Dissertations / Theses on the topic 'High school students Victoria Attitudes'
To see the other types of publications on this topic, follow the link: High school students Victoria Attitudes.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'High school students Victoria Attitudes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Zencirci, Nilufer. "The Attitudes Of High School Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611974/index.pdf.
Full textAbstract:
The purpose of this study is to investigate 11th and 12th grade high school students&rsquoattitudes towards philosophy course and to examine whether their attitudes show significant differences with respect to certain background variables such as gender, school type, grade level, GPA of previous semester, philosophy course grade from the previous semester, mother&rsquo
s and father&rsquo
s education level, number of books available at home, and numbers of books read in the previous year. The sample consisted of 1322 high school students from 11th and 12th grades from 11 public and private high schools in the Province of Ankara. Data were gathered from the participants via Philosophy Course Attitude Scale developed by the researcher. Data were analyzed using both descriptive and inferential statistics. ANOVA was employed to investigate whether there were significant differences among students&rsquo
v attitude towards philosophy course with respect to certain background variables. Descriptive Statistics were used to analyze the background of information of the sample and attitudes of students towards philosophy course. The findings indicated that the students have moderate level of positive attitude towards philosophy course. The findings also showed that with the exception of the mother&rsquo
s education, each of the variables examined (gender, grade level, school type, GPA of previous semester, philosophy course grade from the previous semester, father&rsquo
s education, number of books available at home, number of books read in the previous year) created a significant difference in student attitudes towards the philosophy course.
2
Pierce, LaRue A. "High school special needs students attitudes about inclusion." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf.
Full text
3
Mason, Kimberly. "Drug Testing in Schools: Attitudes of High School Students." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/23.
Full textAbstract:
This research investigation examined high school students' attitudes toward drug testing prevention programs, and examined the extent to which those attitudes vary according to gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, alcohol use, and involvement in extracurricular activities at school. The results of this exploratory study are intended to help school administrators and counselors have an increased understanding of high school students' attitudes toward drug testing prevention programs. The participants in this study were drawn from a convenience sample comprised of high school students in grades 8, 9, 10, 11, and 12 at a co-educational, parochial school located in the metropolitan New Orleans, Louisiana area during the 2002-2003 school year. Each participant completed survey packets which contained the Attitudes Toward High School Drug Testing (ATSDT) survey and personal demographic data. The results of this study indicated that high school students generally have neutral attitudes toward drug testing prevention programs. There appear to be significant statistical differences between high school students' attitudes toward drug testing prevention programs based on their gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, and alcohol use; however, students' involvement in extracurricular activities at school was not related to their attitudes toward drug testing prevention programs. This information may be used to assist school administrators and school counselors in designing drug-free schools that engender respect and approval from the greatest possible number of students, faculty, and public, and provide needed information for school counselors in providing drug related prevention services, interventions, and after-care to adolescents
4
Lo, Xiong A. "Hmong high school students' attitudes and aspirations toward education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lox.pdf.
Full text
5
Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.
Full text
6
Elias, Laura Sue Catherine. "Changes in Attitudes Towards Substance Use Among High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5552.
Full textAbstract:
Use of alcohol and illicit drugs during adolescent development can have negative effects on cognitive functioning and mental health. The purpose of this cross sectional study was to examine grade level, sex, athletic affiliation, and ethnicity as they relate to substance-using attitudes to isolate the period in which shifts in attitudes toward substance use in adolescents occur. The social learning theory provided the framework for the study. Participants included 276 high school students from a midsized Midwestern city. Students in the ninth, 10th, 11th, and 12th grades who participated in the study were asked to complete a brief electronic survey designed to assess attitudes toward substance use, which was administered during a free study period. Survey questions were drawn from the Attitude Scale on the Substance Abuse Screening Inventory for Adolescents. An ANOVA was run using the multiple independent variables taken from the survey to examine the differences between each of the independent variables, grade level, athletic status, sex, and ethnicity on the dependent variable of attitudes. There were overall significant differences found for favorable attitudes towards substance use among the Grade levels ninth, 10th, 11th, and 12th grades at the p < 0.001 level [F(3, 272) = 6.933, p =.001]. Further analysis was conducted and significant differences were found between ninth graders and 11th graders in their attitudes towards substance use and between ninth graders and 12th graders in their attitudes towards substance use. The greater significant difference occurred between ninth graders and 12th graders. The findings from this study can be used to assist educators in the creation of developmentally appropriate curricula that could act as an intervention to the onset of substance use.
7
Rondon, de Nunez Leonor Mariasole. "United States and Venezuelan high school students' knowledge of and attitudes towards biodiversity." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rondonl.pdf.
Full text
8
Thomas, Dana L. "The Effects of Freewriting on High School Students’ Attitudes Toward Writing." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/41.
Full textAbstract:
This paper investigates the hypothesis that freewriting, when used as part of the writing process, will lead to more positive attitudes toward writing in a sample of advanced tenth grade students. An additional issue focuses on the level of positive attitudes of males when compared to females. Two intact classrooms taught by one teacher wrote weekly papers. The experimental group wrote freely, while the control group was restricted in topic choice, length and form of their writing. The experimental group received positive comments on the content of their writing, but the control group received standard error corrections on their writing. The subjects responded to an attitude instrument as pretest and posttest measures. The experimental group showed no significant increase in positive attitudes toward writing. Girls in both the experimental and comparison groups showed no more attitudes toward writing than pretesting or at post testing.
9
Duesterhoeft, Kristin. "An Exploration of College Attitudes among Sioux Falls High School Students." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862875/.
Full textAbstract:
Since the recession of 2008, there has been an increased scrutiny of higher education, with little research done on how this affects high school students' college search process. This study seeks to understand how college perceptions are formed and how they affect the college decision process of high school students in Sioux Falls, South Dakota. In order to gain a holistic perspective of this process, this study utilized a mixed method approach of analyzing public data, conducting interviews with community members and students, conducting a focus group with high school guidance counselors, and administering a survey to high school students. This study found that students in this area form their perceptions of college in three distinct phases and that these phases affect a student's college priorities. Special attention was given to how academics, cost and location contributed to a student's overall college decision. These findings can be used to assist faculty and staff at higher education institutions in creating effective messaging and programming that relate to this group of students.
