Zeitschriftenartikel: „Study and teaching (Secondary)“

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Beisenherz, Paul C., und Marylou Dantonio. „Preparing secondary teachers to study science teaching“. Journal of Science Teacher Education 2, Nr. 2 (Juni 1991): 40–44. http://dx.doi.org/10.1007/bf02962851.

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Kothawade, Dr Pravin Laxman. „Correlative Study of Teaching Effectiveness & Job Satisfaction of Higher Secondary School Teachers“. Indian Journal of Applied Research 4, Nr. 7 (01.10.2011): 116–18. http://dx.doi.org/10.15373/2249555x/july2014/35.

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3

Das, Sijila, und Nalinilatha M. „A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS“. International Journal of Research -GRANTHAALAYAH 5, Nr. 6 (30.06.2017): 508–13. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2063.

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The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

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Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali und Nor Aniza Ahmad. „The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools“. International Journal of Human Resource Studies 11, Nr. 4S (25.11.2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.

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This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.

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Kim, ShinYoung. „An Evaluation Study on Teaching Practicum in Secondary Schools“. Korean Society for Educational Evaluation 31, Nr. 4 (30.12.2018): 831–63. http://dx.doi.org/10.31158/jeev.2018.31.4.831.

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Bolden, Benjamin. „Teaching composing in secondary school: a case study analysis“. British Journal of Music Education 26, Nr. 2 (03.06.2009): 137–52. http://dx.doi.org/10.1017/s0265051709008407.

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This article reports a case study of an experienced teacher of composing working with secondary school students in a large urban centre in Ontario, Canada. Results suggest authentic assignments connect student composing to the ‘real world’, and so have meaning and life beyond the music classroom. Teachers can facilitate the development of theoretical music knowledge by supporting and enhancing the experiential learning that students accomplish on their own, through composing. Offering suggestions for change to compositions-in-progress, and cultivating a classroom ethos where students exchange this service amongst themselves, serves to enhance composing potential. By helping students infuse their work with personal knowledge, experiences, and interests, teachers can increase students’ meaningful involvement in classroom composing.

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SUGIYAMA, Sarina, und Yukinori UTSUMI. „Study on STEM Teaching Materials in Australian Secondary Schools“. Journal of Research in Science Education 63, Nr. 2 (30.11.2022): 311–22. http://dx.doi.org/10.11639/sjst.22005.

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8

Lu, Huanhuan, Yanxia Jiang und Hualin Bi. „MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT“. Journal of Baltic Science Education 19, Nr. 6 (05.12.2020): 972–88. http://dx.doi.org/10.33225/jbse/20.19.972.

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Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. Keywords: galvanic cells, modeling teaching, problem solving, proficiency level

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Kalita, Anju, und Kaberi Saha. „A Study on the Effectiveness of Teachers Teaching English in the Secondary Schools of Kamrup District“. Paripex - Indian Journal Of Research 2, Nr. 3 (15.01.2012): 76–77. http://dx.doi.org/10.15373/22501991/mar2013/28.

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Muhsen Al Harbi, Abdullah Abdul. „Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives“. English Language Teaching 10, Nr. 3 (02.02.2017): 26. http://dx.doi.org/10.5539/elt.v10n3p26.

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This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The results revealed that EFL textbook for Saudi secondary schools needs more development to be more effective in learning and teaching EFL. Clarity of the textbook objectives was one of teachers’ negative comments about the current textbook especially female teachers who disagreed that the objectives were treated effectively in the current course. The content of the textbook is not helpful in applying teaching theories and practices. In addition, the content of the textbook has no helpful tests or procedures to evaluate the achievement of the students effectively.

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Andreani, Wiwik, und Annisa Gendis Ayu Astrini. „Secondary School Students’ Perceptions of Grammar Teaching: A Case Study“. Advanced Science Letters 22, Nr. 5 (01.05.2016): 1745–48. http://dx.doi.org/10.1166/asl.2016.6757.

