Dissertations / Theses: 'High school students Victoria'

1

Lipine, Tavita. "Education of secondary Samoan students in New Zealand : the road to success : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1317.

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Horsley, Jennifer M. "Critical connections : high-ability students' perceptions of factors that influence NZQA Scholarship : a mixed method study : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1140.

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3

Guzel, Okan. "High School Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608863/index.pdf.

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The purposes of this study were to explore students&rsquo
perceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students&rsquo
perceptions of their chemistry teachers&rsquo
communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher&rsquo
communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers&rsquo
communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.

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4

Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.

In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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Mert, Ozge. "High School Students&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605275/index.pdf.

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The purpose of the study was to investigate the high school students'
beliefs about mathematics and the teaching of mathematics. The study was conducted in Ankara with 425 tenth-grade students enrolled to general, Anatolian, foreign language and vocational high schools. Two measuring instruments were utilized: 1.Beliefs about Mathematics Scale (BaMS)
2.Beliefs about the Teaching of Mathematics Scale (BTMS). The validity and reliability of these scales were tested. The design of the present research is a casual-comparative study. The hypotheses of the present study were tested by using multivariate analysis of variance at the significance level 0.05. The results of the study indicated that:1. There are statistically significant differences among the mean scores of students enrolled to different kinds of high schools with respect to beliefs about mathematics and beliefs about the teaching of mathematics
2. There are statistically significant mean differences among students who have different mathematics achievement levels in terms of beliefs about mathematics and beliefs about the teaching of mathematics
3. There are statistically significant mean differences among students who are in different branches in terms of beliefs about mathematics and beliefs about the teaching of mathematics
4.There is no statistically significant mean difference between the male and female students on beliefs about mathematics. On the other hand, there is statistically significant mean difference between the male and female students on beliefs about the teaching of mathematics in the favor of female students.

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Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

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7

Zencirci, Nilufer. "The Attitudes Of High School Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611974/index.pdf.

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The purpose of this study is to investigate 11th and 12th grade high school students&rsquo
attitudes 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.

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8

Checkley, Doug, and University of Lethbridge Faculty of Education. "High school students' perceptions of physics." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2584.

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There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.
viii, 221 leaves ; 29 cm

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9

Boswell, M. Alison. "School Level Predictors of Bullying Among High School Students." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/44.

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Bullying is a universal problem affecting the emotional, social, and physical wellbeing of school-age children worldwide. Individual level correlates of bullying have been well-documented; however, there is limited research identifying variables at the school level which contribute to bullying involvement, especially among high school students. In this dissertation, school characteristics associated with bullying were investigated using an ecological systems framework. In the first paper, a comprehensive review of the bullying literature was conducted. Research in the following areas were summarized: definitions of bullying, measures of bullying, individual correlates, influences of cognitive development and social context across age groups, contextual variables (family, school, and community), evidence-based interventions, and bullying from a socio-ecological perspective. In the second paper, research findings are presented for an original study investigating school level predictors of bullying involvement across Kentucky high schools. The study used aggregated data from a survey of 9th to 12th grade students in 26 high schools across the state, combined with existing school datasets, in order to examine: (1) the prevalence of bullies, victims, and bully-victims across Kentucky high schools and (2) school characteristics associated with elevated rates of bullying involvement. Results revealed important differences in school bullying incident reports and student reports of bullying experiences, as well as unique differences between school environments with high and low rates of bullying involvement. Overall, academic performance and parent involvement were the strongest predictors of bullying involvement at the school level; however, the relationships between these variables and prevalence rates were not as expected. In several analyses, individual level findings from the bullying research did not translate to the school level as hypothesized. Overall, these findings have important implications for researchers when using multilevel analyses in the school context, when investigating the impact of bullying interventions at the school level, and when investigating how the school environment contributes to bullying. Results also provide important information for schools developing or revising bullying data collection procedures.

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10

Sanner, Beth. "Perceptions of violence among high school students /." View online, 2006. http://repository.eiu.edu/theses/docs/32211131326312.pdf.

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11

Jantz, Carrie. "Transition programs for new high school students." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CJantzPartI2006.pdf.

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12

Kayhan, Emine Banu. "Investigation Of High School Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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The purposes of the study were
to investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.

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Varner, Edward Lee. "Why High School Students Participate in Band." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640288.

