Relevant bibliographies by topics / High school students Victoria Attitudes Case studies

Academic literature on the topic 'High school students Victoria Attitudes Case studies'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "High school students Victoria Attitudes Case studies"

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Anokye, Bernice. "Attitudes and Motivation towards English Language learning in Senior High Schools: A case study of Accra Senior High School, Ghana." Journal of English Language Teaching and Applied Linguistics 4, no. 2 (April 30, 2022): 86–94. http://dx.doi.org/10.32996/jeltal.2022.4.2.8.

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This research study investigated the attitudes and motivation toward English language learning in senior high schools using Accra Senior High School as a case study. The study employed a quantitative approach using descriptive-correlational design to investigate the relationship between students’ motivation and attitude in the learning of the English language toward their English language achievement. This study adopted a questionnaire to gather data from 100 English students and 5 English teachers who were randomly selected through a simple random and convenience non-probability sampling technique. The findings revealed that students are instrumentally driven to learn the English language in comparison to integrative and personal motivation. The majority of the students indicated they learn English because they need it for their studies. The majority also indicated they learn English because it makes it easier to contact English-speaking people and get a well-paid job. Second, students' attitude towards the learning of the English language was found to be positive. The study revealed students were very interested in speaking the English language. The teachers attested to this and revealed students take active participation in class and make an effort to speak English. Lastly, there existed a moderate positive and statistically significant correlation between English learners' motivations (r = .45) and attitudes (r = .35) towards the English language with their English performance. It was concluded that as English learners’ motivations and attitudes in learning the English language grow, their English Performance improves. In addition, there existed a strong positive correlation between English learners' motivations in the English language and their attitudes towards the language. This implied that learners' motivation in learning English had an influence on their attitude towards the English language. The study recommends that instructors or teachers should assist in the creation of an environment that is favourable to reducing feelings of nervousness or shyness.
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Ubadah, Ubadah, Sitti Hasnah, Benazir Ahmad, and Rohmatika Aftori. "The Process and Strategy of Internalizing the Value of Multicultural Education in Arabic Teaching." British Journal of Education 10, no. 6 (May 15, 2022): 46–55. http://dx.doi.org/10.37745/bje.2013/vol10n6pp4655.

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This study aims to find out the internalization of multiculturalism values through Arabic teaching at Islamic senior high schools in Palu city Indonesia. The integration of multiculturalism values in learning materials is considered very important to create students' moderate attitudes toward ethnicity and cultural differences in schools' daily life. This study was carried out using a case study qualitative approach. Data were gathered through field observation, and in-depth interviews with the school principal, teachers, and students. Our study found that multiculturalism values were integrated through the Arabic curriculum, lesson plans, learning material, and students' activities. The multiculturalism values were reflected in the students' daily life in the forms of ethnicity diversity tolerance, respect attitudes, and moderate behavior. Our study contributes to the body of knowledge in multiculturalism studies and practices by providing a new direction to multicultural integration strategies at the school level. Future studies should focus on how the broader context of studies such as by involving more than one case.
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Gazali, Hidayatul Azizah, and Sefri Auliya. "Implementation of Understanding the Qur'an Verses about People with Special Needs by Students at Yari Junior High School Padang." Jurnal Ulunnuha 11, no. 1 (June 30, 2022): 1–14. http://dx.doi.org/10.15548/ju.v11i1.4210.

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This study aims to reveal the understanding of students at Yari Junior High School Padang on the verses of the Qur'an about people with special needs and their implementation in daily life. This research type is qualitative research in the form of case studies, with research informants being students of Yari Junior High School Padang, which were taken by random sampling. The results of this study indicate that the students of Yari Junior High School Padang understand the verses about people with special needs quite well. This can be seen from the answers to the following problems. First, the students at Yari Junior High School Padang understand people with special needs generally. Second, the students at Yari Junior High School Padang understand the meaning of the verses of the Qur'an about people with special needs, especially those contained in Surah An-Nur: 61 and Surat 'Abasa: 2. Third, the attitudes of students at Yari Junior High School Padang to the people with special needs are in accordance with what Allah has commanded in the Qur'an.
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Rotnitsky, Irina, Roman Yavich, and Nitza Davidovich. "The Impact of the Pandemic on Teachers' Attitudes toward Online Teaching." International Journal of Higher Education 11, no. 5 (March 22, 2022): 18. http://dx.doi.org/10.5430/ijhe.v11n5p18.