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12

Yeo, Robert. „Teaching Singaporean Literature in Secondary Schools: A Singapore Case Study“. Singapore Journal of Education 11, Nr. 2 (Januar 1991): 54–61. http://dx.doi.org/10.1080/02188799108547672.

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13

Dalnaik, Sagar Kumar. „A Study on Problems of Teachers in Teaching Mathematics at Higher Secondary Level of Mayurbhanj District, Odisha“. International Journal for Research in Applied Science and Engineering Technology, Nr. 12 (31.12.2022): 421–27. http://dx.doi.org/10.22214/ijraset.2022.47889.

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Abstract: The key objectives of the research work are to find the problems of teachers in teaching mathematics at higher secondary level. This study was administered on 120 mathematics teachers teaching in different higher secondary schools of Mayurbhanj district, Odisha, India. A self developed questionnaire was used to collect data from higher secondary school mathematics teacher to investigate the problems of teaching mathematics. The finding of the study emphasized that there is a significant difference between high and low experienced mathematics teachers’ attitude towards problems in teaching mathematics at higher secondary level. The outcome of research work revealed that there is no significant difference between male and female mathematics teacher’s attitude towards problems in teaching mathematics at higher secondary level. In addition to this, there is a significant difference in attitude among rural and urban mathematics teachers towards the problems in teaching mathematics at higher secondary level. Further, recommendations were given on the basis of obtained finding of the study.

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Nguyen, Thanh Dac, und Van Dinh Pham. „The teacher's competence in integrated teaching at secondary schools: A case study in Vietnam“. International Journal of ADVANCED AND APPLIED SCIENCES 8, Nr. 8 (August 2021): 113–17. http://dx.doi.org/10.21833/ijaas.2021.08.014.

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Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integrated teaching, and the implementation of integrated teaching of Natural Science subjects. The results revealed that the integrated teaching in integrated teaching of Natural Science subjects was highly trained and well-implemented by secondary school teachers. The educational curriculum assists students in discovering, investigating comprehensive solutions, and examining various aspects of problems.

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Nigam, Shivangi. „Study of teacher effectıveness of secondary school teachers ın relatıon to theır servıce stream and caste category“. E-methodology 5, Nr. 5 (23.04.2019): 72–78. http://dx.doi.org/10.15503/emet.v5i5.524.

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Aim. The present study tries to explore the teaching effectiveness of secondary school teachers with different caste categories and service streams. Methods. A representative sample of 240 teachers from the secondary schools of New Delhi was randomly selected. Teaching Effectiveness Scale by Kumar & Mutha (1974) was used to assess teaching effectiveness of the secondary school teachers. Results. The study revealed that there was no significant difference between teaching effectiveness of secondary school general category and reserved category teachers. Similar results were found for teachers with science and humanities as their service streams. Significant differences were also not found between the teaching effectiveness of general category secondary school teachers with science and humanities as their service streams. The results were similar among secondary school teachers from the reserved category and having science and humanities as service streams.

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Mondal, Dr Bhim Chandra. „The Effect of Computer Animation in the Teaching of Chemistry at Higher Secondary level: An Experimental Study“. Indian Journal of Applied Research 2, Nr. 1 (01.10.2011): 84–86. http://dx.doi.org/10.15373/2249555x/oct2012/29.

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Mutya, Romel, und Cristina Ramas. „Computer-Based Instruction in Teaching Secondary Biology“. International Journal of Science, Technology, Engineering and Mathematics 2, Nr. 3 (14.07.2022): 1–16. http://dx.doi.org/10.53378/352900.

