Academic literature on the topic 'Junior cycle level'
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Journal articles on the topic "Junior cycle level"
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Murphy, Máire. "Improving the quality of learning at junior cycle level." Irish Educational Studies 19, no. 1 (March 2000): 82–94. http://dx.doi.org/10.1080/0332331000190109.
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McLoughlin, Kevin, and Margaret Farren. "An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 26–35. http://dx.doi.org/10.2478/ijtr-2020-0004.
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Abstract Technical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry. I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.
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McLoughlin, Kevin, and Margaret Farren. "An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 26–35. http://dx.doi.org/10.2478/ijtr-2020-0004.
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AbstractTechnical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry.I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.
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Furwana, Dewi, Andi Tenrisanna Syam, and St Hartina. "The Use of Three-Level Guide Strategy in Teaching English Narrative Text: A Classroom-Based Research." Research and Innovation in Language Learning 4, no. 2 (July 25, 2021): 142. http://dx.doi.org/10.33603/rill.v4i2.4395.
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The researcher intended to find out and describe the application of the three-level guide strategy in increasing the students reading skill of narrative text. Through classroom based research, the researcher had conducted nine meetings for three cycles. The participant of this research was the seventh grade students of junior high school. 33 students of VII-2 class were involved in this research, the researcher used observations and objective tests as her instrument. The data were collected and analyzed qualitatively and quantitatively. The researcher calculated the quantitative data from tests in each cycle through Microsoft excel. The researcher used classroom observation checklist to find out the students participation in learning. There was no improvement in students reading test scores in cycles 1 and 2. However, in cycle 3, students' reading test scores increased. In cycle I the students average score was 48.78, the students average score in cycle II was 58.28, and in the last cycle, the average score was 73.4. The researcher reveals that the three-level reading guide strategy increases students reading skills. This research is useful for teachers, students, and further researchers.
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Hadi, Muhamad Sofian. "The Use of Song in Teaching English for Junior High School Student." English Language in Focus (ELIF) 1, no. 2 (February 27, 2019): 107. http://dx.doi.org/10.24853/elif.1.2.107-112.
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The aim of this study is to investigate in detail the use of song in teaching English for Junior High School student. This study is action researches conducted at Dharma Karya UT Junior High School class VII with participant number are 25 students. Data obtained from the result of test in each cycle. The findings showed that the learning process using song makes the students become more active in their interaction, it is showed by their participation level during the teaching is increased. Another finding also revealed that there is a significant improvement in the student’s English language skills using song from preliminary to cycle II stage in the research process. The average score of students at the preliminary stage is only 60 then it increased to 68 in the first cycle and increased significantly in cycle II with the amount of 80. It can be concluded that action research is done by using song in teaching English for Junior High School significantly helps the students in increasing their English language skills. This study recommends the continuation of using various teaching media and tools for Junior High School student in order to improve their English language skills.
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Haris Munandar, Mangara Sihaloho, and Najmah Najmah. "PENERAPAN MODEL PEMBELAJARAN PICTURE AND STUDENT ACTIVE (PASA) DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VII SMP NASIONAL." JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM 1, no. 1 (April 24, 2022): 50–55. http://dx.doi.org/10.55606/jurrimipa.v1i1.171.
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The results of observations on Class VII students of National Junior High School teaching and learning activities only run theoretically and are not related to the real environment where students are located. The incompleteness of student learning outcomes, one of which is the selection of learning methods that are not appropriate, learning media are less attractive and the level of student activity is low. The purpose of the study was to improve student learning outcomes through the Picture and Student Active (PASA) model with a Contextual Teaching and Learning (CTL) approach to the seventh grade students of the Makassar National Junior High School. This research is classroom action research with 2 cycles, namely the stages of planning, action, observation and reflection. The data collection instrument used observation sheets and test questions. The success indicator is 85% with an acquisition score of 75. The results show that the Picture and Student Active (PASA) Model with this Contextual Teaching and Learning (CTL) approach, can improve biology learning outcomes in class VII students of Makassar National Junior High School which is marked by an increase in the category student learning outcomes from cycle I to cycle II. In the first cycle is in the category of 20 people or 50% and in the second cycle is in the high category that is 40 people or 100% and the completeness of learning outcomes in the first cycle is 20 people or 50% and the second cycle is 40 people or 100%..