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The pandemic affected the most on the student population in the shortest time. The number of students whose studies were discontinued in March 2020 was about 300 million. The number reached to 1.6 billion on April 2020. To provide basic education for the students during the pandemic, many countries transferred to a mandate of distance learning for the education system. Use of different platforms for distance learning has helped reduce learning gaps. The Corona virus has forced educational systems to enter in a mode of digital transformation and to leave physical classrooms. The impact of this situation was felt at every level of the education system, from kindergartens to universities. This situation creates not only challenges, but many opportunities. Learning in the global open space creates new learning environments and the use of new learning materials.A case study was conducted in Israel. Self-prepared questionnaires were given to 123 educators who teach in elementary schools, middle schools and high schools Teachers who participated in case study teach exact sciences (mathematics, physics, science, and technology), multi-text subjects (language, literature and history) and foreign languages (Arabic and English). The purpose of the case study is to examine the habits of using tools for distance learning, to examine whether there is a difference in the habits of using technological tools between teachers at different age groups, to examine teachers' attitudes to distance learning assessment tools and to examine teachers' recommendations for different subjects and different age groups.The findings indicate that middle school and high school teachers prefer close help and support during online learning. High school and middle school teachers would prefer to continue distance learning even when face-to-face teaching is possible, unlike teachers who teach in elementary schools who prefer face-to-face teaching. The recommendations of high school teachers also indicated that it is necessary to increase the support system during online learning. When we examined the differences between the different subjects, we saw that teachers of science and mathematics subjects feel that most students do not take an active part during the lesson. Despite this, teachers that teach humanities subjects report that they feel that students are actively participating in online learning processes. Teachers report that changes must be done in assessment's methods. Teachers also report that during distance learning it is more difficult to follow students' progress.
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Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?" Journal of Education and Training Studies 9, no. 7 (July 27, 2021): 41. http://dx.doi.org/10.11114/jets.v9i7.5266.

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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.
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Twumasi, Ebenezer Birch, and Joyce Asante Afful. "Junior High School Teachers and Students’ Attitude toward Teaching and Learning Mathematics through Problem Solving: A Case Study from Mampong Municipality." American Journal of Education and Practice 6, no. 3 (August 24, 2022): 26–43. http://dx.doi.org/10.47672/ajep.1159.

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Purpose: Effectiveness of education depends on factors which include teachers’ instructional role associated with students’ learning outcomes. Teachers’ attitude is an enduring system of their beliefs, feelings and actions which invariably influence students’ achievement in mathematics learning. This study sought to investigate into Junior High School (JHS) mathematics teachers and students’ attitudes toward teaching and learning mathematics through problem-solving instructional strategy. Methodology: A cross – sectional exploratory survey design was employed to obtain a snapshot of what pertained in the classrooms of the selected Junior High Schools. Questionnaires for measuring teachers and students’ attitude were pilot tested to ensure scale reliability. Descriptive and inferential statistics were used for the data analysis. Spearman’ rank correlation was calculated to establish the nature of relationship between teachers and students’ attitude, at a fixed significance level of 0.05. Findings: It was revealed that there existed positive but weak relationship between teachers and students’ attitudes toward teaching and learning mathematics through problem solving. Findings from this study were not quite different from the studies reviewed in the literature that showed that teachers’ attitude influence their choice of teaching strategy and the quality of teaching students receive. Format for conducting external examination, time available for teaching topics in the syllabus, and students’ entry behaviour were found to be determining factors for teachers’ choice of instructional strategy. It can be inferred that though students considered problem solving instructional approach as challenging, but they do not despise its use in mathematics learning. Recommendations: From this study, subject-based workshops or professional development sessions must be organized by District Education Office at the beginning of every term for the JHS mathematics teachers. Students must equally be encouraged by teachers through specific assignments that involve the use of problem-solving strategies. workshops, District Education Office should provide mathematics teachers with materials that will enable them to model mathematical concepts in classroom.
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Kasi, Yohanes Freadyanus, Achmad Samsudin, Ari Widodo, and Riandi Riandi. "A Thematic Review on Exploring Ethnoscience in Science Education: A Case in Indonesia." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, no. 2 (December 30, 2021): 229–41. http://dx.doi.org/10.24042/tadris.v6i2.9509.