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The purpose of this study was to examine the factors that motivate high school students to participate in school band. The relationships between music education, academic success, and social engagement in school were explored. A survey questionnaire and interview questions were used to generate response data from 45 high school band members. Data were gathered, coded, and analyzed using qualitative survey and structured interview design techniques. A systematic approach was used to create a viable narrative that, when added to existing literature, provided a better understanding of the topic for those decision makers struggling to find justifications for how and why band is an important option for high school students. Findings from this study support earlier research and provide a strong case for the claim that many students are intellectually, emotionally, expressively, and musically nurtured by membership in school band. Stress relief was a powerful theme throughout student responses and many students indicated that band was an important place where they were able to build their strongest support relationships. The information acquired from this study provided insight into student perceptions about the value of band participation from environmental, behavioral, and cognitive viewpoints and highlighted the importance of band as a social and emotional support space where students are able to find sanctuary from the stressors of their lives.

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14

Chow, Chin, and 鄒駿. "Code-mixing phenomenon among high-school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3196364X.

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15

Smith, Beverley R. "Gifted Students' Perceptions of High School Transition." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/194.

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This study examined the perceptions of gifted middle school students who attended one of two middle school gifted service options as they transitioned into high school. Gifted middle school students from either a center-based gifted service option or a school-based gifted service option from middle schools in a suburban district in Central Virginia participated in the study. Participants who had completed three consecutive years within the gifted service option were purposively selected for the study. Students completed a pre-transition survey at the end of their eighth grade year and a post-transition survey early in their ninth grade year. The survey asked students to identify their high school program choice and provide a reason for their choice in order to establish high school program choice trends among the different gifted service options. The surveys also assessed the differences in the students’ perceptions of the transition from middle school into the chosen high school as it pertains to academic, organizational, and social constructs of the high school program. Students from the center-based gifted program were more likely to choose to attend one of the regional Governor’s schools, and chose to do so because of personal interest and the perception of academic rigor. The students from the school-based gifted service options were more likely to choose to attend one of the district’s specialty centers, and chose to do so because of personal interest and parental encouragement. Prior to transitioning into high school, both the center-based gifted and the school based gifted students had high perceptions of the grades they earned. However, after transitioning into high school, only the center-based gifted students continued to have a high perception of grades earned. Prior to the transition into high school the center-based gifted students had higher perceptions of the academic, organizational, and social constructs. Differences were not found among the post-transition perceptions of the academic, organizational, and social constructs between the two gifted middle school groups; however, the extremely small sample size of the post-transition survey may have impacted these results.

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Borchert, Michael. "Career choice factors of high school students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002borchertm.pdf.

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17

Green, Amy. "Barriers and facilitating factors to high school students' school engagement." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003008.

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18

Howard, Ann Marie. "High School Students' Perceptions of Safety Concerns Predicts School Avoidance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6793.

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School violence is a growing concern and an impending danger for American youth. Students' perceptions of violent school incidents may lead to fear and this fear may lead to school avoidance. Although researchers have found that teenage pregnancy and working to support family are two of the main reasons that students stay home from school, there has been no research conducted on whether students' perceptions of safety concerns, solely focusing on the presence of guns, gangs, student bullying, and fear of victimization, predict their decision to stay home from school. Therefore, based on social disorganization and resilience theories, the purpose of this quantitative study was to examine the role of high school students' perceptions of safety concerns in school on avoidance behavior, specifically, their decision to stay home from school due to thinking they may be attacked or harmed in a school building, on school property, on a school bus, or going to and from school. Archival data from a sample of 4,767 American youth, 12–18 years of age, who participated in the 2015 School Crime Supplement Survey were analyzed using logistic regression. Findings revealed that students' perception of gangs, student bullying, and fear of victimization led to school avoidance. This study has important implications for positive social change: The findings can be used by government entities, communities, schools, administrators, students, and parents to inform efforts designed to maintain a safe school environment.

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19

Jutrakul, R. (Rada). "Self-regulated learning:key strategies of high-achieving high school students." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201801131074.

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This study identified the key strategies of Self-Regulated Learning (SRL) from High Academic achievers among high-school students between Grade 9 to Grade 11 in Language Arts (English)class (N = 46). These High Achievers in Language Art were discovered through their high scores on the Motivated Strategies for Learning Questionnaires (MSLQ) and there school average grade of the class. Students were first requested to fill out the MSLQ questionnaire based solely on how they think and feel about themselves in learning situations. They were made aware that results of the questionnaire would be anonymously revealed for the purpose of the study and that it wouldn’t affect their grades. As for the interview, students were briefed beforehand about what they will do and some basic knowledge was established before the interviews occurred to ensure optimal data. The results of the MSLQ was first compared and evaluated in conjunction with the students’ scores for their Language Arts class. The Self-Regulated Learning Interview Schedule (SRLIS) was later used to obtain information on SRL strategies used and their frequencies in different contexts from the selected group (N=9). The findings of this study suggested that there is no direct correlation between the MSLQ results and the Language Arts (L.A.) subject grades score, but that there is a relationship between the specific Self-regulation skills to the L.A grade scores. Furthermore, Goal-setting and planning were reported to be the most used strategies among high achieving students. This suggests goal-setting and planning might be one of the keys to success in academic areas. The empirical findings of this study supported many theoretical aspects of SRL. Towards the end of the studies, the implementations for teaching practice and suggestions (in addition to future research directions) were discussed to further increase the understanding of teaching methodology.

