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Journal articles on the topic 'Japanese high school'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Watanabe, Tad. "Japanese High School Entrance Examinations." Mathematics Teacher 93, no. 1 (January 2000): 30–35. http://dx.doi.org/10.5951/mt.93.1.0030.

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The results from the Third International Mathematics and Science Study (TIMSS) have renewed American interest in Japanese mathematics education (U.S. Department of Education 1996, 1997, 1998). Although many people are impressed with the high level of achievement of Japanese mathematics students, mathematics educators, both in and outside Japan, also realize the shortcomings of the Japanese educational system. For example, Nagasaki (1998) points out that a gender gap exists in both mathematics achievement and attitudes toward mathematics. He also points out that many Japanese children do not see the relevance of mathematics to their daily lives.

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2

Okuyama, Michiaki. "New Religions in Kōshien: Religious Identity and High School Baseball." Japanese Journal of Religious Studies 48, no. 2 (September 24, 2022): 341–63. http://dx.doi.org/10.18874/jjrs.48.2.2021.341-363.

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This article examines the holy ground of Kōshien, Japan’s annual high school baseball tournament, and the national festival and cultic fever that accompanies it. Some of the most successful schools that participate in Kōshien were founded by new religious groups such as Tenrikyō, PL Kyōdan, and Bentenshū. I offer some suggestions why this is the case, since none of these religions espouse either sports or competition in their formal creed. Furthermore, I consider the success of these schools in a postwar Japanese social context that has changed substantially since their establishment. The article will also touch on the most recent criticism of Japanese collectivism and how this criticism may effect baseball culture.

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3

Tsubota, Yukimasa. "Teaching Astronomy at Keio Senior High School, Japan." International Astronomical Union Colloquium 105 (1990): 280–83. http://dx.doi.org/10.1017/s0252921100086929.

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The major problem in teaching astronomy in our senior high schools has to do with the nature of the Japanese educational system. The typical science curriculum consists of physics, chemistry, biology, earth science, and general science I & II. The Japanese Ministry of Education allows General Science I to fulfill the minimum high-school graduation requirement in science. General Science I covers the basics of earth science. Astronomy has been taught as a part of General Science I and Earth Science.Many Japanese high schools do not offer earth science because it is not covered in the college entrance exams (Table l). Moreover, teachers usually spend many hours with the students memorizing the basics of earth science rather than allowing some time in the laboratory.

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4

Kobayashi, Taketo. "Orienteering in Geography Education in Japanese High School." Proceedings of the ICA 2 (July 10, 2019): 1–8. http://dx.doi.org/10.5194/ica-proc-2-63-2019.

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<p><strong>Abstract.</strong> Orienteering, a map activity, has been described as effective in learning geography in school education. When dealing with orienteering in school education, it is learning outdoors different from ordinary classroom lessons. Also, the environment surrounding school education differs from country to country. From this, it is important to show the practice of orienteering in school education in each country. In this research, I described the practice of orienteering in geography education of Japanese high schools in the following three viewpoints. The three viewpoints are the significance of orienteering in geography education, learning system of orienteering in geography education, examples of orienteering in geography education at school. The main points are as follows. <ol> <li>The skills given by orienteering are the basis of map learning and field learning in geography education.</li> <li>Learning system of orienteering is related to the map learning and field learning perspective, such as related to the map-scale linked with place.</li> <li>Orienteering practice in regular geography class at school grounds is the core, and good learning effect can be obtained. After this, orienteering can be expanded in a wide variety of directions.</li> </ol></p>

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5

Reys, Barbara J., and Robert E. Reys. "In My Opinion: Japanese Mathematics Education: What Makes It Work?" Teaching Children Mathematics 1, no. 8 (April 1995): 474–75. http://dx.doi.org/10.5951/tcm.1.8.0474.

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Japan's stature as an economic and political power worldwide has caused growing interest in the country's culture and. more specifically, its system of educating its youth. International comparisons of mathematics achievement highlight Japanese students' unquestioned superiority in mathematical performance. Factors that contribute to the relatively high performance include the nature of Japanese schools, the professional stature of teachers, the homogeneity of the school population, the high parental expectations for the educational success of their children, the abundance of jukus (special cram schools), and heavy reliance on entrance and qualifying examinations.

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6

Akiba, Motoko, Gerald K. LeTendre, and Shoko Yoneyama. "The Japanese High School: Silence and Resistance." Journal of Japanese Studies 26, no. 2 (2000): 474. http://dx.doi.org/10.2307/133294.