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This study aims to review the ethnoscience studies in science education in Indonesia thematically. From 2010 to 2020, the databases contained 71 relevant articles of ethnoscience studies. These studies belonged to the content analysis theme parameters of method/design, sample, data collection, data analysis, topic, result, recommendation, and location. The results indicated that most of the ethnoscience studies explored the effect of integrating ethnoscience with the lessons to investigate students’ achievement and attitudes towards science. Correspondingly, the investigated studies mostly used Research and Development (R D) and experimental research design. The preferred data collecting techniques were tests (multiple-choice/description), questionnaires, and observation. Moreover, seventh and eighth graders of junior high school commonly employed the argumentation activities in physics, chemistry, biology, and basic concept of science topics. This study suggests the teachers employ different methods (e.g., ethnoscience) to improve concept understanding, problem-solving skills, critical thinking skills, and motivation in learning science from the primary school level. Furthermore, resources from cultural activities in Indonesia are beneficial for integrating ethnoscience in learning.
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Maskour, Lhoussaine, Bouchta El Batri, Sidi Mohamed Oubit, Eila Jeronen, Boujemaa Agorram, and Rahma Bouali. "Analysis of Drawings on Representations of COVID-19 among Senior High School Students: Case of the Dakhla-Oued Eddahab Region, Morocco." Education Sciences 12, no. 12 (December 5, 2022): 892. http://dx.doi.org/10.3390/educsci12120892.

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Since the coronavirus COVID-19 was identified as an international public health emergency in 2020, many studies on the perceptions of students in higher education have been published concerning it. Although young students’ perceptions also influence decision making and actions, their perceptions of COVID-19 have, so far, been little studied. Therefore, to increase knowledge about their understanding of COVID-19, a cross-sectional and descriptive study was conducted as a drawing survey in two schools in the Dakhla-Oued Eddahab region, Morocco. The participants were 94 high school students (aged 14–19). The drawings were analyzed by inductive and deductive content analysis. The findings show that the majority of the students knew the archetypal representation of COVID-19. They had a good grasp of the COVID-19, how it spreads, and how to stop it from spreading. Some students were aware of the potential dangers associated with COVID-19. Admittedly, misrepresentations related to fear and unfamiliarity with COVID-19 lead to mental health issues that undermine the key factors in students’ academic success. Younger children’s representations were dominated by magical thinking that reduces COVID-19 to preventive measures. Overall, the results made it possible to deduce that COVID-19 is strongly associated with terms that are both characteristic and socially valued (disease, prevention, barrier measures, etc.) and, conversely, with rather negative terms (fear of dying, anxiety, sadness, helplessness, etc.). The identification of these representations is very useful because they make it possible to apprehend and understand the attitudes and behaviors of these students, which, therefore, implies the need to define the appropriate teaching methods to try to align these behaviors with the behaviors desired.
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TSENG, MEG MEI-CHIH, DAVID FANG, MING-BEEN LEE, WEI-CHU CHIE, JEN-PEI LIU, and WEI J. CHEN. "Two-phase survey of eating disorders in gifted dance and non-dance high-school students in Taiwan." Psychological Medicine 37, no. 8 (March 12, 2007): 1085–96. http://dx.doi.org/10.1017/s0033291707000323.