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Gunawati, Arista, and Wenny Artanty Nisman. "Faktor-Faktor yang Berhubungan dengan Tingkat Dismenorea di SMP Negeri di Yogyakarta." Jurnal Kesehatan Reproduksi 8, no. 1 (April 13, 2021): 8. http://dx.doi.org/10.22146/jkr.56294.
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Background: : The prevalence of incidence primary dysmenorrhea in Indonesia reaches 72,89 %. The level of dysmenorrhea varied among teenage girls from mild, moderate, to severe pain. There are various factors affecting the level of dysmenorrhea include age, nutritional status, age of menarche student, age of menarche her mother, the pain menarche, menstrual cycle, duration menstruation, body condition before menstruation, dysmenorrhea frequency, duration dysmenorrhea and disruption of activity.Objective: To know the factors correlated with level of dysmenorrhea among students in one of Junior High School in Yogyakarta.Method: This was observational research with cross sectional study and instruments used were questionnaire. This research conducted on Mei 2016. Total population was 195 students with 74 as minimum sample. Sampling technique used was purposive sampling and the study involved 94 students as sample.Results and Discussion: Factors associated with the level of dysmenorrhea were pain during menarche, dysmenorrhea frequency and disruption of the activities of the female students in one of the Junior High School in Yogyakarta. Factors not related to the level of dysmenorrhea were age, nutritional status, age of menarche student, age of menarche her mother, menstrual cycle, duration menstruation, body condition prior to menstruation and duration of dysmenorrhea of the female students in one of the Junior High School in YogyakartaConclusion: Factors associated with level of dysmenorrhea was pain of menarche, dysmenorrhea frequency and disruption of the activities of the female students. Keywords: dysmenorrhea level; menstruation; teenage girl.
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Tonkins, M., P. Hardy, S. Foster, and S. Mullins. "Using junior doctors to improve patient care: Creating a clinic to monitor the physical health of patients prescribed clozapine." European Psychiatry 41, S1 (April 2017): S383. http://dx.doi.org/10.1016/j.eurpsy.2017.02.417.
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IntroductionIn the United Kingdom, compliance with guidelines on physical health monitoring of patients prescribed clozapine is poor. Our community team established a ‘clozapine clinic’, led by junior doctors, to monitor the physical health of this population.AimsThe aims of this audit were:– to ascertain levels of compliance with guidelines on the physical health monitoring of patients taking clozapine;– to compare the current level of compliance with that prior to the establishment of the clinic.MethodsEleven standards were drawn from National Institute for Health and Care Excellence guidelines and the Maudsley Prescribing Guidelines in Psychiatry.Three audit cycles were conducted: two prior to the establishment of the clinic and one after. In each cycle, searches of patient records were conducted and blood results were reviewed. This was supplemented by telephone calls to general practitioners to ensure a complete data set.Analysis was conducted in Microsoft Excel™ and changes between the cycles were analysed using a two-tailed Z-score.ResultsEach audit cycle included 28–30 patients. In the current cycle compliance levels varied between 66% (annual ECG recording) and 100% (monthly full blood count). The average compliance level was 73% across all standards. This represents an overall improvement on previous audit cycles. Since the clinic was established there has been a statistically significant improvement in compliance with annual monitoring of weight (P = 0.147), body mass index (P = 0.0178), and ECG monitoring (P = 0.0244).ConclusionsImprovements in the care of a vulnerable population may be achieved through setting clear standards, regular audit, and harnessing the leadership and enthusiasm of junior doctors.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Pasaribu, Aini. "Efforts to Improve Dribbling Learning Outcomes in Basketball Games Through a Scientific Approach With Ball Modifications." Jurnal Pendidikan Jasmani (JPJ) 3, no. 1 (June 28, 2022): 10–20. http://dx.doi.org/10.55081/jpj.v3i1.596.