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7

Ben-Ari, Eyal, and Shoko Yoneyama. "The Japanese High School: Silence and Resistance." Pacific Affairs 73, no. 4 (2000): 603. http://dx.doi.org/10.2307/2672467.

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8

Irish, Ann B. "Why Does Japanese High School Education Work?" NASSP Bulletin 78, no. 562 (May 1994): 31–36. http://dx.doi.org/10.1177/019263659407856207.

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9

MITANI, Hiroshi. "Reflections on History Education in Japanese High School." TRENDS IN THE SCIENCES 16, no. 9 (2011): 60–63. http://dx.doi.org/10.5363/tits.16.9_60.

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10

Gale, David. "Egyptian Rope, Japanese Paper, and High School Math." Math Horizons 6, no. 1 (September 1998): 5–7. http://dx.doi.org/10.1080/10724117.1998.11975064.

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11

Togashi, Yutaka. "Japanese high school entrance examinations and scholastic achievement." Evaluation in Education 9, no. 3 (January 1985): 221–42. http://dx.doi.org/10.1016/0191-765x(85)90002-3.

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12

Ishikawa, Megumi, Shiho Arai, Mio Takano, Atsumi Hamada, Kazuhiro Kunimasa, and Mari Mori. "Taurine's health influence on Japanese high school girls." Journal of Biomedical Science 17, Suppl 1 (2010): S47. http://dx.doi.org/10.1186/1423-0127-17-s1-s47.

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13

Kumate, James M., and Mark Falcous. "The lived experiences oftaibatsuin Japanese high school wrestling." Asia-Pacific Journal of Health, Sport and Physical Education 6, no. 1 (January 2, 2015): 41–56. http://dx.doi.org/10.1080/18377122.2014.997860.

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14

Kyriacou, Chris. "Japanese high school teachers' views on pupil misbehaviour." Pedagogy, Culture & Society 18, no. 3 (October 2010): 245–59. http://dx.doi.org/10.1080/14681366.2010.505459.

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15

SATO, Hiroyuki, and Naoki T. KURAMOTO. "Performance Trends in Japanese Fundamental Language Skills among Japanese High School Students." Kodo Keiryogaku (The Japanese Journal of Behaviormetrics) 33, no. 2 (2006): 167–78. http://dx.doi.org/10.2333/jbhmk.33.167.

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16

Kusumawati, Mutia. "An Inquiry on Japanese Language Education in Indonesia: A focus on the curriculum and its’ implementation." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 1 (June 28, 2019): 1. http://dx.doi.org/10.17509/japanedu.v4i1.16658.

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The number of Japanese language learners in Indonesia has reached second place in the world (The Japan Foundation, 2015). However, Japanese language skills of learners in Indonesia are still very far behind from other countries, especially China and South Korea. Therefore, this study aims to discuss the causes of the lack of development on Japanese language learning abilities in Indonesia with the curriculum approach used. To answer these problems, author analysed data by The Japan Foundation, interviewed Japanese language teachers at one national high school in Bandung, and reviewed the curriculum that was being used. The results showed that most of Japanese language learners in Indonesia are at the secondary education level and mostly are high school students. However, the purpose of the Japanese language teaching curriculum in high schools in Indonesia does not require students to master Japanese to the upper level. Therefore, even though the number of Japanese language learners in Indonesia is large, but because the target of language acquisition is low, the Japanese language ability also tends to be low.

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17

Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (May 1, 2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.

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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.

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18

Sasi, Abolfazl Shirban, and Toshinari Haga. "Ideal Japanese Class for Taiwanese High School Students: A Gender Comparison." World Journal of Education 8, no. 6 (December 20, 2018): 147. http://dx.doi.org/10.5430/wje.v8n6p147.

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Learning Japanese has become very common amongst Taiwanese high school and university students, ranking thesecond most sought for language. A concise study of the likeable activities in a typical language class for theTaiwanese students seems to be quite useful. Therefore, the present study has concentrated on the senior high schoolstudents’ opinion about the ideal Japanese class. Subjects in this research were 478 students (181 boys, and 297 girls)in nine private schools in three counties. The instrument was a 10-item multiple-choice Chinese questionnaire basedon Littlewood (2010). The findings illustrated that females and males had similar opinions concerning thecommunicative language activities in an ideal Japanese class. They revealed much more differences related tonon-communicative activities, though. Moreover, both boys and girls displayed the highest interest in a relaxed classatmosphere, and the lowest interest in the usage of smartphones in the activities in the class.