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20

Husby, Stacey J. "Students' perceptions about students at risk." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbys.pdf.

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21

Arsenault, Lee Anne. "High school confidential, lesbian students speak of public high school experiences in Nova Scotia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54521.pdf.

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Bauer, Sharla. "The relationship between high school athletic participation and self-esteem of high school students." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bauers.pdf.

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23

Huot, Karl. "ESL reading comprehension amongst second cycle high school students, students' requests." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116939.

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The intention of this study was to investigate what are second cycle secondary students' favorite teaching techniques regarding learning reading comprehension in a second language inside the classroom. Another aim was to find out what was their favorite competency to practice during class hours. The best available method to pursue this study was a quantitative survey method. The questionnaire focused on different reading comprehension teaching techniques that are often used inside classrooms. Students had to position themselves in terms or enjoyment of certain teaching techniques used inside the classroom. Out of the 600 questionnaires sent out to the second cycle students of La Magdeleine High School, 227 responses were received. The results of the study indicated that students understand the values of doing the majority of reading exercises proposed inside the classroom, but were sometimes experiencing some form of anxiety, laziness and resistance with some of those activities. The principal conclusion is that teachers need to combine some of the students' favorite teaching ESL reading comprehension techniques and also use some techniques that aren't enjoyed as much by students and attempt to adapt them in a manner that would keep students motivated throughout those classes.
Le but de cette étude était de faire une analyse concernant les techniques d'enseignements favorites des étudiants fréquentant le deuxième cycle du secondaire dans le volet de compréhension de lecture de leur cours d'anglais langue seconde. Une autre cible de cette étude était de déterminer quelle était la compétence favorite des étudiants à développer durant les heures de cours. La meilleure méthode disponible afin de faire cette étude était la méthode de sondage quantitative. Le questionnaire s'orientait sur différentes techniques d'enseignements fréquemment utilisées dans les classes des cours d'anglais langue seconde. Les étudiants devaient prendre position en termes d'appréciation face à différentes techniques d'apprentissages utilisées en classe. Sur les 600 questionnaires distribués aux élèves de l'école secondaire de la Magdeleine, 227 questionnaires complétés ont été reçus. Les résultats de l'étude ont démontrés que les étudiants comprennent bien les valeurs de la majorité des exercices de lecture proposés dans les classes, mais ils ont parfois démontrés une certaine forme d'anxiété, de résistance et de paresse avec certaines activités d'apprentissages. La conclusion principale de cette étude est que les enseignants doivent trouver une manière de combiner les techniques les plus appréciées des étudiants avec quelques techniques moins affectionnées tout en tentant d'adapter ces techniques afin de garder les étudiants motivés durant les heures de cours.

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Reeves, Cynthia. "HIGH STANDARDS FOR ALL STUDENTS? THE KENTUCKY EDUCATION REFORM ACT AND IMMIGRANT HIGH SCHOOL STUDENTS." Lexington, Ky. : [University of Kentucky Libraries], 2004. http://lib.uky.edu/ETD/ukyanth2004d00170/CRdis.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2004.
Title from document title page (viewed Jan. 6, 2005). Document formatted into pages; contains ix, 224p. : ill. Includes abstract and vita. Includes bibliographical references (p. 200-220).

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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.

The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Shirk, Breanne N. "A School-Based Intervention Increased Nutrition Knowledge In High School Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243365958.

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27

Weade, Barbara Lee. "School and work tardiness in high school students in rural Wisconsin." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004weadeb.pdf.

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Oto, Mari N. "Ethnic Identity and School Belonging Among Pacific Islander High School Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6766.