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This research is a classroom action research (Classroom Action Research) with the stages of implementation include planning, implementing action, observation, and reflection. The location of this research was carried out in class VIII of Muhammadiyah 27 Private Junior High School. After the data was collected an analysis would be carried out: From the test of learning outcomes before using the scientific approach (pre-test) obtained 9 students (29.03%) who had achieved mastery learning, while 22 students ( 70.69%) have not reached the level of complete learning. With an average value of 58.33. Then learning is carried out using a scientific approach in cycle I. From the test of learning outcomes in Cycle I dribbling through a scientific approach in cycle 1, 19 students (61.29%) have reached the level of mastery learning, while 12 students (38.70%) have not. achieve the level of mastery learning. With an average value of 69.73. Then the dribbling learning was carried out again with a scientific approach. From the learning outcomes test conducted in the second cycle, 27 students (87.09%) achieved the mastery level of learning, while 4 students (12.90%) had not yet reached the mastery level in learning, with an average score of 81.66. In this case, it can be seen that there is an increase in the average value of learning outcomes in cycle I and cycle II, namely 11.93. Based on the results of data analysis, it can be said that through a scientific approach it can improve basketball dribbling learning outcomes for class VIII students of Muhammadiyah Private Junior High School 27, West Sorkam District, Middle Tapanuli Regency for the 2020/2021 Academic Year.
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Iriantiningsih, Rahayu Dewi. "Cross Word Puzzle Method: Upaya Meningkatkan Minat dan Hasil Belajar IPS di SMP Negeri 1 Krangkeng Indramayu." Jurnal Pendidikan Madrasah 7, no. 2 (November 29, 2022): 253–60. http://dx.doi.org/10.14421/jpm.2022.72.18.
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This study aims to analyze the use of cross-word puzzle learning media in increasing student interest and learning outcomes in social studies subjects. This research is an action research conducted in three cycles including planning, implementation, observation, and reflection activities. The subject of the study was a class VIII student at SMP Negeri 1 Krangkeng. The results showed that the average percentage of student interest indicators in the first cycle of 62% increased to 70% in cycle II, it has further increased to 88%. Meanwhile, in the learning outcomes indicator, the average percentage of students who achieve KKM scores in the first cycle of 20% increases to 60% in cycle II. Cross word puzzle learning media can be applied to students in education at the junior secondary level and can improve student learning outcomes and can increase student interest in learning.
Dissertations / Theses on the topic "Junior cycle level"
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Fischer, Silas E. "Post-fledging and Migration Ecology of Gray Vireos (Vireo vicinior) and Using ArtScience to Explore Gender and Identity." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo158895774132047.
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Lin, Jang Long, and 林建隆. "The study for analysis of cooperative —analogical learning cycle on the conceptual change of hydrostatic pressure at junior high level." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/76745945093874105779.
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博士國立彰化師範大學
科學教育研究所
89
The study for analysis of cooperative —analogical learning cycle on the conceptual change of hydrostatic pressure at junior high level. Abstract The purpose of this study was to test the effects of the cooperative-analogical learning cycle which is based on the four analogical mechanisms referring to identification, retrieving, mapping and evaluation. In order to investigate the whole learning feature both of qualitative and quantitative researching methods were to the analysis the data collecting from the full learning processes. The students’ cognitive achievement, attitudinal and social changes were investigated in the learning processes also. Bridging analogical, model analogical and multiple analogical and problem-centered strategies were involved in developing the experimental module of solid and hydrostatic pressure. The samples were from four classes of two junior high schools in the center part of Taiwan. They were not learned the solid and hydrostatic pressure concepts yet. Two classes were selected from each school by random. The one class was assigned to experimental group and the another was being control group. Their present physical- science teachers were still responsible for teaching each class. The data was collected from the students’ pre-test, group assessment of logical thinking test（GALT） and post-test. In the quantitative aspect, the experiment aimed at analysis the effects of the cooperative-analogical learning cycle, that an experimental procedure was used to carry out the cycle. The qualitative data of this study was collected from one of eight divided experimental group which was chosen by random to observed, video and sound recorded. The results were found as follows: 1. The experimental group performed significantly better than the control group. 2. The students of experimental group at concrete level and transitional level performed significantly better than control group. 3. The components of the analogical reasoning, identification, retrieving, mapping and evaluation affected students’ performance positively to the hydrostatic pressure learning. 4. Application of this technique has four cognitive mechanisms, which are identification, retrieving, mapping and evaluation. They can improve the students’ learning of the pressure concept. 5. As far as the students’ attitude is concerned, the cooperative — analogical learning can increase their learning interests of the pressure concept; as far as their sociality is concerned, it also can encourage them to participate in a discussion enthusiastically. 6. In the process of cooperative-analogical learning cycle, discussions and interactions between teachers and the students or the classmates can promote their sharing of experience, and improve atmosphere of a classroom. Key words：cooperative-analogical learning cycle, Bridging analogy, group discussion.