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19

Yamamoto, Kaori. "What is Our “Homeland?”: Zainichi Korean High School Students on “Homeland Visit” Tours to the DPRK." Culture and Empathy: International Journal of Sociology, Psychology, and Cultural Studies 4, no. 2 (June 25, 2021): 119–42. http://dx.doi.org/10.32860/26356619/2021/4.2.0004.

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Less Zainichi youth are opting for Chosŏn (i.e. pro-DPRK) schools, partially because of integration into Japanese society and the wider career options that Japanese public education offers. Nevertheless, Chosŏn schools continue to provide universal education in Korean to nurture “proud and proper Koreans.” To this end, Korean schools aim to connect the students to their “homeland”: The Democratic People’s Republic of Korea. Participant observation of school trips to the DPRK reveals what the “homeland” means to the students and how it relates to the schools’ educational goal. Vis-à-vis the rampant xenophobia in Japan, the schools’ practices carry an urgency that cannot be ignored.

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20

Noi, Shingo, Akiko Shikano, Natsuko Imai, Fumie Tamura, Ryo Tanaka, Tetsuhiro Kidokoro, and Mari Yoshinaga. "The Changes in Visual Acuity Values of Japanese School Children during the COVID-19 Pandemic." Children 9, no. 3 (March 2, 2022): 342. http://dx.doi.org/10.3390/children9030342.

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The coronavirus disease 2019 (COVID-19) pandemic may result in a greater decrease in visual acuity (VA) among Japanese children. Our study aimed to examine Japanese children’s VA during the pandemic. VA data were collected using standard eye tests during school health check-ups conducted in 2019 and 2020 on 5893 children, in seven public elementary schools and four public junior high schools in Tokyo, Saitama, Kanagawa, and Shizuoka. VA changes were statistically analyzed. The relationship between the survey year and poor VA yielded a significant regression coefficient for the surveyed years in elementary and junior high school students. The 2019 VA value and VA change from 2019 to 2020 demonstrated a significant regression coefficient in elementary school students with VAs of “B (0.7–0.9)” and “C (0.3–0.6)”, and junior high school students with VAs of “B”, “C”, and “D (<0.3)”. An analysis of the relationship between the survey year and eye laterality of VA yielded a significant regression coefficient in the surveyed years for elementary (OR, 1.516; 95% CI, 1.265–1.818) and junior high school students (OR, 1.423; 95% CI, 1.136–1.782). Lifestyle changes during the COVID-19 pandemic might have affected VA and eye laterality in Japanese children.

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21

Oh, Hyun-jung. "An Analysis of Speaking Activities in High School Japanese Textbooks -Focused on `High School Japanese I` in 2009 Revised National Curriculum-." Korean Journal of Japanese Education 39 (June 30, 2017): 105–19. http://dx.doi.org/10.21808/kjje.39.07.

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22

Asakura, Keiko, and Satoshi Sasaki. "School lunches in Japan: their contribution to healthier nutrient intake among elementary-school and junior high-school children." Public Health Nutrition 20, no. 9 (March 15, 2017): 1523–33. http://dx.doi.org/10.1017/s1368980017000374.

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AbstractObjectiveThe role of school lunches in diet quality has not been well studied. Here, we aimed to determine the contribution of school lunches to overall nutrient intake in Japanese schoolchildren.DesignThe study was conducted nationwide under a cross-sectional design. A non-consecutive, three-day diet record was performed on two school days and a non-school day separately. The prevalence of inadequate nutrient intake was estimated for intakes on one of the school days and the non-school day, and for daily habitual intake estimated by the best-power method. The relationship between food intake and nutrient intake adequacy was examined.SettingFourteen elementary and thirteen junior high schools in Japan.SubjectsElementary-school children (n 629) and junior high-school children (n 281).ResultsIntakes between the school and non-school days were significantly different for ≥60 % of nutrients. Almost all inadequacies were more prevalent on the non-school day. Regarding habitual intake, a high prevalence of inadequacy was observed for fat (29·9–47·7 %), dietary fibre (18·1–76·1 %) and salt (97·0–100 %). Inadequate habitual intake of vitamins and minerals (except Na) was infrequent in elementary-school children, but was observed in junior high-school children, particularly boys.ConclusionsSchool lunches appear to improve total diet quality, particularly intake of most vitamins and minerals in Japanese children. However, excess intakes of fat and salt and insufficient intake of dietary fibre were major problems in this population. The contribution of school lunches to improving the intakes of these three nutrients was considered insufficient.