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Pacific Islander high school students in the state of Utah specifically, but across the United States generally, face significant challenges such as high levels of high school dropout and low levels of academic attainment. The purpose of this study was to examine if components of an achieved ethnic identity (exploration and commitment) are positively related to high levels of school belonging among Pacific Islander high school students in Utah. I further investigated whether self-esteem was a mediating factor in any observed relationship between ethnic identity and school belonging. Participants in this study were Pacific Islander youth between the ages of 13-19 years old and attending high school in the state of Utah. The Multigroup Ethnic Identity Measure—Revised, Rosenberg Self-Esteem Inventory, Simple School Belonging Scale, and demographic questions were combined in a survey and taken by 111 participants. Results indicate a significantly positive relationship between school belonging and self-esteem (r = .39, p < .001). However, no relationship was observed between ethnic identity and school belonging. Results also suggests that self-esteem is not a mediating factor, nor is it related to ethnic identity individually for these students. Another purpose of this study was to better understand Pacific Islander students in our public education system, and especially in the state of Utah. Results revealed that ethnic identity may not operate in the same way for students in this study as has been suggested in the literature for other ethnic minorities. Specifically, ethnic identity, as measured by the MEIM-R may not represent the same construct, which leads to questions about how this sample was different than other national samples. The context of Utah may have been a determining factor and may play a role in the formation of ethnic identity for Pacific Islander students who live in Utah, especially for those who are also Latter-day Saint. Future research should look closely at the relationship between religiosity and ethnic identity for Pacific Islander students in Utah schools. The findings from this study also highlight the role of self-esteem in school belonging. They suggest a need to move beyond generalizations of this group of students as "minorities" to understanding how to increase their self-esteem in hopes of boosting their sense of belonging in our schools, thus leading to greater high school retention and academic achievement for this population.

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Robertson, Laura, Pamela Cromie, and Mahua Chakraborty. "Scientific Practice: Data Analysis by Middle School and High School Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/773.

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30

Wong, Siu-ping. "Listen to what students say : students' perceptions of the characteristics of a good teacher /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25139253.

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31

Hillman, Robert P. "Transition from secondary school to university." 1999. http://repository.unimelb.edu.au/10187/421.

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Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)

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32

Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.

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The mathematics education experiences of Aboriginal high school students has received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories. Performance mastery experiences were found to dominate the formation of students’ sense of competence. Experiences were centrally impacted by students’ affective domain. The importance of relationality and an inter-connection between all four sources of self-efficacy are also noted. Implications for future research and practice are provided.

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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.

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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.
This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.

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TSAI, WEN-HUA, and 蔡文華. "Victimization of Senior High School and Vocational High School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/44137750943331400783.

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碩士
國立臺北大學
犯罪學研究所
96
By using an administered questionnaire, the study comprised a purposive sample of 552 senior high school and vocational high school students from grades 2 and 3 in Hsin-Chu County. The study had two aims：（1）to understand campus violence victimization of senior high school and vocational high school students; and （2）to analyze important factors to predict campus victimization. The study found that (1) being physically pushed around and making indecent gestures are the most popular forms of campus violence among students; (2) campus violence is most likely to happen in classrooms when schoolmates are present at the scene; (3) most campus violence victims don’t seek help. Victims would tell friends if help is needed; (4) male, tall and strong, vocational school students, mothers working in professional jobs, poor teacher-student students relationships, poor academic achievement and wearing designer’ products to school are the most significant predictors of victimization on campus. Three suggestions are made to prevent the victimization of high school students. First, schools might consider ruling out the family-related factors since they are least important to victimization on campus violence. Second, teachers should provide more assistance to potential victims via encouraging better interpersonal relationships, especially with teachers and classmates. Finally, vocational high schools need to make more efforts to construct a safer learning environment for their students.

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楊智輝. "High School Students' Ethical Perspectives." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/48797768588694443205.

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碩士
國立彰化師範大學
政治學研究所
99
This study uses a questionnaire and interviews to collect high school students' perspectives on such three ethics as families, lives, and vocations. Each ethic includes some items, like parents, brothers, and sisters in families, all kinds of relatives, teachers and students in the sixth roentgen, the ways to treat each other with respect among mankind. The living ethics involve four anchors, eight virtues, three virtues, youth rules, and investigations into viewpoints on birth, age, illness, death, joyous events, wealth, environmental protection, and learning. Vocational ethics enumerate some explorations into the proper courtesies of some relevant vocations to students, like teachers, lawyers, doctors, drivers, soliders, policemen, cleaners, vendors, civil workers, farmers, and merchants. Below are the conclusions and suggestions of this empirical study. First, the interviewed students' perspectives on proper courtesies of all ethics are penetrating and insightful. They enumerated all deeds of fuifilling filial piety, psychological adjustments of those people who failed in their undertakings, proper courtesies towards the social wise, care and guidance of persons receiving punishment in jail, administrative innovations of all kinds of weddings and funerals, expectations of doctors, nurses, judges, government officials, and bank employers, as well as the viewpoints on traditional four anchors and eight virtues. Interviewed students' opinions were also far-reaching and profound. It is fervently hoped that this study aims to render the harmonious progress in which people get along with one another in society some help. Second, Family ethics give top pritority to filial piety and loving family members, including father being benevolent and guiding, sons being filial and advising, elder brothers being loving and friendly, younger brothers being respectful and obedient, husbands being gentle and noticing righteousness principles, wives being meek and honest. Even more commendable, importance should be attached to family harmony, valuing righteousness, noting environmental factors, showing concern about the ethics of the others and outsiders. Third, Vocational ethics consist mainly in diligence. Respect should be given to the value of diligence. And we should cherish the sweet fruit of physical labor instead of indulging ourselves in chasing fame and fortune and rewards. We should learn the examples of offering society, such as Mother Teresa in india, the founder of Ford Car Mr. ford, Mr. Rockefeller of Rockefeller Foundation, Warren Edward Buffett, William Henry Bill Gates III, and Dharma Master Cheng Yen, in order to re-establish the values of vocation. Fourth, there exist many difficult items involving morality thoughs of living ethics and traditional ethics to be further defined and interpreted clearly. Although the result of clear definition does not necessarily achieve the completely mutual consensus, yet at least the problems may be identified and an understanding regarding others’perspectives and comprehension can be reached. The subsequent redefinition will enable educators to carefully re-examine educational measures afresh. Fifth, High school students could internalize moral conducts, cultivate values of ethics, and learn truthful wisdom through such activities as extensive reading, learning by doing, thoughs, critique, debate, and practice in the naturalistic and dialectical atmosphere, with a view to increasing multi-dimensional intelligence and introspection wisdom.