10
Ezell, Deborah Mcpherson. "Effect of Chemoscan Creation on High School Students' Attitudes Toward Science." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7926.
Full textAbstract:
Whether the activity of creating digital art influences high school students' attitudes toward science is unknown. The purpose of this study was to determine if the creation of artistic digital chemoscans by high school students influences their attitudes toward science. In this study, ninth grade high school students' attitudes toward science were examined after participating in the creation of chemoscans in their science classroom. The theory of affective domain helped explain the process that leads to a person's behavior toward a certain phenomenon in the educational setting. The research questions concerned the use of chemoscan creation in the physical science classroom and if and whether implementation effected a change in students' attitudes toward science. Archival pre- and posttest data from the Test of Science Related Attitude was used to measure high school students' attitudes toward science in 7 categories. Archived student pre- and posttest data were treated with multiple regression for analysis. Key findings of this study showed that creation of artistic digital chemoscans (a) impacted one of the seven subscales of science attitude from the Test of Science related Attitude entitled attitude toward the normality of scientists, (b) did not have an impact on the any of the other six subscales from the TOSRA and (c) was influenced by teacher effect. This study may contribute to social change by providing improved training for science teachers who implement digital art activities, which may lead to some students enjoying science more and then possibly going into science careers.
11
Poon, Wai-cheong Alex. "Factors affecting learning attitudes and learning outcomes of secondary students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039912.
Full text
12
Hawke, Michael Francis. "THE PROBLEMS, BENEFITS, AND RECOMMENDATIONS FOR IMPROVEMENT OF SECONDARY SUBSTITUTE TEACHING AS PERCEIVED BY ADMINISTRATORS, REGULAR CLASSROOM TEACHERS, SUBSTITUTE TEACHERS AND STUDENTS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184241.
Full textAbstract:
This descriptive study was undertaken for the purpose of identifying the problems, benefits, and recommendations for improving secondary substitute teaching as perceived by administrators, regular teachers, substitute teachers, and students. Participants in the study included the total populations of administrators, regular teachers, substitute teachers, and students of the four secondary schools in a southwestern school district. The objectives of the study were to identify the perceptions of these groups regarding their views of the problems and benefits associated with substitute teaching and their recommendations for the improvement of substitute teaching in their school district. A two-questionnaire modified Delphi Technique was developed and used to gather the data. The Delphi I questionnaire was open-ended and asked the participants to list five problem areas; five benefits; and five recommendations for improving substitute teaching. Items for the Delphi II questionnaire were developed from the responses gathered on the first questionnaire. The population surveyed consisted of 15 administrators, 293 regular teachers, 93 substitute teachers, and 6,401 students. The participants were asked to respond on a five point Likert-type scale as to the degree of agreement or disagreement with the 27 items identified as problems; the 23 items identified as benefits; and the 25 items identified as recommendations for improvement. The data from the Delphi II questionnaire was analyzed and the means, standard deviations, and modes were determined. An analysis of variance was computed to determine differences among groups. This study is unique in that it is the first study to determine that there are perceived benefits associated with substitute teaching. It is also unique in that it surveys all four groups that are directly involved in the substitute process. The findings of this study validate the previous research in terms of the identified problems and the recommendations suggested. The fact that all groups agreed that there were numerous benefits associated with substitute teaching gives rise to the suggestion that maybe substitute teaching is more than just a babysitting service. It is recommended that, to improve substitute teaching, all four groups must realize that they are both responsible for the existing problems, and the potential solutions as well.
13
Marsh, Louise, and n/a. "Physical aggression among high school students in New Zealand." University of Otago. Dunedin School of Medicine, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080710.115418.
Full textAbstract:
Recent New Zealand (NZ) research found rates of physical fighting and weapon carrying among high school students in Dunedin were equal to that of rates for the United States (US). The NZ Government has identified violence as a priority health issue. However, NZ is lacking information on the prevalence of the problem, and the identification of factors which may provide clues for prevention. The current understanding of the social context in which physical aggression takes place, has focused on risk factors that are present in the adolescents� ecological frame. Emerging protective factors are increasingly being recognised as major determinants that can moderate the adverse effects of risk factors. However, little research into protective factors has been conducted in NZ.
The aim of this thesis was to investigate physical aggression among adolescents in NZ. This was explored through four in-depth studies: i) a national survey of secondary school principals and counsellors ii) focus groups with students in Otago; iii) an online survey with students in Otago and iv) a survey with teachers in Otago.
The national survey of secondary school principals and counsellors points to a degree of concern about physical violence in NZ. One in ten reported fights occurred frequently, and over a quarter of principals and over one third of counsellors reported that at least one student at their school had been caught carrying a weapon.
Focus groups with Otago adolescents indicated that fights often began as verbal disagreements escalating to physical fights, that a fight should be defined as serious as opposed to a play fight; and differences were also found between fighting at school and outside of school. Participants suggested that items may be reported as weapons, even though they are not being carried for such purposes. Previous estimates of aggressive behaviours may have been unjustifiably high and possibly hid signifcant differences in the nature of the aggression being reported.
A quantitative cross-sectional online survey was undertaken with Otago secondary school students, and confirmed that physical aggression among NZ adolescents is a significant problem. Mutivariate analyses identified the school as an important factor in the social system of adolescents; in particular feeling safe, not feeling alienated and being treated fairly. The results highlighted the need to concentrate on strategies that improve students� positive engagement with school as a means to reduce physical aggression.
The final study of Otago secondary school teachers showed that while teachers did not consider physical aggression as a major problem in their schools, they did report frequent occurrences of physical fighting. Respondents also reported some teachers experienced significant physical aggression from students.