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23

원지은. "Linguistic Behaviour of Refusal in Japanese High School Texts." Journal of the society of Japanese Language and Literature, Japanology ll, no. 42 (August 2008): 59–74. http://dx.doi.org/10.21792/trijpn.2008..42.004.

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24

원지은. "Linguistic Behaviour of Invitation in Japanese High School Texts." Japanese Cultural Studies ll, no. 26 (April 2008): 41–57. http://dx.doi.org/10.18075/jcs..26.200804.41.

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25

TOGAWA, Tomoru. "Comments from a Japanese History Teacher in High School." TRENDS IN THE SCIENCES 16, no. 9 (2011): 40–42. http://dx.doi.org/10.5363/tits.16.9_40.

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26

Matsushita, Sachio, Kenji Suzuki, Susumu Higuchi, Aya Takeda, Satoshi Takagi, and Motoi Hayashida. "Alcohol and Substance Use among Japanese High School Students." Alcoholism: Clinical and Experimental Research 20, no. 2 (April 1996): 379–83. http://dx.doi.org/10.1111/j.1530-0277.1996.tb01656.x.

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27

KANG*, Nam-Hwa, SookJung YU, and EunKyung LEE. "Comparison of Korean and Japanese High School Physics Curricula." New Physics: Sae Mulli 67, no. 8 (August 31, 2017): 1000–1015. http://dx.doi.org/10.3938/npsm.67.1000.

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28

Light, Richard. "Learning masculinities in a Japanese high school rugby club." Sport, Education and Society 13, no. 2 (May 2008): 163–79. http://dx.doi.org/10.1080/13573320801957079.

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29

Ohnuki, Mari, Kayoko Shinada, Masayuki Ueno, Takashi Zaitsu, Fredrick Allan Clive Wright, and Yoko Kawaguchi. "Exploring taste hyposensitivity in Japanese senior high school students." Journal of Investigative and Clinical Dentistry 3, no. 1 (July 31, 2011): 23–29. http://dx.doi.org/10.1111/j.2041-1626.2011.00084.x.

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30

Watanabe, Michinoku. "Willingness to Communicate and Japanese High School English Learners." JALT Journal 35, no. 2 (November 1, 2013): 153. http://dx.doi.org/10.37546/jaltjj35.2-1.

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In this longitudinal study I investigated the extent, if any, to which Japanese high school English learners’ willingness to communicate (WTC; McCroskey & Richmond, 1985) changes over the 3 years of high school and then explored the reasons for the changes or stability. A questionnaire was developed drawing on the WTC scale (McCroskey, 1992) and administered to 190 students three times at yearly intervals. The data were analyzed with the Rasch rating scale model and ANOVAs. Two distinct constructs were identified across the three waves of data: willingness to communicate with friends and acquaintances (WTCFA) and willingness to communicate with strangers (WTCS). The results showed that neither WTCFA nor WTCS changed significantly over the high school years, and that WTCS remained low. Follow-up interviews with selected students suggested several possible reasons for the questionnaire results. 本縦断的研究は、日本の高校生英語学習者のwillingness to communicate （WTC; McCroskey & Richmond, 1985）が高校３年間に変化するのかどうかと、その変化または無変化の理由を調査したものである。WTC質問票（McCroskey, 1992）を基に質問票を作成し、高校生190人に、１年間隔で３回、回答してもらった。質問票のデータは、ラッシュモデルと分散分析（ANOVA）を用いて分析した。その結果、何れの回においても、「友人や知人に対するWTC」と「見知らぬ人に対するWTC」の２つの心理概念が見いだされた。そして、「友人や知人に対するWTC」にも「見知らぬ人に対するWTC」にも高校３年間に有意な変化が無かったこと、また、「見知らぬ人に対するWTC」は大変低いレベルに留まっていたことがわかった。質問票での調査に続けて実施した、抽出した生徒へのインタビューでは、それらの結果のいくつかの理由が示唆された。

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31

Tamara, Yasmin, Asri Wibawa Sakti, and Verra Wulandary. "Analysis of the Level of Interest of Junior High School Students in Learning Basic Japanese Language." International Journal of Research and Applied Technology 1, no. 1 (June 25, 2021): 109–14. http://dx.doi.org/10.34010/injuratech.v1i1.5652.