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This study investigates the effectiveness of Computer-Based Instruction (CBI) in teaching Biology to 7th graders of a secondary night school in Cebu City, Philippines. A pretest and posttest quasi-experimental design with a control group was utilized to two groups of students, of which one was exposed to CBI and the other to the conventional lecture method (CLM). An Instructional Materials Motivation Survey (IMMS) was used to assess its motivational characteristics. Data gathered were analyzed using descriptive statistics, frequency count and percentage, mean and standard deviation, t-test. Findings revealed that both groups had Fairly Satisfactory performance in the pretest, which implies that the students had low knowledge on the topic. The study also found that both groups had significantly increased their performances from the pretests to the posttests, implying the essence of CLM and CBI use. Ultimately, the study revealed that the use of CBI is more effective than CLM, as seen in the enhanced students’ performance, signifying the effectiveness of the instruction using a computer in teaching Biology concepts. The students commended the CBI for being a user-friendly, autonomous, self-paced, and self-regulating instructional design that helped them enhance their performance in the least learned competencies. A contextualized CBI in Biology was crafted to serve as a guide for teachers and enable the students to pave the way for the mastery of the different competencies in Biology.

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Stamatis, Panagiotis J., und Vasiliki E. Kostoula. „Nonverbal Immediacy in Teaching Process: A Case Study in Secondary Education“. European Journal of Education and Pedagogy 2, Nr. 1 (10.01.2021): 20–24. http://dx.doi.org/10.24018/ejedu.2021.2.1.25.

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Communication holds a leading position in education and more specifically in the learning process. Especially the communication which takes place between teacher and student is one of the most important skills in education. If teaching communication is well established, pedagogical relationships are promoted and a positive pedagogical environment is created. Within this framework this article aims at pointing out the positive impact of the teacher’s nonverbal immediacy in the teaching and learning processes. Teaching immediacy is a powerful learning incentive and renders the learning process more efficient. The results of a case study examining nonverbal immediacy of the secondary education teachers of an Upper Secondary General Education School (Lyceum) are presented.

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Sahoo, Suruchi, Mahendra Prasad Behera und Sanjaya Sahu. „Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers“. Shanlax International Journal of Arts, Science and Humanities 8, Nr. 3 (01.01.2021): 77–85. http://dx.doi.org/10.34293/sijash.v8i3.3466.

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Metacognition is the individual’s awareness of how he learns and what he does, employment of proper knowledge to gain his ends; the ability to employ cognitive skills that are required in an ordinary test, the knowledge of which strategies be employed with which goals, and the assessment of individual processes before and after the performance” (Flavell, 1997). Here, an attempt was made to investigate the relationship and differences of metacognitive awareness on teaching and teaching competence of prospective secondary teachers. The main objective of the study was to compare the significant mean differences and relationship of of metacognitive awareness on teaching and teaching competence of male and female secondary prospective teachers. A sample of 100 secondary prospective teachers consisted of 50 males and 50 females from Dr. PMIASE, Sambalpur, and Panchayat College, Bargarh, were selected randomly. For this study, both correlational and causal-comparative method was employed by the researcher. To collect data, the researcher used the Inventory of Metacognitive Awareness for Teachers (MAIT) developed by C. Balcikanli (2011) and the General teaching Competence scale (GTC) developed by B.K. Passi and Lalitha (1994). The obtained data were analyzed using”t” test and Pearson correlation coefficient “r.” It was that found the mean scores of male teachers are significantly better than the female teachers when metacognitive awareness was compared with teaching and teaching competence. Lastly, the result indicated there existed a strong positive correlation of metacognitive awareness on teaching and teaching competency concerning male and female student teachers.

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AKHARRAZ, Mohamed. „Culture Teaching in Moroccan EFL Secondary Schools“. International Journal of Language and Literary Studies 3, Nr. 2 (29.06.2021): 127–44. http://dx.doi.org/10.36892/ijlls.v3i2.579.

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To empower Moroccan students to join the rapidly growing globalized world, the Ministry of education, through multiple official documents, incessantly calls for culture incorporation in the teaching of foreign languages. While the existing research studies on culture in the Moroccan EFL context have considerably revolved around textbook analysis, no study known to the researcher, has explored the real classroom practices of culture teaching in Moroccan secondary schools. Hence, this study explores how culture is being treated by the teaching practitioners at Moroccan secondary EFL classrooms – second-year Baccalaureate level. The thematic analysis of the data collected from 76 EFL instructors at Souss Massa Academy, through online questionnaires and interviews, has shown that the research participants demonstrated a good understanding of the culture teaching. However, the findings exhibited that plenty of challenges have made the linguistic components continue to pre-empt the significant portion of time in the classroom teaching. Based on the reported hurdles, a set of recommendations for the EFL teachers, ELT supervisors, textbook and curriculum designers, and further research were highlighted.