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Talsky, Kathleen A. "Consensus analysis of high school students' perceptions of high school athletes." 2002. http://www.oregonpdf.org.

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Lai, Shulian, and 賴淑戀. "Vocational High School Students’ Motivation for." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/23241724392877970949.

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碩士
國立彰化師範大學
英語學系
96
This study explored English learning motivation among Taiwanese vocational high school EFL students. One attempt of the study was to identify the motivational orientations. Another attempt was to investigate the relevance and characteristics of the integrative orientation and the instrumental orientation. The relationships among students’ motivational orientations, motivational intensity, and English academic achievement were also explored. A total of 328 commercial vocational high school students participated in the study. A Motivational Questionnaire was first developed and then administered to the participants. The questionnaire items were drawn from three sources: open-response questions, interviews with students, and a number of published questionnaires. The questionnaire contained three sections: Students’ Background Information, Motivational Orientations, and Motivational Intensity. The collected data were analyzed using exploratory factor analysis (EFA), descriptive statistics, t-tests, correlation analysis, and multiple regressions by SPSS for Widows Version 13.0. Structural equation modeling (SEM) was further performed by using LISREL 8.5 to confirm the causal relationships between the Motivational Orientations and English Academic Achievement. Five factors were extracted from Motivational Orientations: Intrinsic Motivation, Sociocultural Orientation, Entertainment, Pragmatic Uses, and Good Academic Performance. Significant correlations were found between each extracted factor among Motivational Intensity and English Academic Achievement. Furthermore, results of the SEM provided strong support for the proposed model, suggesting a causal relationship between motivational orientations and achievement. Four other major findings are as follows. First, Pragmatic Uses and Good Academic Performance could be categorized into the subsystem of the instrumental orientation. The vocational high school students tended to learn English mainly for practical reasons. Second, Sociocultural Orientation was closely associated with integrative orientation. The integrative orientation in this context could be identified by two distinct dimensions: a general interest in the foreign people and cultures and a desire to be integrated into the target community. Third, Intrinsic Motivation was potentially a main motivator of the language learning. Fourth, the female students consistently demonstrated significantly stronger motivation than their male counterparts in Motivational Intensity, Intrinsic Motivation, Sociocultural Orientation, Pragmatic Uses, and Good Academic Performance.

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Killmeyer, Wayde. "High school graduates report on reform efforts in their high school senior year." 2009. http://digital.library.duq.edu/u?/etd,111558.

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Peng, Jui-Ling, and 彭瑞齡. "Causes and Effects of Junior High School Students’ Achievement Motivation ─Examples of Junior High School Students in Taoyuan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/84696462688126650597.

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碩士
元智大學
管理研究所
94
The purpose of this study is to investigate if there is a significant effect between parents’ and teachers’ goal orientation and students’ achievement motivation; in addition, it discussed the relationship among students’ achievement motivation, self-efficacy, and learning performance (including daily behaviors and academic performance). Participants in this study were the students, parents, and teachers from seven national junior high schools in Taoyaun County. A questionnaire was completed by each participant, and there were 754 copies valid. Results showed ten suggestions: (1) The more parents’ learning orientation was, the stronger students’ individual- oriented achievement motivation was. (2)There was no significant positive correlation between teachers’ learning orientation and students’ individual-oriented achievement motivation. (3) Parents’ learning orientation had more significant effect on students’ individual-oriented achievement motivation than teachers’ learning orientation did （4）The more parents’ performance orientation was, the stronger students’ social-oriented achievement motivation was. (5) There was no significant positive correlation between teachers’ performance orientation and students’ social-oriented achievement motivation. (6) Parents’ performance orientation had more significant effect on students’ social-oriented achievement motivation than teachers’ performance orientation did. (7) The stronger students’ individual-oriented achievement motivation is, the better their learning performance is. (8) The higher students’ self-efficacy is, the better their learning performance is. (9) The stronger students’ individual-oriented achievement motivation is, the higher their self-efficacy is. (10) Students’ individual-oriented achievement motivation will affect their learning performance through the mediating effect. This study focuses on the findings and gives managerial implications for the Ministry of Education (MOE) and educational institutions. Keywords: achievement motivation, goal orientation, self-efficacy, learning performance