Physical aggression among NZ adolescents is a significant public health problem that needs addressing. This behaviour impacts directly on the education offered to students, the safety of the environment in which learning takes place, and the stress of the work place for teachers. This thesis has identified school engagement as the most promising protective factors for young people against involvement in physical aggression.
14
Smith, Donna Carroll. "Substance use attitudes and behaviors of students with learning disabilities." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092148415.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiii, 202 p.; also includes graphics. Includes bibliographical references (p. 190-202).
15
Classen, Nicole M. "High school students' academic achievement and their mothers' attitudes and level of education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131400050.pdf.
Full text
16
Spangler, Jennifer Anne LaBarge. "Beverage Vending Purchasing Patterns and Attitudes in Southwest Virginia High School Students." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31757.
Full textAbstract:
Beverage Vending Purchasing Patterns and Attitudes in Southwest Virginia High School Students
Purpose: This article examines changes in attitude and beverage consumption after a school-wide policy change replacing sweetened beverages in vending machines with 100% juice and bottled water.
Methods: Written questionnaires were administered three times to high school students (n = 278) in an ethnically-diverse, southwest Virginia school district. X ² analysis was utilized and test-retest reliability was assessed with intra-class correlation coefficients.
Results: Pearson correlation coefficients for reliability between test and re-test displayed a range from r =0.53 to r =0.73. There were no significant differences in demographics (gender and ethnicity) between time periods. X ² analysis revealed students were significantly more likely to choose healthier beverage vending options after one year compared to baseline (P<0.01). Although beverage vending purchases declined to near significance immediately following the change, there were no significant changes observed between baseline and follow-up (P<0.05). X ² analysis revealed no significant (P<0.05) changes in outside purchase patterns. Students also indicated that the top reasons for snack/beverage choices were hunger, taste, and price.
Conclusion: This suggests that students purchase what is convenient and available, regardless of choices. Therefore, environmental changes may be beneficial to promote healthier beverage choices among adolescents.
Master of Science
17
Alsehabany, Abdulaziz Ali. "An investigation of students' attitudes toward high school in Riyadh, Saudi Arabia /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076074.
Full text
18
Chan, Chuk-yue Gloria, and 陳燭餘. "A study on high school students' attitude towards marriage." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31248354.
Full text
19
McFadzen, Kathryn, and University of Lethbridge Faculty of Education. "What makes school a positive experience for 12 junior high school students?" Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/135.
Full textAbstract:
This study examined the perceptions and needs of junior high school students considering the question, What makes school a positive experience for 12 junior high school students? Previous research indicates that many students view school negatively (Bibby & Posterski, 1992). This conclusion is an alarming statement considering the significant number of years students spend in school. Using student written responses and interviews, this study explored the peceptions of junior high school students in relation to school.
Qualitative research method was used as it allowed the researcher to collect and document rich data that helped to shed light on students' views of junior high school. Twelve students, 2 males and 2 females, from each of the three junior high grades (7,8, and 9) participated in the study. The students were asked to respond, in writing, to five prompts: 1) Junior high school is...2) What do you think can make junior high a positvie place to be? 3) What do you think can make junior high a negative place to be? 4) The best thing about my school is...5) The worst thing about my school is... . Those same students then met in grade level groups for an interview used to clarify and expand upon the themes that emerged in their written responses. The final data-gathering technique was for the students to reflect upon what the ideal school might look like. Overall, the results of this study indicate that students value relationships with both teachers and peers and wish to belong to the safe and student-centered community of school. The insights of junior high school students about their schooling experience will assist in the organization of programs designed to meet the needs of adolescents within an educational setting.vii, 154 leaves ; 28 cm.
20
Leung, Sau-yue Christina. "Students' attitudes toward putonghua in two selected Anglo-Chinese secondary schools." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627644.
Full text
21
Cabarga, Garriga Barbara Carlota. "Contemporary Languages in High School : A study among high school students in the county of Jämtland, Sweden." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-56951.
Full textAbstract:
The purpose of this study is to investigate what students in high school think of contemporary languages studies and to understand their motivation to continue or not continue with them. The work is relevant, as fewer students continue to study contemporary languages at high school, despite international globalization and society's need for people who speak more than one foreign language. The survey methodology is quantitative with some qualitative elements. Electronic surveys were sent to students in high school in the county of Jämtland in the north of Sweden. There were 226 respondents to the survey and in their answers I can appreciate that several of them think that it’s enough to speak English and are not interested in any other languages. However, more than half, 174 students in this study find the advantages and enjoy learning another language. The majority of those who don’t continue with their contemporary languages studies think that the burden of studies is too much. They think that the lessons or/and the teachers are not motivating, the expectations are too high and they don’t get the same support from the school as they get in other subjects. They feel that maybe the school should give better information and adapt the courses to the students, get better teachers, make the lessons easier and provide more help to the students in the contemporary languages area.Syftet med studiet är att undersöka vad gymnasieelever tycker om moderna språk studier. Detta för att förstå vad som påverkar elevernas motivation att fortsätta eller inte fortsätta att studera moderna språk. Arbetet är relevant, eftersom färre studenter fortsätter studera moderna språk i gymnasiet, trots internationell globalisering och samhällets behov av personer som talar mer än ett främmande språk. Undersöknings metoden är kvantitativ med vissa kvalitativa inslag. Elektroniska enkäter skickades till gymnasieskolan elever i Jämtlands län i norra Sverige. Jag fick 226 svar, enkäten och resultaten av undersökningen visade att flera av respondenterna tycker att det räcker med att kunna engelska och de är inte intresserade att lära sig något annat språk. Trots detta är mer än hälften av undersökta elever i studien (174 elever) intresserade av att lära sig ytterligare ett språk. De ser fördelarna med det och de tycker även om språk. Majoriteten av dem som inte fortsätter med sina samtida moderna språk studier anser att moderna språkstudiernas börda är för mycket, de finner inte tillräcklig motivation i lektionerna och/eller lärarna. Dessutom tycker de att förväntningar är för höga och att de inte får samma stöd från skolan som de får i andra ämnen. De tycker att skolan kanske bör anpassa kurserna till studerande, skaffa bättre språklärare, göra lektionerna enklare och ge mer stöd i contemporary språk till de eleverna som behöver det.