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Japanese is one of the most popular languages after English. Its culture that captivates people's hearts, makes interest in the language increase, both from children and adults. Until now, learning Japanese has become the program of choice at the high school level to universities. This study aims to analyze the interest of junior high school students in Japanese. Descriptive qualitative research method. The data collection technique used qualitative descriptive and provided some introductory vocabulary, numbers, and some common Japanese vocabulary. The results showed that students' knowledge of basic Japanese when given the pretest was 66.67%. After students were given material in the form of power points about basic Japanese, students' knowledge increased by 70.37%. The conclusion obtained is that students already have sufficient knowledge of basic Japanese such as introductions, numbers, and basic vocabulary. It can be seen from the increase in the pre-test and post-test that has been given only an increase of 11%. In addition, it can be seen from the enthusiasm of students in interactive question and answer sessions during the learning process. It is hoped that this research can become a consideration regarding the choice of Japanese language programs up to junior high school level

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LEE SEON HA and 한명섭. "Comparison betweenKorean agricultural high school students' perceptionsand Japanese perceptions toward their school life." Journal of Korean Practical Arts Education 13, no. 4 (December 2007): 21–40. http://dx.doi.org/10.17055/jpaer.2007.13.4.21.

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33

Rapley, Douglas. "Learning to speak English: Japanese junior high school student views." Language Teacher 34, no. 6 (November 1, 2010): 33. http://dx.doi.org/10.37546/jalttlt34.6-5.

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In 2003, the Ministry of Education, Culture, Sports, Science and Technology unveiled a new junior high school (JHS) English as a Foreign Language (EFL) policy that focused on oral communication. While evidence of policy non-compliance in schools exists, until now there has been no research on the attitudes of students in regard to learning English speaking skills. This paper reports on research carried out in two schools in a mid-sized Japanese city that investigated the opinions of students via questionnaires. The study reveals that although EFL education is considered very important, English is very unpopular compared to other subjects. While being able to communicate orally in English is a JHS EFL education outcome desired by students, passing the senior high school entrance examination is their main concern. 英会話学習：日本の中学生とその両親の視点 2003年文部科学省はオーラルコミュニケーションに重点をおいた、中等学校(JHS)における外国語としての英語(EFL)の新方針を発表しました。学校の中には方針に従わない兆候もありますが、英語のスピーキングスキル学習に関しての学生の姿勢を調査したものはありませんでした。調査は日本の中都市にある２校の中等学校で実施され、アンケートを通して学生の意見を調査しました。その研究によりEFL教育は非常に重要とみなされているにも関わらず、英語は他の科目に比べて非常に人気が低いことが明らかになりました。学生はJHS EFL教育の成果として口頭により英語でコミュニケーションをはかれるようになれることを望んでいるにもかかわらず、高校入学試験に合格することが一番の関心事になっています。

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MANABE, Hiroki, Seiichi TANI, Susumu KANEMUNE, and Yoshiki MANABE. "Creating the Original Bebras Tasks by High School Students." Olympiads in Informatics 12 (May 15, 2018): 99–110. http://dx.doi.org/10.15388/ioi.2018.08.

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The Bebras Challenge is an International Challenge on Informatics and Computational Thinking (CT). The goal of the challenge is to make students interested in Computer Science (CS) and CT. The authors let students participate in Bebras in regular Informatics classes at a high school in Japan. Not only involving the challenge, but we also implemented a learning activity which students create original Bebras-like problems. The learning activity aims to make students recognize that materials for algorithmic thinking are around them. Most of the students worked well and produced idea full problems. They created many great works. And some of them were selected as Japanese representative questions for the International Bebras Task Workshop by the Japanese Committee for the IOI, which conducts the Bebras Challenge in Japan. Some of them were used in the actual Bebras Challenge. In this report, we show the students’ original questions and discuss the educational effect of this learning activity.

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35

Shigematsu, Ryosuke, Shuta Katoh, Koya Suzuki, Yoshio Nakata, and Hiroyuki Sasai. "Sports Specialization and Sports-Related Injuries in Japanese School-Aged Children and Adolescents: A Retrospective Descriptive Study." International Journal of Environmental Research and Public Health 18, no. 14 (July 9, 2021): 7369. http://dx.doi.org/10.3390/ijerph18147369.