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Liu, Chung-Shing, and 劉純興. "The Study of Physics Conceptual Change Based on A Learning Cycle of Group-Discussion Analogical-Learning at Junior High Level." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/75098986813143200280.
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碩士國立彰化師範大學
科學教育研究所
87
The Study of Physics Conceptual Change Based on A learning Cycle of Group-Discussion Analogical-Learning at Junior High Level Abstract The study in qualitative aspect aimed at using a learning cycle of group-discussion analogical-learning to let junior students learn physics concepts(pressure) and discussing the phenomena,analogical mapping,and concept change in the teaching experiment.The subjects consisted of a class of students in one junior high school in Changhua, Taiwan.The students were divided into seven groups and two of them were chosen to observe.The subjects received a test about the concept level and the concept map before the teaching experiment and also received the same test after the teaching experiment.The teaching experiment was recorded by video tape and note book. It is discovered that one of the groups chosen to observe had strong discussion and the other had weak discussion from the comparison of tests and the video tape.The major findings of this study are that: 1. From the cognition aspect,strong-discussion group completed learning by analogical learning cycle and the leader of the group.From the attitude aspect,though the discussion of strong-discussion group was not so much,it stimulate the learning desire of the members.Frome the society aspect,the strong-discussion group had member to play the role of leader and he could make a conclusion and resolve the questions from the other members.From the all,strong-discussion group is more active and positive than weak-discussion group. 2. The analogical mapping of strong-discussion group was made by four analogical mechanism of analogical learning cycle, observing bridging analogies, and the discussion between the group leader who had completed analogical learning and the other group members. 3. The concepts change of strong-discussion group members is more obvious than the members of weak-discussion group,especially the leader of the former can map the concept "p=hd" to different field and affect the other group members.It is observed that discussion affects the analogical learning to some degree.
Books on the topic "Junior cycle level"
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Services, Alberta Alberta Education Language. Français langue seconde: Trousse d'évaluation, tests modèles pour les niveaux: intermédiaire 4, intermédiaire 5, intermédiaire 6, pour les élèves du secondaire 1er cycle = French as a second language : evaluation resource package, model tests for: intermediate level 4, intermediate level 5, intermediate level 6, for junior high school students. Edmonton, Alta: Alberta Education, 1995.
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Cotter, Larry. English Revision Junior Cycle Higher Level. M.H. Gill & Co. U. C., 2018.
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ENGLISH Revision for Junior Cycle Ordinary Level. M.H. Gill & Co. U. C., 2019.
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Guildea, Brendan, and Louise Boylan. MATHS Revision Junior Cycle Higher Level Book 2. M.H. Gill & Co. U. C., 2021.
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Guildea, Brendan, and Louise Boylan. MATHS Revision Junior Cycle Higher Level Book 1. M.H. Gill & Co. U. C., 2021.
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Kelly, Pauline. Skills for Exam Success: Junior Cycle English Higher Level. M.H. Gill & Co. U. C., 2018.
Find full textBook chapters on the topic "Junior cycle level"
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Quade, Ann M. "Redesigning a SAD Course to Promote Problem-Based Learning." In Handbook of Research on Modern Systems Analysis and Design Technologies and Applications, 642–54. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-887-1.ch035.
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This chapter reports on the design, development, and implementation of a hybrid introductory systems analysis and design (SAD) semester long course taught at the junior/senior level. Five online instructional modules that focus on student-centered, problem-based learning (PBL) were developed. Each module parallels and reinforces the classroom session content. The classroom “seat-time” saved by having students study and complete online materials provides the instructor and students with additional time for face-to-face and electronic discussions. To further encourage PBL throughout the semester, students use an iterative approach to the SAD life cycle to analyze, design, and implement a prototypic solution to a real world problem presented by the authentic client. The use of a learning management system allows the client to participate in the course throughout the semester regardless of the physical distance between the students and the client. Instructor experiences, hybrid module development strategies, and a summary of student and client feedback are included.
