained in the seventh and eighth classes, respectively. Moreover, the difference between the scores obtained in the seventh class and the scores taken in the eighth class were found advantage of the scores obtained in the eighth grade. In the sub-dimension of originality, there was a difference between the scores obtained in the fifth grade and the scores obtained in the seventh and eighth classes, respectively, in favor of the scores obtained in the seventh and eighth grades. It was found that there was a differentiation between the scores obtained in the seventh grade, and the scores obtained in the eighth grade in the seventh and eighth classes, respectively. It is seen that there is a statistically significant difference between the scores obtained in the fifth, sixth and eighth grades in the abstraction of headings advantage of the scores obtained in the seventh grade. In the enrichment sub-dimension, it was found that the scores obtained in the fifth and sixth grades differed significantly from the scores obtained in the eighth grade in favor of the scores obtained in the fifth and sixth grades. In the sub-dimension of resistance to early closure, it was observed that there was a difference between the scores obtained in the fifth, sixth and eighth grades and the scores obtained in the seventh grade advantage of the scores obtained in the seventh grade. In the total creativity scores, there was a difference between the scores obtained in the fifth grade and the scores obtained in the sixth class advantage of the ratings obtained in the sixth grade. It was determined that the scores obtained in the fifth sixth and eighth grades differed significantly advantage of the scores obtained in the seventh class (p <.05). It was determined that the total creativity rating of the children participator in the survey in the sixth class and the early closure resistance subscale scores obtained in the eighth grade differed according to gender (p <.05).

THE GROWTH OF IQ AMONG ESTONIAN SCHOOLCHILDREN FROM AGES 7 TO 19

2004 ◽  
Vol 36 (6) ◽  
pp. 735-740 ◽  
Author(s):  
HELLE PULLMANN ◽  
JÜRI ALLIK ◽  
RICHARD LYNN
Keyword(s):  
Secondary School ◽  
School Children ◽  
Growth Pattern ◽  
Representative Sample ◽  
Sampling Error ◽  
First Grade ◽  
Maturation Process ◽  
Different Populations ◽  
The Mean ◽  
The Difference

The Standard Progressive Matrices test was standardized in Estonia on a representative sample of 4874 schoolchildren aged from 7 to 19 years. When the IQ of Estonian children was expressed in relation to British and Icelandic norms, both demonstrated a similar sigmoid relationship. The youngest Estonian group scored higher than the British and Icelandic norms: after first grade, the score fell below 100 and remained lower until age 12, and after that age it increased above the mean level of these two comparison countries. The difference between the junior school children and the secondary school children may be due to schooling, sampling error or different trajectories of intellectual maturation in different populations. Systematic differences in the growth pattern suggest that the development of intellectual capacities proceeds at different rates and the maturation process can take longer in some populations than in others.

The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

scholarly journals The Difference of Cardiovascular Endurance between Soccer Players and Handball Players

2019 ◽  
Vol 6 (3) ◽  
pp. 5341-5346
Author(s):  
Dr. Syed Kamaruzaman Syed Ali
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
T Test ◽  
Soccer Players ◽  
Cardiovascular Endurance ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Difference ◽  
Run Test

The purpose of this study was to investigate the difference of cardiovascular endurance between secondary school soccer players and handball players. The study adopted ex-post facto design. The subjects were selected among soccer and handball players at one of the secondary schools. A total of 60 subjects were selected, 30 soccer players and 30 handball players. All subjects aged between 13 and 15 years old. The test used to test cardiovascular endurance was 12 minute Cooper Run Test. T-test was used to determine whether there is a significant difference between the cardiovascular endurance of the soccer players and handball players. The results of the study showed that there was no significant difference t(-1.65)=58, P>0.05 between soccer players (M = 2235; SD = 180.44) and handball players (M = 2307.83; SD = 160.19). Although there was no significant difference, the players from both teams still have good cardiovascular endurance fitness.

Relations between Creativity and Intelligence among Malaysian Pupils

1994 ◽  
Vol 79 (2) ◽  
pp. 739-742 ◽  
Author(s):  
Leonard M. S. Yong
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Empirical Study ◽  
Creative Thinking ◽  
Intelligence Test ◽  
Kuala Lumpur ◽  
Language Version ◽  
Verbal Form ◽  
Suburban Areas ◽  
Verbal Creativity

This paper describes an empirical study of the relation between creativity and intelligence of 397 Malaysian secondary school pupils. The Torrance Tests of Creative Thinking, Figural Form A and Verbal Form A (Malay Language version), and the Cattell Culture Fair Intelligence Test were administered to 181 boys and 216 girls from five secondary schools located in the urban and suburban areas of Kuala Lumpur and Petaling Jaya in Malaysia. Analysis indicated that scores on verbal creativity were related to intelligence while those on figural creativity were not.

scholarly journals Właściwości układu oddechowego młodzieży warszawskiej a zanieczyszczenie środowiska

2009 ◽  
Vol 7 (1) ◽  
pp. 49-56
Author(s):  
Dorota Strzyżewska
Keyword(s):  
Air Pollution ◽  
Secondary School ◽  
Detailed Analysis ◽  
School Children ◽  
Body Height ◽  
Physical Development ◽  
Body Build ◽  
Respiratory Parameters ◽  
Z Scores ◽  
The Difference

