The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher support

2011 ◽  
Author(s):  
Pak-ho Wong
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Teacher Support ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Perceived Teacher Support

scholarly journals Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

2013 ◽  
Vol 9 (4) ◽  
pp. 397-406 ◽  
Author(s):  
Smitta Waitshega Tefo Moalosi
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Classroom Management ◽  
Student Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teaching Activities ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Enhance Student Learning

Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.

What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys

2021 ◽  
pp. 49-64
Author(s):  
Graeme Miller
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Home Environment ◽  
Common Factor ◽  
Educational Practice ◽  
Structured Interviews ◽  
Academically Talented ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Year

This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.

scholarly journals Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa

2002 ◽  
Vol 7 (3) ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Hiv Risk ◽  
Full Text ◽  
Secondary School Students ◽  
Northern Province ◽  
School Students ◽  
Factors Affecting ◽  
Junior Secondary School ◽  
Junior Secondary

The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa. Opsomming Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

scholarly journals Respect for Nature of Alas Kobong Folklore in Pacitan Regency and Relevance to Learning Literature in SMP Adiwiyata (Ecocriticism Studies)

2019 ◽  
Vol 2 (3) ◽  
pp. 488-492
Author(s):  
Latifah Mutiara Sari ◽  
Sarwaji Surwandi ◽  
Sahid Teguh Widodo
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Literary Theory ◽  
Data Sources ◽  
Interactive Approach ◽  
Analysis Techniques ◽  
Junior Secondary School ◽  
Moral Principles ◽  
Junior Secondary ◽  
Field Notes

This study aims to interpret ekokritik literary theory by expressing the value of environmental wisdom focused on respect for nature of fo Alas Kobong Folklore in Pacitan Regency. Ekokritik literature to examine the application of this folklore is through data classification based on the moral principles of environmental wisdom focused on respect for nature. The shape of this research is descriptive qualitative with an interactive approach to data sources transcript of interviews about Alas Kobong folklore of participants in Pacitan Regency. Data were collected through interviews, observation, documentation, field notes and transcriptions. There are three aspects of data analysis techniques, namely the description, analysis, and interpretation. The results of this study found five data contained in a respectful attitude towards nature which is included in the value of environmental wisdom of  Alas Kobong folklore in Pacitan Regency. In addition, the folklore of Alas Kobong can also implies learning literature junior secondary school Adiwiyata curriculum.

scholarly journals How Indonesian Students Use the Polya’s General Problem Solving Steps

2018 ◽  
Vol 8 (1) ◽  
pp. 39-48
Author(s):  
Hari Pratikno ◽  
Endah Retnowati
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Secondary School ◽  
General Problem ◽  
High Ability ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Mathematical Problems ◽  
Low Ability

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.

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