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Wang, Mengdi, Ciaran Bauer, and Ann Devitt. "Computer-mediated communication in Chinese as a second language learning: needs analysis of adolescent learners of Chinese at beginner level in Ireland." In CALL and complexity – short papers from EUROCALL 2019, 391–96. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1042.
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Ireland’s new strategy for foreign language education, Languages Connect, identifies the establishment of Mandarin Chinese as a curricular language as a key goal for the coming years. Within the curriculum specification for Mandarin at Junior Cycle (ages 12-15), “using digital technology is identified as a core component: the student uses technology and digital media to learn, communicate, work and think collaboratively and creatively” (NCCA, 2016, p. 6). While the introduction of Chinese courses in Ireland faces a number of challenges (e.g. a shortage of communication opportunities and appropriate learning resources), it also provides a unique opportunity to generate innovative solutions to these challenges through technology, specifically Computer-Mediated Communication (CMC). This paper outlines the overarching goal and Design-Based Research (DBR) methodology for this research project as well as the results of the initial learner needs analysis conducted at a post-primary school in Ireland. Participants in the needs analysis workshop consisted of 19 students aged 12-15 who are learning Chinese, and their teacher. The results of the needs analysis with students and their Chinese language teacher identified opportunities for meaningful communication, particularly with Chinese native speakers, and more learning about Chinese culture as the key needs to address within the broader research project, needs that could be addressed using CMC tools.
Conference papers on the topic "Junior cycle level"
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Rouser, Kurt P., Caitlin R. Thorn, Aaron R. Byerley, Charles F. Wisniewski, Scott R. Nowlin, and Kenneth W. Van Treuren. "Integration of a Turbine Cascade Facility Into an Undergraduate Thermo-Propulsion Sequence." In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-94744.
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The Department of Aeronautics at the United States Air Force Academy utilizes a closed-loop, two-dimensional turbine cascade wind tunnel to reinforce a learning-focused undergraduate thermo-propulsion sequence. While previous work presented in the literature outlined the Academy thermo-propulsion sequence and the contextual framework for instruction, this current paper addresses how the Academy turbine cascade facility is integrated into the aeronautical engineering course sequence. Cadets who concentrate in propulsion are to some extent prepared for each successive course through their contact with the cascade, and ultimately they graduate with an exposure to experimental research that enhances their grasp of gas turbine engine fundamentals. Initially, the cascade is used to reinforce airfoil theory to all cadets in the Fundamentals of Aeronautics course. Aeronautical engineering majors take this course during the first semester of their sophomore year. The next semester all aeronautical engineering majors take Introduction to Aero-thermodynamics. In this course, the closed-loop aspect of the cascade facility is used to reinforce concepts of work addition to the flow. Heat transfer is also discussed, using the heat exchanger that regulates test section temperature. Exposure to the cascade also prepares cadets for the ensuing Introduction to Propulsion and Aeronautics Laboratory courses, taken in the junior and senior year, respectively. In the propulsion course, cadets connect thermodynamic principles to component analysis. In the laboratory course, cadets work in pairs on propulsion projects sponsored by the Air Force Research Laboratory, including projects in the cascade wind tunnel. Individual cadets are selected from the cascade research teams for summer internships, working at an Air Force Research Laboratory turbine cascade tunnel. Ultimately, cadet experiences with the Academy turbine cascade help lay the foundation for a two-part senior propulsion capstone sequence in which cadets design a gas turbine engine starting with the overall cycle selection leading to component-level design. The turbine cascade also serves to integrate propulsion principles and fluid mechanics through a senior elective Computational Fluid Dynamics course. In this course, cadets may select a computational project related to the cascade. Cadets who complete the thermo-propulsion sequence graduate with a thorough understanding of turbine engine fundamentals from both conceptual and applied perspectives. Their exposure to the cascade facility is an important part of the process. An assessment of cadet learning is presented to validate the effectiveness of this integrated research-classroom approach.