VAL
22
Poon, Wai-cheong Alex, and 潘維醹. "Factors affecting learning attitudes and learning outcomes of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039912.
Full text
23
Nicopolis, Michelle Lynn. "Exercise attitudes and behaviors of academically accelerated and non-accelerated high school students." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074534.
Full textAbstract:
The investigation of youths' exercise attitudes and behaviors has been heavily researched. This study's focus was unique in that exercise attitudes and behaviors of academically accelerated and non-accelerated high school students were examined. Academic ability and sex were considered as possible influences toward physical activity attitudes and as potential predictor variables of exercise behaviors. The Revised CATPA inventory and the Attitudes Toward Exercise scale assessed subjects' exercise attitudes. A modified 7-Day Recall of Physical Activity measured the amount of time subjects spent exercising in the previous week. Results showed higher mean Revised CATPA scores for the academically accelerated and male subjects, while the ATE scores were higher among academically non-accelerated and female students. Results on the activity recall suggested that males were more physically active. A multiple regression analysis showed predictor variables of exercise. Future research ideas are discussed on differing academic groups.Department of Counseling Psychology and Guidance Services
24
Laher, Sue. "A study of the attitudes of high school special education students towards inclusion." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lahers.pdf.
Full text
25
O'Prey, Evelyn A. "Effects of CAI on the achievement and attitudes of high school geometry students." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/735.
Full text
26
Banks, Alberta Diahann. "Effects of Embedded Study-Skills Instruction on High School Students' Attitudes Toward Mathematics." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/50.
Full textAbstract:
The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected through a semi structured group interview to explore 6 students' perceptions on how the intervention affected their attitudes toward mathematics. Open and axial coding strategies were used to develop themes. Quantitative results indicated no significant differences in students' attitudes toward mathematics, while qualitative findings supported the use of the intervention to develop students' positive attitudes in mathematics. A recommendation was that educators undergo professional learning opportunities to increase awareness of the impact of embedded study skills on student learning and how to use this instruction in lessons. Positive social change may occur if educators are provided with insight in embedded study skills that could improve students' attitudes toward mathematics, which ultimately may encourage students to study higher level mathematics and to pursue mathematics-based careers.
27
Taylor, Bret Allen. "The influence of classroom environment on high school students' mathematics anxiety and attitudes." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/73.
Full textAbstract:
The purpose of this research was to examine the possible associations between the perceived classroom environment of high school students, the level of mathematics anxiety that they possess, and their attitudes towards mathematics. This marks the first time that these three fields of research have been simultaneously combined. Data were gathered from 745 high school mathematics students in 34 classes in high schools in the Southern California area using three instruments: the What is Happening In this Class? (WIHIC) learning environment survey created by Fraser, McRobbie, and Fisher (1996), an updated version of Plake and Parker's (1982) Revised Mathematics Anxiety Ratings Scale WRS), and a mathematics version of selected scales from Fraser's (1981) Test of Science-Related Attitudes (TOSRA). This revised attitude instrument was called the Test of Mathematics-Related Attitudes (TOMRA). Using statistical methods, the three instruments were checked for internal consistency reliability, factor structure, and discriminant validity. The RMARS and WIHIC were both found to exhibit good reliability and factorial validity in mathematics classrooms in Southern California, while the TOMRA yielded two scales of the four a priori scales, Enjoyment of Mathematics Lessons and Normality of Mathematicians, which met reliability and factorial validity standards. Within-class gender differences were analysed using paired t-tests combined with a modified Bonferroni procedure and effect sizes. Between- student gender difference were investigated using MANOVA. Simple correlation and multiple regression analyses were performed to identify possible associations between the learning environment and anxiety/attitudes scales. Qualitative data were collected from interviews and inductive analysis was performed in order to refute or corroborate the quantitative findings.Significant within-class gender differences were found in four areas of the learning environment (Student Cohesiveness, Task Orientation, Cooperation, and Equity), but no gender differences in attitudes were found. All four learning environment areas were perceived in a more favourable light by females than by males. Individual gender differences were similar, with a significant difference also being found in Teacher Support, as well as both types of mathematics anxiety, namely, Learning Mathematics Anxiety and Mathematics Evaluation Anxiety. In order to carefully identify the relationships between the classroom learning environment and mathematics anxiety, analyses were conducted for both factors of mathematics anxiety. While no association between the learning environment and Mathematics Evaluation Anxiety was found, there were significant associations between Learning Mathematics Anxiety and three areas of the learning environment: Student Cohesiveness, Task Orientation, and Investigation. Significant associations between the Normality of Mathematicians attitude scale and the learning environment scales Equity and Involvement were identified, while three areas of the learning environment (Investigation, Task Orientation, and Cooperation) had a significant relationship with Enjoyment of Mathematics Lessons. Qualitative data analyses confirmed relationships between anxiety, attitudes, and classroom learning environments. The data also suggest that the structure of the mathematical content is linked with the level of anxiety that high school students feel.
28
Taylor, Bret Allen. "The influence of classroom environment on high school students' mathematics anxiety and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15708.