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Assefie, Birhan. „Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus“. SMART MOVES JOURNAL IJELLH 8, Nr. 10 (29.10.2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.

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The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers

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Richit, Adriana, und Mauri Luís Tomkelski. „Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study“. Acta Scientiae 22, Nr. 3 (25.05.2020): 2–27. http://dx.doi.org/10.17648/acta.scientiae.5067.

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Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture.

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Hao, Shang Fu, Zhi Qiang Zhang und Ying Hui Wei. „The Study of Score Analysis for Secondary School Based on Data Mining Technology“. Advanced Materials Research 219-220 (März 2011): 396–99. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.396.

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Nowadays, the contents associated with deep score analysis is rarely involved in the existing secondary teaching management software, which is not conductive to fully develop the information implied by these data,without scientific teaching evaluation. Using data mining technology, multiple aspects of student score distribution will be shown accurately, identifying the regular factors affecting score changes. Standard score as the mathematical model is adopted in the system, choosing the standard SOA architecture model, and a scientific and efficient score analysis system based on JAVA, JSP is developed. The system provides decision support information for academic departments to promote better teaching work, and finally improve the quality of teaching.

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Szeredi, Éva, und Judit Török. „Teaching polygons in the secondary school: a four country comparative study“. Teaching Mathematics and Computer Science 5, Nr. 1 (2007): 29–65. http://dx.doi.org/10.5485/tmcs.2007.0133.

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김중수. „A study on the pre - service secondary school teachers’ teaching conversation“. korean language education research ll, Nr. 48 (Dezember 2013): 153–83. http://dx.doi.org/10.20880/kler.2013..48.153.

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Kanmaz, Ahmet. „A study on interdisciplinary teaching practices: Primary and secondary education curricula“. African Educational Research Journal 10, Nr. 2 (24.06.2022): 200–210. http://dx.doi.org/10.30918/aerj.102.22.032.

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This study addresses the views of teachers about the benefits of interdisciplinary teaching practices in primary and secondary school education curricula, the level of the use of interdisciplinary approach and the place of interdisciplinary approach in the curriculum. The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum. Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.

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Singh, Tejinder. „A Study on Modern Teaching Methodology of Secondary School for Student“. Circulation in Computer Science 3, Nr. 3 (28.05.2018): 6–9. http://dx.doi.org/10.22632/ccs-2018-252-82.

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In this paper, it shows concentrate on new showing technique of different student and teachers use for making a more successful line of study. Some other reasons, one of the biggest problem during student course is high failure rate in the various subject knowledge and twice the time student having needed to pass this course. This Phenomenon is reflected mainly to further graduation course during rapidly discourage before conventional classes. In the background as indicated by Federal Council of Engineering, in Brazil, the Engineers shortfall is assessed at 20,000 every year on a few territories of designing. There is finding the actual meaning of e-learning of given various researchers and what type of role e-learning in secondary school education relation with teaching and learning processes. In the current time, everyone is considering development and Educational Improvement. In this exploration paper advancement through E-learning in India is watched mostly in Secondary Schools. On the off chance that it arranged appropriately at that point, appropriate outcomes are influencing emphatically.

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DATOY, FLORAFEL C. „Teaching Competence and Challenges Encountered in Secondary Science Instruction“. International Journal of English Language Studies 2, Nr. 4 (30.10.2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.

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The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.

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Situmorang, Pandoyo, Valews Nopatri L. Purba, Listra Sitohang und Erikson Saragih. „SPEAKING TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH TEACHER“. JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, Nr. 2 (02.02.2022): 50. http://dx.doi.org/10.32682/jeell.v8i2.2147.