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Although early sports specialization is associated with sports-related injuries, relevant quantitative studies on young non-elite athletes, the majority of sports participants, are scarce. We described sports specialization time points and the characteristics of sports-related injuries. Undergraduate students at a university in Japan (n = 830) recalled their history of sports participation from elementary to high school and sports-related injuries in a self-administered questionnaire. Of 570 valid respondents, 486 (85%) engaged in sports at least once. Significantly more respondents played multiple sports in upper elementary school (30%) than in other school categories (1–23%). In junior high and high schools, 90% and 99% played only one sport, respectively. Of the 486 respondents who played sports, 263 (54%) had experienced acute or overuse injuries. The proportion of injured participants significantly differed by school category: lower elementary school (4%), upper elementary school (21%), junior high (35%), and high school (41%). The proportions of acute or overuse injuries in males were higher than those in females. In conclusion, this study clarified a slight variation in sports items, particularly in junior high and high schools, which demonstrates 13 years as the age of beginning specialization in a single sport. More than half of the non-elite athletes experienced sports-related injuries. Injuries were frequently observed in males and those in junior high and high schools.

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36

Hoshino, Fumi, Arisa Kojima, Ayaka Yano, Haruna Yamamoto, Saya Natsui, and Hiromi Inaba. "Research on Dietary Supplement Use by Japanese High School Students." Current Developments in Nutrition 5, Supplement_2 (June 2021): 650. http://dx.doi.org/10.1093/cdn/nzab045_032.

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Abstract Objectives The purpose of this study was to investigate the availability of information on dietary supplements as well as their use among high school students in Niigata Prefecture, Japan. It also aimed to clarify the relationship between dietary awareness and the use of dietary supplements. Methods The survey was conducted online using Google Forms and asked about sex, age, height, weight, experience with supplements (current use, past use, or never used any use), types of supplements used, sources of information about supplements, and eating habits. The survey was conducted in high schools in Niigata Prefecture, Japan, in September 2020. The study was approved by the ethics committee of the Niigata University of Health and Welfare. Statistical analysis was conducted using R version 4.0.2 (2020–06-22), and comparisons between the two groups were made using the t test or χ² test with a significance level of 5%. Results A total of 317 subjects were analyzed, including 151 (47.6%) boys and 166 (52.4%) girls. Thirty-seven boys and 21 girls currently used supplements, while 32 boys and 29 girls used supplements in the past. The percentage of boys using supplements (currently or in the past) was 45.6%, which was significantly higher than that of girls (30.1%) (P = 0.004). The most commonly used supplements for boys were protein (57), vitamin C (22), and amino acids (19) and for girls were vitamin C (29), iron (15), and protein (13). The most common reason among boys for using supplements was “for muscle building” (n = 41, 59.4%) and among girls was “for diet and beauty” (n = 26, 52.0%). The most common source of information about supplements was the family, followed by the internet and social media. Girls who used supplements were clearly highly conscious about eating (P = 0.048). Conclusions Among Japanese high school students, boys had more experience using dietary supplements than girls. Female students who used supplements were more conscious, rather than neglectful, of their diet. Funding Sources Individual research expenses at Niigata University of Health and Welfare.

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37

Ito, Fumihiko. "L2 reading–writing correlation in Japanese EFL high school students." Language Teacher 35, no. 5 (September 1, 2011): 23. http://dx.doi.org/10.37546/jalttlt35.5-2.

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This study examines the relationship between English reading and writing skills in Japanese high school students, based on reading and writing test scores gathered in 2006. The participants were 68 native Japanese high school students learning English as a Foreign Language (EFL). The correlation between L2 reading and writing test scores is statistically significant (r = .45), and the coefficient of determination is .2025 with L2 reading scores explaining approximately one-fifth (20.25%) of the total variance of L2 writing scores. These results imply some effect of L2 readings skills on the quality of L2 composition in Japanese EFL high school students. 本研究は、2006年に実施した英語読解試験と英語作文試験のデータを基に、英語読解力と英語作文力の相関関係を調査したものである。被験者は、英語を外国語として学習している高等学校3年生であった。両試験得点間には有意な相関関係(r = .45)が認められた。さらに、重回帰分析を行ったところ、読解試験得点が作文試験得点に及ぼしている説明力の割合は20.25 %であった。実験結果は、第一外国語として英語を学習している日本人高校生の英語読解力は、英語作文力に対し、ある一定の影響を与えているということを示唆している。

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Husnayaini, Ihda. "Language Learning Beliefs of High School Students In Bangka Belitung." Scientia: Jurnal Hasil Penelitian 4, no. 2 (December 30, 2019): 205–24. http://dx.doi.org/10.32923/sci.v4i2.1029.