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ABSTRACTBackgroundDespite a growing body of literature reporting eating disorders (EDs) in non-Western countries in recent years, most of these studies are limited to questionnaire-based surveys or case-series studies. This study aimed to investigate the prevalence and correlates of EDs in Taiwanese high-school students.MethodsThe study subjects consisted of all the female high-school students enrolled in the gifted dance class in 2003 in Taiwan (n=655) and non-dance female students randomly chosen from the same school (n=1251). All the participants were asked to complete self-report questionnaires, including the 26-item Eating Attitudes Test (EAT-26) and the Bulimic Investigatory Test Edinburgh (BITE). All the screen positives and an approximate 10% random sample of the screen negatives were then interviewed using the Structured Clinical Interview for DSM-IV-TR Axis I Disorders Patient Version (SCID-I/P).ResultsThe prevalence of individual EDs was much higher in the dance [0·7% for anorexia nervosa (AN), 2·5% for bulimia nervosa (BN) and 4·8% for EDs, not otherwise specified (EDNOS)] than in the non-dance (0·1, 1·0 and 0·7% respectively) students. Multivariate logistic regression analyses revealed that being in the dance class, higher concern about body shape and lower family support were correlates of EDs for all students, whereas lower parental education level was associated with EDs only for non-dance students.ConclusionEDs were more prevalent in the weight-concerned subpopulation. Although AN is still rare, BN has emerged as a comparable prevalent disorder in Taiwan, as in Western countries.
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Kim, HaeWon, and GaNa Park. "Development and Application of Educational Program for Cultivation of Copyright Basic Knowledge: Focusing on Second-year Commercial High School Class case in Seoul." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 235–60. http://dx.doi.org/10.22251/jlcci.2022.22.24.235.

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Objectives The purpose of this study is to develop a copyright education program that can be run in a commercial high school. Methods We checked the current level of awareness, knowledge and attitude toward copyright among second-year students of A commercial high school in Seoul. After analyzing copyright education needs, based on the existing copyright education program, an education program suitable for application in social studies of commercial high school was developed. To conduct program, we selected four classes in second grade of A commercial high school as research subjects and used the procedures of the formative research method. The program was designed and developed according to the instructional design model through the iterative review process of student feedback, peer teacher feedback and self feedback. Results We Developed a lesson for 4 hours that mixes lecture-style and student-participation classes. and the contents of the class were included interests and attitudes toward copyright protection, understanding of copyright, methods of using copyright, and methods of solving problems. Conclusions This research is significant in developing a customized educational program that is not reflected in existing copyright educational programs.
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Dissertations / Theses on the topic "High school students Victoria Attitudes Case studies"

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Poon, Sun-mei Rebecca, and 潘新媚. "Students' perception towards home-school collaboration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961265.

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Ng, Kit-ying, and 吳潔英. "Students' perceptions of mapwork: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195974X.

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Singh, Suzanne Angelique Maria. "Schooling experiences of Xhosa speaking learners as a minority in a high school: implications for support." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19973.