Full textAbstract:
The purpose of this research was to examine the possible associations between the perceived classroom environment of high school students, the level of mathematics anxiety that they possess, and their attitudes towards mathematics. This marks the first time that these three fields of research have been simultaneously combined. Data were gathered from 745 high school mathematics students in 34 classes in high schools in the Southern California area using three instruments: the What is Happening In this Class? (WIHIC) learning environment survey created by Fraser, McRobbie, and Fisher (1996), an updated version of Plake and Parker's (1982) Revised Mathematics Anxiety Ratings Scale WRS), and a mathematics version of selected scales from Fraser's (1981) Test of Science-Related Attitudes (TOSRA). This revised attitude instrument was called the Test of Mathematics-Related Attitudes (TOMRA). Using statistical methods, the three instruments were checked for internal consistency reliability, factor structure, and discriminant validity. The RMARS and WIHIC were both found to exhibit good reliability and factorial validity in mathematics classrooms in Southern California, while the TOMRA yielded two scales of the four a priori scales, Enjoyment of Mathematics Lessons and Normality of Mathematicians, which met reliability and factorial validity standards. Within-class gender differences were analysed using paired t-tests combined with a modified Bonferroni procedure and effect sizes. Between- student gender difference were investigated using MANOVA. Simple correlation and multiple regression analyses were performed to identify possible associations between the learning environment and anxiety/attitudes scales. Qualitative data were collected from interviews and inductive analysis was performed in order to refute or corroborate the quantitative findings.Significant within-class gender differences were found in four areas of the learning environment (Student Cohesiveness, Task Orientation, Cooperation, and Equity), but no gender differences in attitudes were found. All four learning environment areas were perceived in a more favourable light by females than by males. Individual gender differences were similar, with a significant difference also being found in Teacher Support, as well as both types of mathematics anxiety, namely, Learning Mathematics Anxiety and Mathematics Evaluation Anxiety. In order to carefully identify the relationships between the classroom learning environment and mathematics anxiety, analyses were conducted for both factors of mathematics anxiety. While no association between the learning environment and Mathematics Evaluation Anxiety was found, there were significant associations between Learning Mathematics Anxiety and three areas of the learning environment: Student Cohesiveness, Task Orientation, and Investigation. Significant associations between the Normality of Mathematicians attitude scale and the learning environment scales Equity and Involvement were identified, while three areas of the learning environment (Investigation, Task Orientation, and Cooperation) had a significant relationship with Enjoyment of Mathematics Lessons. Qualitative data analyses confirmed relationships between anxiety, attitudes, and classroom learning environments. The data also suggest that the structure of the mathematical content is linked with the level of anxiety that high school students feel.
29
Stroble, Willie Lee. "The relationship between parental incarceration and African-American high school students' attitudes towards school and family." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618833.
Full textAbstract:
The purpose of this study was to investigate whether African-American adolescent high school students who have (or have had) at least one parent incarcerated differed on several variables as compared to African-American adolescent high school students who lived with both parents and those who did not have an incarcerated parent but who lived with only one parent.;John Marshall High School in Richmond, Virginia was the institution studied for this project. John Marshall was chosen for several reasons: the student researcher had access to this population and it was believed that a majority of the students at this institution came from homes where at least one parent was (or had been) incarcerated.;Each student was administered the Children's Depression Inventory (CDI), the Multidimensional Self Concept Scale (MSCS), and the Family Environment Scale (FES). In addition, data from students' cumulative folders were analyzed: grade point averages, attendance data, standardized test scores, and disciplinary referrals (if any). Students also answered questions on a 14-item researcher-generated questionnaire. The questions, Likert in nature, assessed students' feelings and perceptions about their family and school environments, as well as their parent relationships.;It was hypothesized that (1) there would be a difference between academic performance, daily absenteeism rate to school, classroom behavior, and attitudes towards school of African-American high school students who have (or have had) at least one incarcerated parent as measured by students' transcripts, standardized test data, school attendance records, and teacher-generated disciplinary referrals and (2) there would be a difference on the variables of depression, self concept, and family environment among African-American adolescent high school students who have (or have had) at least one incarcerated parent and (a) African-American adolescent high school students who lived with both parents and (b) African-American adolescent high school students who did not have an incarcerated parent but who lived with one parent as measured by the Children's Depression Inventory, the Multidimensional Self Concept Scale, and the Family Environment Scale.;The results of the study indicate that there were no differences in students who lived with both parents, in students who did not have an incarcerated parent but who lived with only one parent, and those who have (or have had) at least one parent incarcerated on the measures of depression, self concept, and family environment.;Further study is needed to determine the effects of parent incarceration on African-American school children.
30
Burfitt, Helen, and n/a. "Girls and science : a study of the attitudes to science of high school students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.
Full textAbstract:
In a case study of over three hundred students in one Canberra high school, the attitudes to
science of boys and girls in Years 7-10 were investigated using the Test of Science-Related
Attitudes (TOSRA). From this survey population, forty students were selected and
interviewed to explore in more detail students' attitudes to science. Parents of the
interviewed students were also surveyed to explore possible relationships between
students' attitudes and parental expectations and aspirations.
For the seven areas of attitudes investigated, students had positive attitudes to science in the
areas of social implications of science, normality of scientists, attitudes to scientific enquiry
and adoption of scientific attitudes. They displayed neutral to negative attitudes in the areas
of enjoyment of science lessons, leisure interest in science and career interest in science.
There was a significant difference between boys and girls in two of the seven areas with
girls being more negative than boys to a leisure interest in science, and girls more positive
than boys towards the normality of scientists.
When analysed for year at school and achievement in science, the data indicates that older
students and those with higher grades in science generally have a more positive or less
negative attitude to science. However, as a group, Year 8 girls were more negative than
other groups about the enjoyment of their science lessons, about a leisure interest in science
and about a career interest in science.
The interviews with students revealed that in general, they liked science and their science
teachers but that they would not choose science for leisure activities or for a career. Parents
are shown to have high aspirations and somewhat lower expectations for the career
prospects of their children. Both parents and students display stereotypical views about
certain careers based on gender.
Strategies to improve the attitude to science of boys and girls are suggested. These
strategies focus on activities for teachers, parents and the students themselves.
31
Hilton, Annette I. "Attitudes to school of extracurricular activity participants and non-participants /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19154.pdf.
Full text
32
Perche, Michelle. "Students' needs and attitudes: EFL education in Japanese high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/747.
Full textAbstract:
Much of the literature on EFL education in Japan describes a system that is fraught with problems. Over the last decade the Japanese Education Ministry (Monbusho) has introduced a number of reforms and introduced some new EFL courses into Japanese schools. The stated aim of the new courses has been to focus on the development of students' communicative abilities in English. However, the effectiveness of these reforms has been questioned particularly at the senior high school level. According to a number of commentators, difficulties occur because of a back wash effect of the university entrance examinations. Others criticise the teachers for continuing to use traditional teaching methods that may no longer satisfy the needs of present generation students.