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"Investigation of High School Students' Spatial Ability." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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41

Whitfield, Faith A. "High school students' perspectives of parental involvement." 2006. http://digital.library.okstate.edu/etd/umi-okstate-1783.pdf.

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Kabiru, Caroline W. "Condom use among Kenyan high school students." 2005. http://purl.galileo.usg.edu/uga%5Fetd/kabiru%5Fcaroline%5Fw%5F200512%5Fphd.

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Kuska, Ilana. "High school students interacting with video art." Thesis, 1990. http://spectrum.library.concordia.ca/3410/1/MM59142.pdf.

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Brudigam, Kristin Lea. "Spatial ability in high school geometry students." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3918.

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The purpose of this study was to observe the differences in high school PreAP Geometry students in regards to spatial ability. The hypothesis states that students who are enrolled in both high school PreAP Geometry and Introduction to Engineering Design have better spatial ability skills than those students who are solely enrolled in PreAP Geometry. Of the 207 students enrolled in geometry at the test school, there was a smaller population (n = 57) simultaneously enrolled in an engineering graphics course at the high school. No direct or special intervention was given to either group of students. Near the end of the academic year, all students were administered the Purdue Visualization of Rotations Test (ROT). Results showed that students enrolled in the engineering design class performed better than those students not enrolled in the course. Furthermore, the males outperformed the females when all students were considered. However, there was not a significant difference among the males, nor was there a difference between males and females enrolled in engineering. Further research is needed to understand these differences and how geometry education plays a role in the development of spatial ability skills.
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45

Lin, Yi-ter, and 林宜德. "The Hazard Perception of High School Students." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/71572543999710337140.

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碩士
中國文化大學
地學研究所
89
ABSTRACT Taiwan has suffered from many kinds of calamities , and among them the 921 earthquake was the most destructive one , which shocked the whole island.After that quake , all the experts have devoted themselves to the reconstruction of the land use code and the conservation of soil.However, there's one more thing we should do that is to educate the teenagers to learn lessons from disasters. Once they acquire the know-how they can help relieve the impact, which is considered the first step to disaster prevention. Therefore, the focus of this report is to investigate students' awareness of the calamities which pose threats to the Taiwan area, including typhoons, floods, quakes, landslides, etc. The purpose of this research is to provide the authorities concerned with results and suggestions which can be helpful in the future planning. Some important research findings are as follows: 1. Materials of calamities in geography courses have been improved. They not only introduce the nature of a disaster but also stress on people's reaction and prevention.In awareness, students consider the continental movements have something to do with quakes, typhoons come from the low pressure systems on a tropical ocean; people's improper use and development of land cause floods and landslides , quakes and typhoons are considered as natural disasters, while landslides and floods man-made ones. 2. The majority of senior high school students know how much damage these calamities will do. But only 36.2 percent of them know the right frequency of a quake, there is a big difference between students in the north and in the east. The former think it has a longer cycle while the latter shorter one. Apparently, quakes are either overestimated or underestimated. However, students all acknowledge well that typhoons often occur between summer and fall and the main cause of a quake is the continental movement. Students are weak in answering where typhoons cause the most strong winds and rain, which is the task to be strengthened in the future. 3. In perception of the most hazard prone-areas, students recognize quakes occur often in the east,landslides in the central areas, and floods in the north. 4. Most students think quakes happening within a short time are most destructive , next are landslides, and then typhoons and floods. Furthermore , the students consider that earthquakes are most difficult to be controlled, while typhoons and floods are comparatively easier to handle. And , the landslides are considered to be the easiest one to deal with. 5. In behavior, there's no difference due to sex, experiences, locations, and living environment. It differs, however , from different grade of students. Grade 1 students are better than grade 2; and grade 2 are better than grade 3 students. 6. Most senior high school students hold a reasonable, positive attitude toward hazards. They know how to stay away from dangers and are willing to devote themselves instead of being indifferent.But the results differ in areas, grades, sexes. Boys are prior to girls;students in the east, center and south are prior to those in north; students in the east are prior to those in the south. As to grades, the first grade is prior to the second and third. 7. The priorities of students' fears are : landslides , quakes , and then floods . Among them, landslides, not quakes,are the most fearful.Few fear typhoons. 8. In behavior adaptation, most students take active action instead of suffering passively. They tend to expect that the government pay more attention to hazard prevention and related construction. To protect people, the government should not neglect this result. 9. The main information resources of students are from ; (1)TV and radio (2)school (3)newspaper and magazine. The most acceptable ways to educate them are (1)a visit to the striken areas(2)materials edited into the textbook.The most urgent hazards to be understood are (1)quakes (2)landslides (3)floods and (4)typhoons.In satisfaction, students are not satisfied with the relief and prevention jobs led by the government. They are less satisfied with “prevention education and promotion” and “preventive construction” than with “hazard prediction” .Students in the first grade feel more satisfied than the third ; the juniors are also more satisfied than seniors .