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Learning a foreign language is generally one of the most challenging subjects in high school. This study discussed the beliefs of foreign language learning of high school students in Bangka Belitung, Indonesia, who planned on learning Arabic and Japanese, especially the prevalence of beliefs among different classes of learners (Arabic, Japanese and mix class) and between female and male students. The result of this study suggested that there were differences of the responses to the inventory among classes and gender but they were not significant. The students responded five aspects concerning the beliefs and they had the highest scores in Motivations and Expectations, especially the mix language class. Furthermore, female students had more positive opinion about foreign language learning, which matched some previous studies revealing that female learners were better than males in language learning.

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Tachibana, Yoshiharu, Reko Matsukawa, and Qu Xian Zhong. "Attitudes and Motivation for Learning English: A Cross-National Comparison of Japanese and Chinese High School Students." Psychological Reports 79, no. 2 (October 1996): 691–700. http://dx.doi.org/10.2466/pr0.1996.79.2.691.

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359 Japanese and 442 Chinese high school students were examined and compared regarding their motivation to learn English. Although Japanese students expressed a strong interest in English as a subject, they displayed a weaker interest on intrinsic motivation and a stronger one for extrinsic motivation as compared to junior high school students. Nevertheless, Japanese students who achieved better scores were not only eager to achieve better scores but also were much more interested in English as a language, the culture, and people. Chinese high school students' motivation did not vary so dramatically from their junior high school peers. They also were more pragmatically oriented towards the study of English, i.e., they thought English would be valuable and necessary for their future. Even if they do well, they believe they can do better with more effort to be successful in the future.

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ISODA, MASAMI, SOMCHAI CHITMUN, and ORLANDO GONZALEZ. "JAPANESE AND THAI SENIOR HIGH SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF VARIABILITY." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (November 30, 2018): 196–215. http://dx.doi.org/10.52041/serj.v17i2.166.

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In this article, the conceptions of variability held by samples of Japanese and Thai senior high school mathematics teachers were identified, based on the framework proposed by Shaughnessy (2007), using a comparative survey study. From contrasting the results of the two groups, relative tendencies of insufficient statistical knowledge for variability were found in both samples, such as a tendency of Japanese teachers to overgeneralize equiprobability, whereas Thai teachers tended to overgeneralize estimation. Based on these findings, the use of well-known tasks from the research literature for this comparative study seems useful to clarify the relative tendencies and insufficiencies in teacher knowledge and conceptions regarding variability held by both groups. First published November 2018 at Statistics Education Research Journal Archives

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Linda Maryati, Zainal Rafli, and Samsi Setiadi. "Effect of Blended Learning in high school Japanese Language Learning outcomes." JTP - Jurnal Teknologi Pendidikan 24, no. 1 (April 30, 2022): 105–19. http://dx.doi.org/10.21009/jtp.v24i1.26245.

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This study aimed to determine the effect of blended learning-based contextual learning and independent learning on Japanese language learning outcomes of students at SMA Negeri 1 Setu. The ability to read and write kana (hiragana and katakana) is very important for basic level Japanese learners to support learning at the next level. Blended learning-based learning is the best choice to increase effectiveness, efficiency, during the current pandemic. With blended learning, interaction and communication between students and between teachers and students can continue. This paper will discuss the meaning of blended learning, the advantages and disadvantages of blended learning and the design of blended learning implementation. This study aims to determine the ability of students in mastering hiragana letters and simple grammar using a blended learning model. The author uses online learning (e-learning) with Zoom and Google Classroom applications. This study used an experimental method with level 2 x 2 treatment. The sample of this study amounted to 35 students of class X Language SMAN 1 Setu Bekasi. The research instruments used were tests, questionnaires and observation sheets. The results of this study conclude that Gakkouno seikatsu learning outcomes are higher with contextual learning strategies with blended learning than conventional learning strategy. It is recommended that the blended learning strategy can be used as an alternative learning process in Japanese language learning.

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Bukh, Alexander. "Japan's History Textbooks Debate: National Identity in Narratives of Victimhood and Victimization." Asian Survey 47, no. 5 (September 2007): 683–704. http://dx.doi.org/10.1525/as.2007.47.5.683.

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This article examines the narratives of wartime victimhood and victimization in Japan's junior high school history textbooks in the early 1980s and in contemporary times from the perspective of national identity. Unlike most existing scholarship, this article argues that the narrative regarding the wartime suffering of the Japanese people can be seen as inducing a critical perspective on imperial wars and their disastrous impact on ordinary people. It also argues that contemporary narratives contest the notion of a monolithic Japanese identity and challenge Japan's monopoly over writing its own national history.