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The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.

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Azizah, Shofiah Nur, Yusup Supriyono und Agis Andriani. „PROJECTING COMMUNICATIVE LANGUAGE TEACHING (CLT) IMPLEMENTATION IN TEACHING SPOKEN LANGUAGE AT SECONDARY SCHOOL“. Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 5, Nr. 2 (05.10.2022): 179. http://dx.doi.org/10.20527/jetall.v5i2.12873.

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The interconnected between communicative competence and Communicative Language Teaching (CLT) has been recognized as the most common approach to promoting communicative competence in language teaching. Moreover, it has been implemented by many English as a Foreign Language (EFL) countries involved in Indonesia. This study aims to determine the CLT implementation as performed by an EFL teacher in teaching spoken language at Secondary School. To achieve the aim, this study used a descriptive case study as a research design. The participant of the study was an EFL teacher who implements CLT in teaching spoken language. The data were collected through semi-structured interviews, classroom observation, and document analysis. The result of the data collection was analyzed by using Qualitative Data Analysis from Miles, Huberman, and Saldaña (2014). The findings revealed that the CLT implementation has been performed by an EFL teacher through three components. Those are seen from the teacher’s way of deciding the material, being a facilitator in the teaching-learning process, and applying teaching-learning strategies. This research indicates that the use of the CLT approach could facilitate learners to develop communicative competence skills.

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a, Aashish, und Vishal Kumar. „TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY“. International Journal of Advanced Research 9, Nr. 5 (31.05.2021): 487–96. http://dx.doi.org/10.21474/ijar01/12863.

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The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.

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Chao-Fernández, Rocío, Dorinda Mato-Vázquez und Aurelio Chao-Fernández. „Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education“. Mathematics 7, Nr. 12 (12.12.2019): 1227. http://dx.doi.org/10.3390/math7121227.

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Formal education is experiencing a series of reforms that favor the integration of the contents of different areas in the teaching and learning of the different educational stages. The present study examined the use of an interdisciplinary music and mathematics experience in Secondary Education in Galicia (Spain) in the 2016/17 academic year. A descriptive–exploratory design was used, through a Likert questionnaire applied to 197 students with a diagnostic test and a reference test, and a study of multiple cases was carried out in which information was collected through classroom observations. The results show improvements in the understanding of mathematical and musical concepts, and attitudes and procedures so we can argue that the use of interdisciplinary activities have favored the development of teaching–learning opportunities in mathematical and musical training.

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Zalunin, Arseniy Eugenievich. „Blended learning in teaching English in secondary school“. KANT 39, Nr. 2 (15.06.2021): 323–28. http://dx.doi.org/10.24923/2222-243x.2021-39.55.

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The purpose of the study is to reveal the specifics and effectiveness of the blended learning method in teaching English in grades 6. In the course of the study, an anonymous survey was conducted on the basis of the CHOU school "Lexis", focused on innovative technologies in teaching, the purpose of which was to identify attitudes to Blended Language Learning. The scientific novelty lies in the identification of the positive features of the approach and those aspects that need qualitative improvement. As a result, the weaknesses and strengths of Blended Learning are revealed. The strengths include the development of students' creative potential, improvement of speaking skills, active change of activities, and their comprehensive development. The negative aspects include an increase in the number of hours spent on preparing for classes, possible technical difficulties in remote learning against the background of COVID-19.

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Adhikary, Ramesh Prasad. „Teachers’ Assumptions on Teaching English Grammar for Lower-secondary Level Students (A Case Study of Nepal)“. International Journal for Innovation Education and Research 8, Nr. 7 (01.07.2020): 31–41. http://dx.doi.org/10.31686/ijier.vol8.iss7.2418.

