Supplementing the Graphing Curriculum

1992 ◽  
Vol 85 (5) ◽  
pp. 336-341
Author(s):  
Calvin Piston
Keyword(s):  
Secondary School ◽  
School Level ◽  
Traditional Curriculum ◽  
Graphical Data ◽  
Secondary School Level ◽  
Full Power ◽  
University Level ◽  
The University ◽  
Nonstandard Problem

Most students, both at the secondary school level and the university level, have a great deal of trouble understanding graphs. Even many of the best students seem to have inadequate intuition and understanding when confronted with a nonstandard problem involving interpretation of data represented graphically (see, e.g., Monk [1988]). Students need improved skill in interpretation of graphical data to respond better to information that assails them daily, both outside and inside the classroom. This article presents some suggestions for supplementing the traditional curriculum that serve to help develop the full power of graphs.

scholarly journals The use of electronic voting systems to engage students in outreach activities

2016 ◽  
pp. 27-29
Author(s):  
Gan Niyadurupola
Keyword(s):  
Secondary School ◽  
Age Groups ◽  
School Level ◽  
Electronic Voting ◽  
Voting Systems ◽  
Difficult Question ◽  
Secondary School Level ◽  
The University ◽  
New Generation ◽  
Primary And Secondary School

This paper discusses the use of electronic voting systems specifically in a range of outreach contexts. The Department of Chemistry at the University of Reading and the School of Chemistry at the University of Southampton are actively involved in delivering outreach activities at primary and secondary school level with a view to inspiring a new generation of budding chemists. Voting systems are successful in engaging students across all age groups as demonstrated by our experiences with youngsters aged 4 to 18. They are especially effective at breaking down the barriers of non communication thrown up by students when faced with a difficult question and encouraging the participation of even the most reticent teenager.

Prior Academic Performance and Passing Professional Accounting Examinations: Empirical Evidence from Malaysia

2017 ◽  
Vol 2 (2) ◽  
pp. 01-08
Author(s):  
Puteh Mariam Ismail ◽  
Nor Farizal Mohammed ◽  
Mahfuzah Ahmad ◽  
Normahiran Yatim
Keyword(s):  
Secondary School ◽  
School Performance ◽  
Jel Classification ◽  
Accounting Education ◽  
School Level ◽  
Accounting Courses ◽  
Secondary School Level ◽  
The University ◽  
Students Success ◽  
The Relationship

Objective - The purpose of this research is to examine the relationship between prior academic performances at the secondary school level with passing professional accounting examinations. Methodology/Technique - Data for this research was extracted from the database of the Department of Professional Accounting Studies, Faculty of Accountancy, Universiti Teknologi MARA. University Teknologi MARA or UiTM is the only local university offering professional accounting courses by the Association of Chartered Certified Accountants (ACCA) and is a Platinum Approved Learning Partner with ACCA. Data was extracted on the students' success in completing ACCA, together with results of the secondary school examination Sijil Pelajaran Malaysia (SPM). The population used in this study included students who had either successfully completed or did not complete their professional studies at the university. The sample consisted of 780 students, of which 400 had not successfully graduated and 380 had successfully graduated. Data from 780 students were used for the statistical analysis. Findings - The study found that for successfully completion of professional accounting examinations, receiving distinction in Additional Mathematics during SPM, scoring a maximum number of A's, and starting from the science stream were highly significant. Novelty - This research is significant as it contributes to the literature on professional accounting education. It may be used to review prerequisites for entering professional accounting courses, which would help increase the number of professional accountants in Malaysia. Type of Paper: Empirical Keywords: Professional Accounting Qualifications; Success; Secondary School Performance; Examinations; English; Mathematics; Science; Malaysia JEL Classification: M30, M31, M41.

scholarly journals Relevance of Kenya secondary school chemistry instruction in preparation of students pursuing chemistry at university level

2015 ◽  
Vol 3 (12) ◽  
pp. 55-64 ◽  
Author(s):  
Dr. Mercy Wanja Njagi ◽  
Edward Njagi Silas
Keyword(s):  
Secondary School ◽  
School Level ◽  
Student Preparation ◽  
Descriptive Research ◽  
Chemistry Instruction ◽  
Secondary School Level ◽  
University Level ◽  
Fitting In ◽  
Composition Properties ◽  
And Behavior

Chemistry is one of the most important branches of science and its knowledge is necessary in the understanding of composition, properties and behavior changes of matter that form the environment around us. Chemistry is highly important in modern societies because of its requirement as a prerequisite to the study of many other science oriented courses such as medicine, engineering and pharmacy. Due to the significance of chemistry, there is need for students to be academically prepared at secondary school level for higher level pursuits. Chemistry as a subject in Kenya is introduced to learners at secondary school level. The purpose of the study was to explore the relevance of secondary school chemistry instruction in preparation of students pursuing chemistry at university level. The study sought to determine whether secondary school background, learning environmental experiences and pedagogical experiences are in accordant to preparation of students pursuing chemistry at the higher level. The study employed descriptive research design and data was obtained using questionnaire. The subjects of study were second year students taking chemistry courses as a main subject. The research was carried out in selected universities in Kenya. Descriptive statistics such as frequencies and percentages were used for data analysis. Results indicated that students find secondary school chemistry relevant in the courses they are pursuing but proper coverage of syllabus, more practicals and more projects would make it more relevant and appropriate. The findings of the study may provide insight to chemistry educators to refocus student preparation in secondary schools and equip them with knowledge and skills necessary to help them solve problems in everyday life rather than passing exams and fitting in prestigious careers.

Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Hanifah Nurus Sopiany
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Good Reason ◽  
School Level ◽  
Real Analysis ◽  
Reasoning Ability ◽  
School Students ◽  
Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis  vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya.   Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

scholarly journals Simple and efficient modifications of well known techniques for reliable growth of high-quality crystals of small bioorganic molecules

2014 ◽  
Vol 47 (4) ◽  
pp. 1435-1442 ◽  
Author(s):  
Denis A. Rychkov ◽  
Sergey G. Arkhipov ◽  
Elena V. Boldyreva
Keyword(s):  
Amino Acids ◽  
Secondary School ◽  
Organic Molecules ◽  
Poor Quality ◽  
Chemical Degradation ◽  
School Level ◽  
Chemistry Curriculum ◽  
High Quality ◽  
Small Organic Molecules ◽  
Secondary School Level

A number of modifications to traditional techniques are suggested in order to overcome problems that frequently arise when growing crystals from solution. These improvements, and their combination, help to avoid problems such as poor nucleation, the spontaneous precipitation of many poor-quality small powder-like crystals, crystals adhering to the crystallization vessel or to each other, and chemical degradation of the solution. The proposed techniques can be used to crystallize desirable metastable polymorphs reliably. None of the suggested methods demands the usage of any special or expensive equipment, or specific skills, and they can be implemented in the chemistry curriculum even at secondary school level. Examples are given for the crystallization of small organic molecules such as carboxylic acids, amino acids, pharmaceuticals etc., but the same techniques are applicable to other classes of compound.

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

2011 ◽  
Vol 113 (3) ◽  
pp. 529-560 ◽  
Author(s):  
Jianzhong Xu
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Emotion Management ◽  
School Level ◽  
Individual Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Class Level ◽  
Secondary School Level ◽  
Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

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