33
Hernandez, Zulma. "Association of knowledge, attitudes, and self-efficacy with sexual risk behaviors among high school students in Aguablanca District-Cali, Colombia." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=215.
Full text
34
Gladney, Lawana S. "Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals : relationships with achievement for African American high school students /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.
Find full text
35
Pyne, Deena Patricia, and University of Lethbridge Faculty of Education. "An investigation of junior high and senior high school students perception of the terms "career" and "occupation"." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002. http://hdl.handle.net/10133/138.
Full textAbstract:
A Comprehensive Career Needs Survey was designed to assess the career needs of junior high and senior high school students. The survey consisted of questions regarding students, teachers, parents, counselors and administrators evaluation of career education and support needs in Southern Alberta. Due to the recent research that suggests that adolescent perceptions of their needs, often differ from teacher or parent perceptions, it was important to examine how adolescents perceive "career" and "occupation" and how this perception evolves overtime and through developmental stages. Quantitative results show that the themes of "occupation" and "career" do not differ significantly across grade level, nor are there any prevalent themes within grade levels. However, the results of the qualitative research suggest that the way in which individuals think about these themes does evolve throughout developmental stages. Based on this research, it is suggested the Career Education begin earlier, be more integrated and comprehensive. In addition, increased adolescent involvement in future needs assessments is also recommended. Implications for teachers and counselors will be discussed.ix, 108 leaves ; 28 cm.
36
Tang, King-fong, and 鄧景芳. "A study of secondary students' attitudes towards English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29677506.
Full text
37
Kobayashi, Yoko. "Japanese social influences on academic high school students' attitudes toward long-term English learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ53707.pdf.
Full text
38
LIN, JUN-LAN, and 林君蘭. "Junior high school students attitudes toward environmental conservation." Thesis, 1990. http://ndltd.ncl.edu.tw/handle/93542316096698998881.
Full text
39
"High School Band Students' Attitudes Toward Teacher Turnover." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9057.
Full textAbstract:
abstract: The purposes of this study were (a) to develop a reliable and valid measure of secondary student attitudes toward band teacher turnover using the Thurstone (1928) equal-appearing interval scale as a model, and (b) to administer this measurement tool to determine attitudes of high school band students toward teacher turnover. This procedure included collecting statements about an imagined teacher turnover from students in the population (N = 216) and having student judges (N = 95) sort the statements into eleven categories based on how positive, neutral, or negative, each statement was perceived. The judging results were then analyzed, and 29 statements were selected for inclusion in the final survey, which was completed by students (N = 521) from 10 randomly selected high schools in Arizona. Student responses were analyzed and compared by the independent variables of gender, grade level, and band teacher turnover experience, to determine if significant differences existed. Results indicated that the overall students' attitudes toward teacher turnover are neutral. One significant difference was found in the slightly positive attitudes of students in the year immediately following a band teacher turnover. This only lasts a year, as students in the second year of a teacher turnover were found to have comparable attitudes to students who have not experienced a new teacher transition. Findings also suggest seniors may have a different perspective than other students toward teacher turnover.Dissertation/Thesis
Ph.D. Music Education 2011
40
"Attitudes of high school learners towards school discipline." Thesis, 2008. http://hdl.handle.net/10210/1276.
Full text
41
Chang, Chia-Chi, and 張家綺. "Attitudes toward Oceanic Issues Perceived by High School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/86098075630159695840.
Full textAbstract:
碩士國立臺灣師範大學
生命科學研究所
99
In recent years, fishery resource consumption, climate changes, the territorial right among countries, such as issues mentioned above related to the ocean have been paid more and more attention to by the governments and civil groups all over the world. In several surveys about concepts and points of view toward the oceanic environment, I found that there are still some people or students have misconceptions and incorrect points of view toward the oceanic environment. Therefore, in this study, Questionnaire Survey Research is used to know that high school students’ current attitude toward ocean. As a result, it was found that for nearly fifty percent Taiwan students go to the sea only once a year and the frequency of their access to the oceanic information is not high in daily life, either. For most of the students, their attitude toward the news related to oceanic issues is that they won’t collect information for further understanding about the problems that ocean are currently encountering, in other words, we can say that students are not actively concerned about our oceanic environment. Moreover, regional, gender, grade and whether live nearby the ocean or easily acquired the oceanic information or not, all above will result in the variation of students’ concerning about the marine news. In addition, based on the circumstances of reading various themes of news, students tend to be highly interested in Nature News; After comparing domestic and foreign press, we can see that students are more interested in foreign news. As for the oceanic environment values, most students’ values toward oceanic environment are ecological value-oriented. On the other hand, what is toward cultural value-orientation is not as high as toward ecological and economic ones. Judging from how the students care about the oceanic news, personally Ithink it’s necessary to put the oceanic issue into the Marine education programs in the future. Through the Oceanic Issues, we can not only enable students to be more sensitive and aware toward the ocean, we also hope that students can learn to establish the correct attitude towards the ocean.
42
Chen, Man-Chun, and 陳曼君. "The Study of High School Students’ Attitudes toward Homosexuality." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/29505306510944728625.