This work presents studies on secondary school children inhabiting two regions of Warsaw: Śródmieście (Central part) and Międzylesie (East part). These two locations significantly differ according to air pollution, which is much higher in Śródmieście than in Międzylesie. the sample consist of 219 boys and 225 girls aged 13-16 years. The main aim of this work concerns the evaluation of physical development (body height and weight, BMI and chest circumference, Marty index – chest circ./height) and respiratory parameters (VC, Ziemssen index – VC/height, MV, FEV1 RR, TV, IRV, ERV, Ap) of studied children depending on the place of residence. The data were presented in “z” scores and the difference was calculated using t-test for independent samples. The results show that there were not significant differences in body build as well as in most respiratory functions between children from the Central and East parts of Warsaw. The significant differences were found for IRV and Ap which were greater in children from Śródmieście and for TV and MV which were greater in girls from Międzylesie. The more detailed analysis of these studies, including data concerning living conditions of studied children and smoking habits within their families is under preparation.

scholarly journals Remedial Teaching Practices in Secondary Schools of Northern Samar

2014 ◽  
Vol 1 ◽  
pp. 78-83
Author(s):  
Jeselle S. Aquino
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Remedial Teaching ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

scholarly journals Examining secondary students’ perceptions of the technology-based learning and teaching in science courses

2020 ◽  
Vol 12 (2) ◽  
pp. 71-83
Author(s):  
Tufan Inaltekin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Science Teachers ◽  
Secondary School Students ◽  
Eighth Grade ◽  
Technological Systems ◽  
School Students ◽  
Learning And Teaching ◽  
Science Courses ◽  
Smart Boards

The aim of this research is to examine the perceptions of technology-based learning and teaching in the science courses of secondary school students. This research sample is made up of 396 students studying in the eighth grade of seven secondary schools in the center of Kars, Turkey. This research includes a case study design. As a data collection tool, an important technical drawing is used in the literature of science education to reveal the mental approaches of individuals against facts and events. Data are analysed through drawing analysis. This research reveals three key conclusions. First, it is understood that the perception of students in the eighth grade of secondary schools for the use of technology in existing science courses is largely composed of smart boards. Second, it is understood that the technological systems that students demand in science courses should be designed specifically in a way that they can use independently. Third, it has shown that smart boards among the technological systems are largely in the grip of science teachers, but students are not able to use these technological systems adequately in the courses. Keywords: Science courses, secondary school students, technology-based teaching, drawing analysis.

scholarly journals Attitudes of Lithuanian Secondary School Children Toward Addictive Behaviors, Their Promoting and Preventive Factors with Regard to the Age

Medicina ◽  
2011 ◽  
Vol 47 (2) ◽  
pp. 16
Author(s):  
Darius Leskauskas ◽  
Rima Gudaitytė ◽  
Inga Kiudulaitė ◽  
Virginija Adomaitienė
Keyword(s):  
Mass Media ◽  
Secondary School ◽  
Secondary Schools ◽  
School Children ◽  
Addictive Behavior ◽  
Alcoholic Beverages ◽  
Addictive Behaviors ◽  
Computer Gaming ◽  
12Th Grade ◽  
Significant Difference

The aim of this study was to evaluate the attitudes of Lithuanian secondary school children toward addictive behaviors, their promoting and preventive factors with regard to the age. Material and Methods. The study sample consisted of all 5th-, 9th-, and 12th-grade schoolchildren of 6 secondary schools in Kaunas and Šakiai (N=856). Schoolchildren were surveyed with a questionnaire consisting of the questions about their attitudes and experience regarding addictive behaviors and factors promoting and preventing such behaviors. Results. Smoking (82.8%), use of illegal drugs (81.0%), and consumption of strong alcoholic beverages (80.6%) were most often indicated as addictive behaviors. Consumption of light alcoholic beverages and computer gaming were least often indicated as addictive behaviors: by 67.2% and 57.1% of respondents, respectively. Less than one-third (32.7%) of respondents answered that they had one or more of potentially addictive behaviors: computer gaming (27.8%), consumption of light alcoholic beverages (24.6%), smoking (16.3%), and consumption of strong alcoholic beverages (12.1%). The most significant difference was observed between the answers of schoolchildren of 5th and 9th grades. Friends (38.4%), TV (37.9%), and Internet (24.6%) were most often mentioned as influencing a wish to try and abstain from addictive behaviors. Fear for one’s health (74.4%) and possible impediment for the life (71.4%) were the most frequently mentioned reasons for abstaining from addictive behaviors. Conclusions. Involvement in potentially addictive behaviors and acknowledgement of their risks were found to increase with the age of schoolchildren, most significantly from 5th to 9th grades. Consumption of light alcoholic beverages was the second most prevalent behavior among respondents, highly noticed in advertising, but least often acknowledged as addictive behavior. TV and Internet were most often mentioned by respondents as mass media influencing their wish to try or abstain from trying addictive behaviors. Reasons for abstaining from addictive behaviors differed with regard to the age but fears for health and life impediment were most prevalent in all grades.

scholarly journals Assessment for Secondary School Students’ Experiences in Using Tablet in Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Mohammed Elmetwali Mohammed Amer
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Language Skills ◽  
Thinking Skills ◽  
Learning Needs ◽  
School Students ◽  
Effective Learning ◽  
Egyptian Government

The Egyptian government integrated tablets in Egyptian secondary schools. Thus, the researcher aimed to explore the effectiveness of using tablet in Egyptian secondary schools from the students’ perspective. He aimed to explore that in order to assess students’ experiences in this regard. He selected a random sample consisting from 745 female and male secondary school students in Egypt. Those students were selected from three schools. Questionnaire forms were distributed to those students by hand. All the distributed forms were retrieved. However, 9 forms were excluded due to missing data. Thus, 736 questionnaire forms are valid for analysis. It was found that tablet serves as an effective learning method in Egyptian secondary schools. It was found that using tablet in classroom improves students’ creative thinking skills and makes teachers more creative. It was found that using tablet in classroom enriches students’ vocabulary, improves their language skills and increases their academic achievement in classroom. It was found that such use can meet the learning needs of various types of learners. The researcher recommends conducting studies about the challenges facing teachers in using tablets in classroom.

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