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Teaching grammar is one of the aspects of language teaching. From the past, different methods, like teaching from rules, teaching from examples, teaching through texts have been used to teach grammar in Nepal. So, this research was prepared to study the teachers’ assumption for teaching English grammar at lower secondary level in Nepal. The issue of teaching prepositions, articles, tense, tags, causative verbs and subject verb agreement are raised in this research. In this research, both the primary and secondary sources of data were used. Questionnaires were used to collect the data for the research. The result shows that most of the teachers use inductive ways to teach grammar lessons or they used student-centered techniques. It also concludes that the level of the learners, context and nature of the text also make the teachers to select the method for teaching.

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Ghafoor, Humaira, Professor Dr Rabia Tabassum und Dr Ghazala Shaheen. „A Comparative Study to Find Effectiveness of Teaching Biology Through Low-Cost material as Teaching Aid and Traditional Method of Teaching at Secondary Level“. International Research Journal of Management and Social Sciences 3, Nr. 1 (31.03.2022): 149–59. http://dx.doi.org/10.53575/irjmss.v3.1(22)16.149-159.

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The study was conducted to investigate a comparative study to find the effectiveness of teaching biology through low-cost materials as teaching aid and traditional method of teaching at secondary level. The objectives of the study were, a) to find the effectiveness of low-cost material as teaching aid on the academic performance of the students in the subject of Biology at secondary level, b) to find the effectiveness of traditional methods on the academic performance of the students in the subject of Biology at secondary level, and c) to compare the effectiveness of low-cost material as teaching aid and traditional methods on the academic performance of the students in the subject of Biology at secondary level. A Pretest–Posttest Equivalent Group Design was used in the study. Forty-six students from class 10th from The Educators Dhamial Campus, Rawalpindi were taken as a sample for the study through paired random sampling technique. An experimental research design was used for the conduction of the study. For data collection, assessment sheets were developed. To measure the performance of the students, statistical techniques such as t-test (independent and paired) and Chi Square were applied to analyze the collected data. Data analysis revealed that the experimental group scored significantly better on post-test than on pre-test in the learning of biology. The students also showed high level of interest and involvement. The use of low-cost materials in models proved to be effective in increasing academic achievement of biology students. On the basis of findings, it was recommended that biology teachers use low-cost materials as a teaching aid. This study may be significant for science students and teachers.

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Mwangu, Edson C., und Lwazi Sibanda. „Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe“. Academic Journal of Interdisciplinary Studies 6, Nr. 3 (27.11.2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.

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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.

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Seben Zatkova, Tímea, und Zuzana Bobak. „DISCOVERY-TECHNIQUE-BASED TEACHING IN SECONDARY VOCATIONAL EDUCATION“. Slavonic Pedagogical Studies Journal 11, Nr. 1 (Februar 2022): 76–88. http://dx.doi.org/10.18355/pg.2022.11.1.5.

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One of many alternatives available for teaching is inquiry-based teaching. In this type of teaching, the student is in the role of a researcher and the teacher in the role of the creator of learning activities and in certain phases also a guide for students. The aim of this study was to map the opinions and experiences of teachers with inquiry-based teaching and its implementation into secondary vocational education teaching. The research methodology was based on a questionnaire survey among secondary school teachers with the largest representation from the Nitra region. The results show that although awareness of inquiry-based teaching reaches 55% among the teachers, the practical implementation is low.

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Pham, Vu Phi Ho, und Minh Hoa Truong. „Teaching Writing in Vietnam’s Secondary and High Schools“. Education Sciences 11, Nr. 10 (12.10.2021): 632. http://dx.doi.org/10.3390/educsci11100632.

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The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL writing instruction of these studied teachers were elicited through a thirty-nine-item questionnaire, which was qualitatively analyzed by SPSS 20.0. The study results showed that most of the participants held different views/orientations about writing skills and teaching writing, consisting of form-based, cognitive process-based, functional social-based, and interactive social-based views; nevertheless, the form-based orientation was still most dominant in their beliefs. On the contrary, in practice, most high school teachers followed the product approach, which underlies form-based orientation in lieu of different approaches, explicitly interpreting the writing section’s low results in the Vietnamese National GCSE examination in recent years.