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Thesis (MedPsych)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The South African Schools Act (DoE, 1996) formalised access to quality education for all by granting learners access to any school regardless of social, economic, race and cultural backgrounds. This saw many black families in South Africa enrolling their children into former white schools with the perception that these schools were better resourced and that their children would therefore receive a better education. The purpose of the study is therefore to enhance understanding of the experiences of the Xhosa learners as a minority in a former Model C school and to evaluate the life experiences of the learners within the context of the school system and how these experiences may be influencing their academic success. An eco-systemic theoretical framework guided the approach and orientation to the study undertaken by the researcher. This framework enabled the researcher to contextualise the study within the interacting systems that indirectly and directly influence the life experiences of the participants. The study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. The participants in grade 9 to 11 (two per grade) were purposively selected to participate in the study. Two methods of data collection were used, namely six individual semi-structured interviews and one focus group interview. Qualitative content analysis was used to analyse the data. The research findings indicate that the major reasons for poor academic performance of this minority group are linked to discriminative attitudes and feelings of inadequacy. When learners experience the school as a safe place in which they have a sense of belonging, they are more motivated to learn. Working towards the creation and sustainment of this safe environment, which adequately supports the needs of the learners, requires genuine and continual collaboration between the interacting systems within the context of the learners.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Skolewet (DoE, 1996) het toegang tot gehalte onderwys vir almal gewettig deur toelating aan leerders tot enige skool te verleen, ongeag van hulle sosiale-, ekonomiese-, rasse- en kulturele agtergronde. Baie swart gesinne in Suid-Afrika het dus hulle kinders in voormalige wit skole geplaas, met die persepsie dat hierdie skole beter toegerus is en dat hul kinders beter onderrig sou ontvang. Die doel van hierdie studie was dus om die ervarings van die Xhosa-leerders, as 'n minderheidsgroep in 'n voormalige Model C-skool, beter te verstaan en om die lewenservarings van die leerders binne die konteks van die skoolstelsel te evalueer asook die moontlike invloed op hul akademiese suksesse. 'n Eko-sistemiese, teoretiese raamwerk het die benadering en oriëntasie van die studie, wat deur die navorser onderneem is, gelei. Hierdie raamwerk het die navorser in staat gestel om die studie binne die interaksie-sisteme, wat 'n direkte en indirekte invloed op die lewenservarings van die deelnemers kan hê, te kontekstualiseer. Die studie se navorsingsmetodologie kan beskryf word as 'n basiese kwalitatiewe navorsing, ingebed binne 'n interpretatiewe (verklarende) paradigma. Twee deelnemers per graad, vanaf graad 9 tot 11 is doelgerig gekies om deel te neem aan die studie. Twee metodes van data-insameling is gebruik, naamlik ses individuele semi-gestruktureerde onderhoude en een fokusgroep onderhoud. 'n Kwalitatiewe inhoudsanalise is gebruik om die data te ontleed. Die navorsing dui daarop dat die vernaamste redes vir die swak akademiese prestasie van hierdie minderheidsgroep gekoppel is aan diskriminerende houdings en gevoelens van ontoereikendheid. Wanneer leerders die skool as 'n veilige plek van geborgenheid en toebehorenheid ervaar, is hulle meer gemotiveerd om te leer. Die skepping en vestiging van hierdie veilige leefwêreld, wat die behoeftes van die leerders voldoende ondersteun, vereis ware, voortdurende samewerking tussen die sistemiese interaksies binne die konteks van die leerders.
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Law, Wai-king, and 羅慧瓊. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English: a casestudy in a band 5 school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945089.

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Nung, Tai-fai Paul, and 農大煇. "Subject department effectiveness: a case study of three secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225032.

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Chiu, Yuen Woon-yee Winnie, and 招袁煥儀. "Careers perceptions of matriculation students in two schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956002.

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Tam, Cheung-on, and 譚祥安. "Perceptions of teachers and students on gifted children and their education: a Hong Kong secondary school casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195828X.

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Cheng, Man-wai Anthony, and 鄭文煒. "The management of innovation in a Hong Kong secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955629.

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Shae, Wan-chaw, and 佘雲楚. "A sociological study of authority in two secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234410.

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Prasad, Nishita. "Portfolio assessment in secondary education: the case of one school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27057069.

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Books on the topic "High school students Victoria Attitudes Case studies"

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Summey, Jason. Be cool-- stay in school: With over 100 reasons to do so from the original Dropout Patrol. Alexander, NC: WorldComm, 1997.

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Dludlu, David Qhinga. Opinions of high school teachers towards students' continous assessemnet in Swaziland: A case study. [Mbabane?: s.n., 1991.

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Siderēs, Nikos. Kai homōs milane: Ephēvos logos. Athēna: Ekdoseis Kastaniōtē, 1999.

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The dynamics of multicultural education: A study of teacher and student attitudes. Bristol, IN: Wyndham Hall Press, 1997.

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Anand, S. P. RCEB tools for secondary class students: Mental health scale, attitude towards studies, motivation for studies, study habits, personality development inventory. Bhubaneswar: Shovan, 1990.

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Juventud y procesos educativos: Una investigación con jóvenes de enseñanza media en Brasil y Argentina. Buenos Aires, Argentina: Teseo, 2012.

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Debunking the myth: Stories of African-American university students. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1994.

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Earl, Robinson, ed. Evangelical beliefs and educational values. Aldershot: Avebury, 1995.

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Malo, Claire. Perceptions des forces et vulnérabilités à l'Ecole secondaire Henri-Julien: Rapport d'enquête dans le cadre de la stratégie ministérielle Agir autrement. Montréal, Québec: Institut de recherche pour le developpement social des jeunes, 2003.

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Gilbert, Robert N. Welcome to our world: Realities of high school students. Thousand Oaks, Calif: Corwin Press, 1998.

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