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Thamae, Malitsoanelo Nthati. "Lesotho High School students' conceptions of earthquakes." Thesis, 2006. http://hdl.handle.net/10539/346.

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Degree: Master of Science Department: Science
This study examined conceptions about earthquakes held by the selected high school students in Lesotho. A survey was carried out at one high school with students from three different grades; Form A students who had not yet received formal instruction about earthquakes, and Form C and Form D students who had dealt with the topic in school. Some of the students in the sample had experienced an earthquake. A diagnostic test was used to elicit conceptions from 130 students. Follow-up interviews were conducted with 6 students, with the purpose of probing certain responses from the test. In particular, test responses that were probed included; first, those which showed confusion between earthquakes and volcanoes, and second, those which used indigenous beliefs to explain causes of earthquakes. The conceptions held by students in the three grades were analysed and compared. From the results the following findings emerged: First, many students appear to be confused in their understanding between earthquakes and volcanoes, particularly those who had received classroom instruction on these concepts. Some of the students could not distinguish between an earthquake and a volcano, while others seem to think that earthquake occurrences are always linked to volcanic activity. Second, several students across the three grades could not differentiate between movements of the earth’s crust which result in earthquakes and the larger scale movements, i.e. the rotation and revolution of the earth. Third, generally students across the three grades appear to have scientifically correct ideas about the causes of earthquakes. Also, the majority of students attributed the causes of earthquakes to water, perhaps because the earthquake in their area was caused by impoundment of the dam. However, students seemed to be uninformed about the mechanisms or processes behind the occurrence of earthquakes. Finally, a few students across the grades used indigenous beliefs to explain earthquakes. With an awareness of the conceptual and cultural difficulties students in Lesotho are likely to encounter in the learning of earthquakes, teachers can prepare in advance to handle such issues, as they are critical in the understanding of the phenomenon of earthquakes.

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Chan, Ya-Chiao, and 湛雅喬. "Gender-equity awareness of high school students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/20409240006623439403.

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碩士
中華大學
科技管理研究所
93
Abstract The major purpose of this research is to understand the gender-equity awareness of high school students, by analyzing the variances of different variables of gender-equity awareness. The objective is to discuss how the different backgrounds, environments of full-time and part-time students will affect the intensities of gender-equity awareness of them. We adopt the questionnaire method on part-time and full-time students (N=1323) in National Miaoli Senior Commercial Vocational School under different factors of students including personal, educational, family, environmental factors. In the statistic analysis, we consider five aspects which include (1) Opportunity equity, (2) Family life equity, (3)Right and obligation equity, (4) Physiology equity, and (5) Mental equity. With respect to the results of the questionnaire, we use SPSS software in data analysis. The results of the research are listed below: 1. Different academic systems – Full-time students have higher awareness of gender equity than that of part-time students in general. 2. Different gender – Boys’ score in average is lower than that of girls’, which means female students have higher gender-equity awareness than that of male ones. 3. Willing to be educated – Students who will to take further education opportunity have higher score in average than those who don’t. The higher score he(she) gets, the higher awareness of gender equity he(she) has. 4. Age – In general, students under 16 (16 is included) get highest scores in average. Besides, during the high school period, the younger the students have higher gender awareness than the older students. 5. Place of growth – Students who live in big cities have higher awareness of gender equity than that of those students who live rural area. 6. Social experience – Students without working experiences get higher score in average than that those without working experiences. The higher score he(she) gets, the higher awareness of gender equity he(she) has. 7. Family background – Students who live with both parents have higher scores of the factor of family life than those who live with a single parent. The higher score he(she) gets, the higher awareness of gender equity he(she) has. 8. Parent education style –Students under democracy education style have the highest score on the opportunity and family life equity. The higher score he(she) gets, the higher awareness of gender equity he(she) has. keywords: gender, gender equity, gender equity education, sex-role stereotype

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48

Chen, Wei-yi, and 陳瑋怡. "Junior High School Students’ Motivation for Learning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/19411036610148169909.