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Kumari, Manjeet. „A Comparative Study of Teacher Effectiveness of Secondary School Teachers of Sonepat District“. Management Insight - The Journal of Incisive Analysers 16, Nr. 01 (25.06.2020): 41–44. http://dx.doi.org/10.21844/mijia.16.1.8.

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The teaching profession is a highly sophisticated profession that regularly reaches out past academics. Besides ensuring that students experience scholastic success, teachers must also work as surrogate parents, guides and counselors, and even almost-politicians. There is almost no limit to the jobs a teacher may play. The purpose of the present study was to study the teacher effectiveness of secondary school teachers of Sonepat district. For this study, a sample of 120 secondary school teachers was selected. The teacher effectiveness scale developed by Puri and Gakhar (2010) was used to measure teachers’ teaching effectiveness. The study’s findings revealed no significant difference between the teacher effectiveness of male and female secondary teachers of Sonepat district. It also revealed that gender does not affect teaching efficiency or effectiveness.

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Stolbov, D. V. „Features of development software for teaching secondary school students the Internet security“. CTE Workshop Proceedings 3 (20.03.2015): 131–34. http://dx.doi.org/10.55056/cte.255.

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This paper highlights the main aspects in development of software for teaching secondary school students the Internet security. The paper shows features of design the software. The research focus: to define features of design the software for teaching secondary school students the Internet security. Goals of study: to review programming learning tools for teaching pupils the Internet security; to determine the character of pupils’ activity in the Internet; to define the features of design the software for teaching secondary school students the Internet security. Object of the study: the learning process of secondary school students. Subject of the study: the development of the software for teaching secondary school students safety in the Internet. The research methods: study of researches about teaching pupils the Internet security and design programming learning tools. The results of the study: the programming learning tools for teaching pupils the Internet security were reviewed; the character of pupils’ activity in the Internet was determined; the features of design the software for teaching secondary school students the Internet security was defined. The conclusion: during the design the software for teaching secondary school students the Internet security is important to take into account age characteristics of the students, features of their activity in the Internet. Moreover requirements to computing learning tools must be included in development the software.

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Biswas, Dr Shyamal Kumar. „A Study on Developing an Attitude Scale to Measure the Attitude of Secondary School Teachers towards Teaching-Learning Process“. Indian Journal of Applied Research 3, Nr. 1 (01.10.2011): 34–35. http://dx.doi.org/10.15373/2249555x/jan2013/14.

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Gautam, Tikaram. „Equity Practices of Teaching Science at Secondary Level“. KMC Research Journal 4, Nr. 4 (31.12.2020): 153–70. http://dx.doi.org/10.3126/kmcrj.v4i4.46500.

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The main objectives of this study is to explore the equity practices in science classroom. Implementation of equity provision in science classroom is very important. Equity means ensuring the needs of the students according to their necessities. It focuses on individual teaching. All students are different and having the specific capacity and capacity of learning and teacher should facilitate them all according to their ability and they should have rights to equal access in resources and other extra supports for their improvement and also should have the equality in achievement. To reveal such practices in learning science researcher used phenomenological study. Two secondary science teachers were selected using purposive and convenient sampling method. The in-depth interview was taken for data collection two times to saturate the data. Collected data were analyzed using thematic analysis. Practices of equity provision were found weaker. Teacher were found little bit concerned about the equity in pedagogy but it was limited only to sitting arrangement and group division. They could not provide the adequate concern on homework checkup, and individual teaching. And they were found less concerned about the equity in achievement. Hence, it is necessary to organize workshops and training on professional development issues to implementation of equity provision; equity in access, equity in process as well as equity achievement in the science classroom.

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Bilal Ahmad, Muhammad, Muhammad Qasim Ali und Naveed Zainab. „Secondary School Teachers’ Attitude Toward Teaching English as a Second Language: A Comparative Study“. Negotiations 1, Nr. 3 (22.12.2021): 64–72. http://dx.doi.org/10.54064/negotiations.v1i3.31.