Full textAbstract:
碩士國立彰化師範大學
輔導與諮商學系所
98
This study is to investigate high school students’ attitudes and cognition toward homosexuality, the differences of attitudes and cognition among these students with different backgrounds, and the factors that affect their attitudes. A multidimensional view of attitudes and cognition toward homosexuality is employed. The dimensions are from Worthington’s (2005) categorization of attitudes toward homosexuality: hate, homosexuality civil rights, internalized affirmativeness, knowledge of homosexuality, and conflict. The predictors of attitudes are background variables (gender, sexual orientation, grade, religion, with or without closed homosexual friends, and the experience of contacting the media on homosexual issues), psychological variables (openness to experience and gender role stereotypes), and cognitive variables (knowledge of homosexuality, conflict). The researcher composed the research measure according to Worthington’s definition of his five dimensions, and adaptation of Chen Yi Lin’s (2006)“The Questionnaire on Attitudes Toward Gender of Elementary School Teachers”, and translation of openness to experience measures from Goldberg’s(2010) IPIP website. The data of 268 participants are included in this research. Description statistics, one-way ANOVA, and multiple regressions are used to analyze the data. The research results show: 1. High school students only have indifferent attitudes toward homosexuality and they are lack of knowledge about homosexuality. 2. High school students’ attitudes and cognition toward homosexuality vary. They have the highest scores in civil rights and the lowest in knowledge of homosexuality. 3. Different dimensions of attitudes toward homosexuality have different predictors. 4. The variables of the background, the psychology, and the cognition can significantly predict the attitudes toward the homosexuality. The influence of gender, sexual orientation, gender role stereotypes, knowledge of homosexuality, and conflict is stably significant. 5. The effect of the background variables exists within the psychological and cognitive variables, especially within gender role stereotypes and the knowledge of homosexuality. However, there are other psychological and cognitive factors which aren’t discovered in the study in “gender” and “sexual orientation.” These findings and results hope to provide some suggestions for the education and the future research. Key words: attitudes toward homosexuality, cognition toward homosexuality, openness to experience, gender role stereotypes
43
Mason, Kimberly L. "Drug testing in schools attitudes of high school students /." 2003. http://louisdl.louislibraries.org/u?/NOD,40.
Full textAbstract:
Thesis (Ph. D)--University of New Orleans, 2003.Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Counselor Education Program"--Dissertation t.p. Vita. Includes bibliographical references.
44
Chang, Shih Yang, and 施養昌. "Research the attitudes of senior high school students toward money." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/12229460255177506917.
Full textAbstract:
碩士中華大學
應用數學學系(所)
96
Abstract The purpose of this study is to research the attitudes of senior high school students toward money. The data was collected by questionnaire survey method, and the target students researched are 450 students in the National Taichung Second Senior High School. SPSS statistic software is applied to process data and do quantitative research. Altogether five factors are extracted by means of the principal components analysis. There are five aspects, named “caution”, “achievement and fame”, “financial budget”, “pride and vanity”, and “compromising”. To profoundly research the current attitudes of students toward money from a diversity of aspects, the points of each aspect are analyzed by descriptive statistics(means, standard deviation, and so on). The differences have been profoundly analyzed, between boys and girls, among different grades, of the attitudes toward money, from diverse aspects. The following are the results: 1. The aspect of “caution”. Boys and girls agree at it no matter which grades they are in. There are no apparent differences. It indicates that senior high school students, on average, take a rational and cautious attitude toward money. 2. The aspect of “achievement and fame”. As a whole, they tend to disagree upon it in terms of their attitudes and thoughts. However, from this aspect the attitudes of the boys are more visible. At the same time, the attitudes of the second and third graders who show are more apparent. 3. The aspect of “financial budge”. There are no apparent differences no matter which genders or graders they are in. They all agree upon planning a budget. 4. The aspect of “pride and vanity”. Most of the students tend to disagree on the aspect. Especially, the attitudes of the third graders from this aspect are more visible than those of the first graders. 5. The aspect of “compromising”. As a whole, they disagree on this attitudes and thoughts; however, the boys show the higher degree of attitudes towards compromising than the girls. At the same time, the second and third graders show the higher level of attitudes towards compromising than the first grader. Eventually, the final results are concluded and the suggestions are provided. Hopefully, they will be a reference for family education, school education and further academic research.
45
Chiu-chin, Chow, and 周秋琴. "Survey on Some Consumer Attitudes of Junior High School Students." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/15476471055842513164.
Full textAbstract:
碩士國立臺灣師範大學
人類發展與家庭研究所
92
This study aims to investigate consumer attitudes of junior high students and to explore the personal and environmental factors that affect their consumer attitudes. In this study, 474 second-year students of six junior high schools in Taipei City and in Taipei County participated in the survey research of “Consumer Attitudes Survey of Junior High School Students.” In conclusion, this study first summarizes the following main findings of students’ consumer attitudes: (1) the consumers’ attitudes toward products：Perfectionism Orientation (90.5%), Value Orientation (90.5%), No-difference Orientation (71.7%), Fashion Orientation (70.0%), Brand Orientation (58.6%), Time-saving Orientation (48.5%). (2) consumer s’ attitudes toward money：practical style (96.2%), saving style (71.7%), spending style (38.2%). (3) consumer s’ attitudes toward advertisement information：confident style (70.3%), expertise- dependent style (54.9%), blindly-following style (45.6%), careless style (41.1%), believing-advertisement style (24.3%). (4) consumer s’ attitudes toward merchants：neutral attitudes (69.2%) , unreliable attitudes (55.3%), reliable attitudes (35.4%). (5) the consumer s’ attitudes toward consumer rights and obligations: The subjects take positive attitudes toward consumer rights and obligations. Besides, the significant factors that affect students’ consumer attitudes include the sex, the way of their getting pocket money, the amount of their pocket money, their family- status, their saving habits, influence of the TV, their family, and their school location. KEY WORD： consumer attitudes, junior high students, the consumers’ attitudes toward products, the consumer s’ attitudes toward money management, the consumer s’ attitudes toward advertisement information, the consumer s’ attitudes toward merchants, the consumer s’ attitudes toward consumer rights and obligations
46
Yao, Hsiu-Yun, and 姚秀雲. "An Analysis on Computer Attitudes of Senior High School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/26345996376318552936.