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碩士
國立彰化師範大學
英語學系
96
This study aimed to explore junior high school students’ L2 learning motivation in Taiwan and investigate whether motivational differences exist between male and female students in this milieu. The researcher then further confirmed the hypothesis that motivation orientations have a direct influence on English achievement. Participants in this study were 315 junior high school students, containing169 males and 146 females, in Miao-Li County. All the participants completed a motivation questionnaire developed by the researcher of the study. The items of the questionnaire came from the following three sources: 1) interviews with junior high school students, 2) the open-ended questions, and 3) a number of published questionnaires. The questionnaire contained two sections, namely Student Background Information and 2) the Motivation Orientations. The data were processed using the statistical package SPSS13.0 for Windows version. Exploratory factor analysis was performed to extract latent factors. Underlying the Motivational Orientations items and five factors were found and conceptualized as: 1) Intrinsic Motivation, 2) Integrative Motivation, 3) Expectancy & Satisfaction, 4) International Language, and 5) Utilitarian Purposes. T-test was employed in order to explore if there were gender differences of language learning motivation. It was found that female learners had higher scores. Female students had higher motivation in language learning. Finally, structure equation modeling with AMOS 6.0 is used to confirm the causal relationship between the extracted motivational factors and English achievement. The results of SEM suggested that the English grades were significantly influenced by motivation. Other major findings are as the followings: First, Integrative Motivation was related to a desire to interact with English-speaking groups and an interest in foreign culture, the language and the people. Second, the traditional concept of instrumental motivational orientation was included in a great range of pragmatic reasons: Expectancy & Satisfaction, Utilitarian Purpose and International Language. Third, Utilitarian Purpose had the highest mean among the five motivational orientations, while Intrinsic Motivation was the most important motivator.

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Chu-Ho, Ting, and 丁鉅河. "Vocational values of senior high school students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/53854169685465540354.

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碩士
國立高雄師範大學
工業科技教育學系
95
The purpose of the research is to apprehend the value of senior high school students while they face vocational options. First, through the investigation and analysis of texts the meaning and content respectively of vocation and value were explored. Secondly, the data of senior high school students could be collected by means of questionnaire investigation. Finally, the hypotheses were tested through statistical analyses. The study takes municipal and provincial senior high schools in Kaohsiung City as the population, employing the random sampling scheme which involves the total amount of 1050 students as questionnaires and 870 valid samples. The instrument is vocational value questionnaire of senior high school students. The questionnaire is categorized as 7 values of vocational reward, interpersonal interaction, working life, vocational dignity, self- actualization, social values, and vocational burdens. The study obtains the following results. 1. The vocational value of senior high school students mainly focuses on rewards. 2. Senior high school students pay high regard on factors of vocational value which girls possess more positively than boys do. 3. There is no apparent relation between the education of parents and the vocational value of high school students. 4. There is no apparent relation between academic accomplishments and vocational value of students. 5. There is no apparent relation between ages and vocational value of students.

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Yang, Hao-Sen, and 楊豪森. "Program choice of comprehensive high school students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/83810523920114366630.

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碩士
國立彰化師範大學
工業教育學系
88
The purpose of this research was to examine the program choice and tracking of comprehensive high school students, including students’ preparation prior to program choosing, consideration factors, satisfaction of choices in courses and program of work, and the suggestion of course selections and program choices. Gathered researching findings, summed up conclusions, and presented related suggestions to be the references for administrative institutions, comprehensive high schools, and parents of students. The first step was gathering and investigating related articles to be the foundation of this research. Through interview we realized the practical operation of schools, and a questionnaire of “Program choice of comprehensive high school students” was formed to the students of 2nd and 3rd grade for those high schools which started comprehensive programs between academic year 85 and 87. The acquired data was analyzed by using spss software with statistical methods of frequency distribution, percentage, mean, standard deviation, Chi Square test (2), independent sample t-test, one factor analysis of variance (ANOVA), etc. According to the analytical results, we can conclude that: 1.The students’ preparation degree prior to program choices is above the average. The priority of people that students are looking for assistance is classmates or friends, family members, teachers, counselors, and other administrative staff. The priority of channels in searching related information is Internet, libraries, and counselor’s offices. 2.Students pay attention to the factors that affect program choices, especially the consideration of the field they are interested and the ranges where their abilities can reach. Classmates and friends are ranked as the largest affectivity in the decision procedure of course and program choices. 3.The satisfaction level of students against courses and program choices is above average; against liberty of choosing elective courses and programs which parents provide is above most agreed; against other related liberty and requirements which schools provide is also above the average. 4.Students have high expectations about the progress of courses and program choices which schools offer. Especially schools should offer more elective courses for students. Key words: comprehensive high school, tracking education, program choice

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