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The study explores the comparative analysis of secondary school teachers’ attitude toward teaching English as a second language. The major objective of the study was; to find out secondary school teachers’ attitude toward teaching English related to different demographics. The researcher used quantitative research method that was descriptive in nature. The population of the study comprised all the male and female teachers at Secondary level in province of Punjab, Pakistan. The researchers selected the secondary school teachers in districts: Lahore, Multan, Sialkot and Vehari as the sample of the study. Questionnaire was used as a research tool for the study. The researchers distributed the questionnaire among the respondents of the study and collected data. For data analysis, researcher used the statistical techniques of mean score, t-test and ANOVA. The findings of the study informed that difference in mean scores of male and female teachers was not significant, t-value = -.075, p=.634>0.05. It was found that there was a significant difference in teachers’ attitude towards teaching English as second language having professional qualification of B.Ed. and M.Ed. at secondary school level, t-value = .521, p=.047<0.05. It was concluded that male and female respondents have almost same type of attitude of teaching English as second language.

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Pramesti, Kadek Nesya Febi, I. Gusti Ayu Lokita Purnamika Utami und Made Hery Santosa. „Infographics Development for Secondary School Students in English Learning“. Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 4, Nr. 2 (14.10.2021): 93. http://dx.doi.org/10.20527/jetall.v4i2.11688.

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This study aimed to develop infographics as teaching media for 7th students of grade secondary school in learning English. The method used in this study was Design and Development research (DnD) promoted by Richey and Klein (2005) which consist three steps, namely design, development, and evaluation. Initial observation had been done at one of junior high school in North Bali. In that observation, it was found the use of visual media in teaching still monotonous. The visual media that used in the teaching and learning process were only PowerPoint and videos from YouTube. The PowerPoint was mostly used in the teaching and learning activity. The PowerPoint slides were filled with many words related to the material. The teacher only explained the material through PowerPoint without doing other learning activities. The development of infographics was done to support the teacher in using visual media in teaching and learning process. The data collections of this study were carried out by library research, document analysis, and expert judgment. The data analysis of this study used mixed qualitative and quantitative research. The result of this study was infographics are very good media for teaching English to 7th grade junior high school. The design in each infographics was simple and effective as visual media for English teaching and learning activity. The quality of infographics was assessed using expert judgment by two experts. The result of expert judgment was the infographics media were classified as good media and did not need to be revised based on level accomplishment from Agung (2013). Teachers were expected to use various visual media in the class for creating fun and meaningful learning process. The infographics became complementary teaching media and can be used for a long time period.

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Ilchuk, I. „Experimental study of teaching critical thinking at english lessons in secondary school“. Український педагогічний журнал, Nr. 2 (2020): 23–34.

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Dadük, Semih, und Hülya Dede. „Teaching Secondary School Science through Creative Drama Method: A case study approach“. Educational Policy Analysis and Strategic Research 15, Nr. 4 (28.12.2020): 107–26. http://dx.doi.org/10.29329/epasr.2020.323.6.

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박재범. „The Case Study about Secondary Special Education Teachers' Adjustment to Teaching Profession“. Journal of Korean Teacher Education 27, Nr. 2 (Juni 2010): 53–72. http://dx.doi.org/10.24211/tjkte.2010.27.2.53.

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Aydin, Yusuf. „Characteristics of Secondary‐school Mathematics Teachers: a Turkish study of practice teaching“. Journal of Education for Teaching 15, Nr. 3 (Januar 1989): 255–59. http://dx.doi.org/10.1080/0260747890150307.

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Ilchuk, I. „Experimental study of teaching critical thinking at English lessons in secondary school“. Ukrainian Educational Journal, Nr. 2 (2020): 23–34. http://dx.doi.org/10.32405/2411-1317-2020-2-23-34.

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Perales-Palacios, F. Javier, und José M. Vílchez-González. „Teaching physics by means of cartoons: a qualitative study in secondary education“. Physics Education 37, Nr. 5 (30.08.2002): 400–406. http://dx.doi.org/10.1088/0031-9120/37/5/306.

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