Full textAbstract:
碩士國立高雄師範大學
資訊教育研究所
91
An Analysis on Computer Attitudes of Senior High School Students Abstract The purposes of this study are:(1)to analyze the main factors that affect students applying computers and to examine their attitudes;(2)identify the relationship among the students’ computer skills, learning attitude ,and their learning experience. The survey samples are randomly chosen from the students who enrolled in any private or public high school at Kaohsiung city and Kaohsiung county in the year of 2001. The official documents show that the ratio of total student number in the county to those at the city is 5:13. There are 1445 students at the city area randomly chosen for this survey while 555 students were selected from the county site. Totally 1610 valid samples were collected. After analyzing, we conclude that (1) There are five main subscales which compose the instrument for examing the attitude of applying computers: computer confidence, using the Internet, computer learning, computer using, computer preference. The value of a is 0.8819. (2) From the analysis, the male students are more positive toward to the computer than the female students; also, the freshmen are better than the sophomore and the senior; students enrolled in the country school have higher computer acceptance than those who enrolled in the city. (3) In the aspect of computer learning experience, the students’ attitude will obviously improved if the time is longer for learning computers and using computers per week. (4) In the aspect of learning environment, students who have a computer at home with Internet available have better computer acceptance. The results can be applied to the course plan of information education and also canbe a solid reference for providing concrete suggestions for both the students and their parents. Keywords: Computer attitude, learning experience, learning environment
47
Tsay, Ruey-hwa, and 蔡瑞華. "The Money Attitudes of Junior High School Students in Taipei." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/93892939316615182329.
Full textAbstract:
碩士國立臺灣師範大學
家政教育研究所
88
The purposes of this study are to explore the money attitudes of junior high school students in Taipei, and the related effects from the view of family. This study used a questionnaire survey method and judgmental sampling. Samples were drawn from first, second, and third grade students of junior high schools located in Taipei, including sixteen classes (n=480). The instruments of this study included “junior high school students’ money attitudes scale”, “parents’ money rearing scale“, “personal background data”. The major results can be drawn as follows： 1.「Power-prestige」dimension Participants didn’t prone to view money as the symbol of power-prestige. Participants who have no saving habits, with more allowances, and often been reared with money by parents prone to view money as the symbol of power-prestige. 2.「Budget」dimension Participants have a tendency to use money carefully. Participants who have saving habits, and have better conscious of family’s economic situation have a tendency to use money carefully. This study also finds in the budget dimension, that it seems more suitable to discuss how to use money than the amount of allowances. 3.「Distrust」dimension The variables in distrust dimension are very weak. Only in the saving variables, participants who have no saving habits tend to be doubtful and hesitant about money. 4.「Anxiety」dimension There is no obvious tendency toward anxiety among participants. The result of two-way ANOVA (gender and grade) suggested that the interaction effect had significant difference. Further, in the simple main effects found second grade boys were more anxious than second grade girls and second grade boys were more anxious than first grade boys. Participants who have no saving habits, had more allowances, and often been reared with money by parents prone to be anxious about money. 5.「Quality」dimension There was no obvious tendency to quality among participants. The result of two-way ANOVA (gender and grade) suggested that the interaction effect had significant difference. Further, in the simple main effects found second grade boys more emphasized the quality of things than second grade girls. If participants have no saving habits, with more allowances, have better conscious of family’s economic situation, and often been reared with money by parents, then these kinds of participants more emphasize the quality of things.
48
Ya-Lin, Yang, and 楊雅琳. "High School Students' Attitudes and Cognation Towards Physical Fitness Testing." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/51751421039036809056.
Full textAbstract:
碩士國立屏東科技大學
休閒運動健康系所
101
The purpose of this study was to examine the attitudes and cognation of physical fitness testing among different background students’ senior high school students, and analysis the relationship between students’ fitness cognation and attitude towards physical fitness testing. The subjects were 587 senior high school students who completed the fitness knowledge test and the fitness attitude scale. These questionnaires were revised by three experts and finished pre-test. The questionnaires returns-ratio is 98.9%. The descriptive analysis, t-test, one-way ANOVA and Pearson product-moment correlation coefficient correlation were applied. The results were as follow: 1.Students’ attitudes towards fitness testing were significant different with different background variables, such as exercise habits, favorite sports and duration of exercise per week. 2.Students’fitness pre-testing behavior was significant difference with different background, such as gender, favorite sports, exercise habits and duration of exercise per week. 3.Students’fitness post-testing changing behavior was significant difference with different background, such as gender, grades, favorite sports, exercise habits and duration of exercise per week. 4.There were significant correlations between students of fitness knowledge and their attitude towards fitness testing, and connotation of fitness testing. The recommendations of this study were as follow: 1.Senior high school teachers should provide students exercise prescription to promote student understand the purpose of fitness testing. 2. Students’ physical activity and extra-curriculum sports participation should be marked. 3. Senior high school PE curriculum should include fitness knowledge, content of fitness testing and post-testing exercise prescription to promote students understand the purpose of fitness testing.
49
Ravhuhali, Fhatuwani. "Attitudes of high schools students towards the teaching profession." Thesis, 2010. http://hdl.handle.net/11602/831.
Full text
50
Hsiang, Chen-I., and 向珍儀. "A Study on Mathematics Learning Attitudes and Computer Attitudes of Senior High School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/66528968808399955610.
Full textAbstract:
碩士國立高雄師範大學
資訊教育研究所
96
The study aims at exploring the hierarchical relationships of students’ mathematics learning attitudes for their intrinsic motivation with means-end chain approach. Furthermore, the study discusses on senior high school students’ mathematics learning attitudes on the impact of computer attitudes and the reasons. Thirty in-depth interviews were conducted with laddering methodology. The study shows：The senior high school students hold positive attitudes toward mathematics by those attributes “resolve difficulties,” “Students discuss with me how to solve problems” and “I find out the answers to questions by doing investigations”. Then, it would bring advantages：“Ride out a storm,” “knowledge internalization.” Finally, they will achieve sense of accomplishment and fun. The influences of mathematics learning attitudes on computer attitudes are those attributes, which are “mathematics concept,” “operation” and “step by step.” Then, they would achieve sense of accomplishment and fun. Finally, in accordance with the findings of this study, the researcher provided suggestions to the educational organizations.