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Hashimoto, Akihiko. "Comparison of the Big Tests’ Origins in Japan and the United States: The Characteristics of the “Elementary School Examination” of the Early Meiji Era." Comparative Sociology 14, no. 1 (April 29, 2015): 53–78. http://dx.doi.org/10.1163/15691330-12341340.

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It is known that Japanese elementary school examination was developed in the early Meiji era, around the 1870–80s, under the influences of the American school examination. But little has been known about the similarities or the differences of those examinations in both countries hitherto. Close investigation uncovered that early Meiji examination inherits many tools from the samurais’ examination of the feudal ages, e.g. the examination hall’s layout, preparation procedure, and the format for questioning, scoring, marking, and reporting. And those Japanese examinations were mainly given to encourage prudent learners as opposed to making selections, promotions, accreditations, or any other high-stakes decisions. Even Japanese, following the Meiji era, had imported “the purpose of testing” to make such significant decisions, the Japanese had not changed their manners of handling examinations in a true sense. This could lead to examinations in Japanese schools functioning differently from the “intended” purpose of the examination.

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Leeming, Paul. "Japanese high school students' use of L1 during pair-work." International Journal of Applied Linguistics 21, no. 3 (November 2011): 360–82. http://dx.doi.org/10.1111/j.1473-4192.2011.00284.x.

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Matsushima, Rumi, and Kunio Shiomi. "DEVELOPING A SHYNESS SCALE FOR JAPANESE JUNIOR HIGH SCHOOL STUDENTS." Social Behavior and Personality: an international journal 29, no. 3 (January 1, 2001): 289–97. http://dx.doi.org/10.2224/sbp.2001.29.3.289.

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This study developed a Shyness scale for Japanese junior high school students and examined the reliability and the validity of this scale. In this study, 90 “Shyness” items and items assessing tendencies theoretically linked to shyness (for example, self-consciousness or self-esteem) were administered to 577 junior high school students in Japan. 299 of the 577 students were administered also the SPI (Shimoda-shiki Personality Inventory). Four factors (Behavioral Inhibition in Personal Relationships, Fear of Negative Evaluation by Others, Lack of Confidence and Private Self-Consciousness) were extracted by principal components analysis. The coefficient alpha reliabilities of the four shyness subscales were sufficient and demonstrated the validity of the shyness scale, which was confirmed by correlations between the shyness subscales and the SPI subscales.

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Kawashima, Noriaki, and Kunio Shiomi. "FACTORS OF THE THINKING DISPOSITION OF JAPANESE HIGH SCHOOL STUDENTS." Social Behavior and Personality: an international journal 35, no. 2 (January 1, 2007): 187–94. http://dx.doi.org/10.2224/sbp.2007.35.2.187.

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This study measured high school students' thought disposition through a questionnaire on critical thinking. Factor analysis of the questionnaire revealed 4 factors that showed the aspects of thought disposition. Each factor score was examined to determine differences relating to gender and student grade level. The results showed that no significant differences were identified except in one factor. The thought disposition of high school teachers was also measured. The results of a comparative examination between students and teachers revealed significant differences.

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Takakura, Minoru, Tomoko Nagayama, Seizo Sakihara, and Craig Willcox. "Patterns of Health-Risk Behavior Among Japanese High School Students." Journal of School Health 71, no. 1 (January 2001): 23–29. http://dx.doi.org/10.1111/j.1746-1561.2001.tb06484.x.

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Ichikawa, Masao, and Shinji Nakahara. "Japanese High School Students' Usage of Mobile Phones While Cycling." Traffic Injury Prevention 9, no. 1 (February 19, 2008): 42–47. http://dx.doi.org/10.1080/15389580701718389.

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Kurakata, Kenji, Tazu Mizunami, and Kazuma Matsushita. "Pure-tone air conduction thresholds of Japanese high-school students." Acoustical Science and Technology 31, no. 6 (2010): 403–7. http://dx.doi.org/10.1250/ast.31.403.

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Takakura, Minoru, and Seizo Sakihara. "Psychosocial correlates of depressive symptoms among Japanese high school students." Journal of Adolescent Health 28, no. 1 (January 2001): 82–89. http://dx.doi.org/10.1016/s1054-139x(00)00144-0.

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