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Journal articles on the topic 'Junior secondary schools'
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1
Efendi, Muhamad, Suryadi Suryadi, and Ma’ruf Akbar. "THE EFFECTS OF SCHOOL SELF-EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA." Journal of Education Research in Administration and Management (JERAM) 2, no. 1 (January 10, 2018): 143. http://dx.doi.org/10.29061/jeram.v2i1.84.
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THE EFFECTS OF SCHOOL SELF-`EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA
MUHAMAD EFENDI
Education Management Study Program, postgraduate faculty, State University of Jakarta, Indonesia
ABSTRACT
The purpose of this study is to find out the effects of school self-evaluation, quality policy, quality planning, and quality improvement on the quality assurance of State Junior Secondary Schools in Jakarta. The population of this study is two hundred and eighty nine state junior secondary schools. Empirical data was drawn from the research sample were collected by using questionnaires that have been checked for validity and reliability distributed to one hundred and sixty five state junior secondary schools. The data was analyzed using statistical package for social science (SPSS V.20) and Microsoft Excel package and it was presented in tables and bar graphs. The results of this study revealed: 1) Three factors have a significant direct positive effect on quality assurance are quality policy, quality planning, and quality improvement of State Junior Secondary Schools in Jakarta. 2) School self-evaluation has a significant direct positive effect on quality policy, quality planning, and quality improvementof State Junior Secondary Schools in Jakarta.3) The Quality policy has a significant direct effect on quality planning, and quality planning has a significant direct effect on quality of State Junior Secondary Schools in Jakarta. The researcher recommended the deployment of a culture of school self-evaluation activities, and all stakeholder play an active role in supporting the quality policy established by the school leadership and implement the quality plan as planned and educators to always improve the quality of learning and teaching in order to improve the quality of education in school.
Keywords: Quality assurance, School Self-evaluation, Quality policy, Quality planning, Quality improvement.
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Wong, Marina WY. "Developing Macau’s junior secondary schools music curriculum." International Journal of Music Education 36, no. 4 (June 15, 2018): 574–87. http://dx.doi.org/10.1177/0255761418774907.
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For centuries, Macau’s schooling has embraced laissez-faire market principles, a stasis that from AY2016/17 is being changed by the government offering schools tuition coupons conditional on their adoption of a common school curriculum. A study of part of this new common curriculum, the development of a music curriculum for junior secondary schools in Macau, addresses three research questions: (a) What are music teachers’ perceptions and how do these frame the implementation of Macau’s common music curriculum? (b) Do music teachers’ expectations align with those of the central government? (c) Do music teachers perceive that they impact on or are impacted by this innovation? Discussion of the findings highlights a controversy about the role of teachers within curriculum development – should teachers be center staged (Lawton (2012 [1980]) or is this view an oversimplification based on false assumptions of a social democratic tradition (Whitty (1985, 2012 [1981])?
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Makwinja-Morara, Veronica. "Female Dropouts in Botswana Junior Secondary Schools." Educational Studies 45, no. 5 (October 7, 2009): 440–62. http://dx.doi.org/10.1080/00131940903190493.
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Luka Yelwa Barde, Abubakar Alhaji Ahmed, Salamatu Mohammed, Maryam Gafo Bizi, Nuhu Ibrahim, and Grace Ifemedike Uzoma. "Analysis of large class-size and its effects on teaching and learning process among students’ secondary schools in Potiskum local government area." GSC Advanced Research and Reviews 8, no. 1 (July 30, 2021): 045–52. http://dx.doi.org/10.30574/gscarr.2021.8.1.0113.
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The study was carried out on the evaluation of the effects of over-population on teaching and learning of among students in junior secondary schools in Potiskum Local Government Area. To guide the study, 3 research questions in line with purpose of the study were formulated. Descriptive Survey Research Design was adopted for the study. The target population of the study was the entire teachers in randomly selected four junior secondary schools in Potiskum Local Government Area. Stratified Random Sampling Technique was adopted to select 40 teachers from the 4 junior secondary schools to constitute the sample size of the study. Structure Questionnaire was the major instrument used to collect data for the study. The data collected was analyzed using Mean and Standard Deviation for the questionnaires. The findings of the study revealed that, inability of teachers to paid attention to individual students that need special attention, lack of classroom control and management at overcrowded classroom and teachers found it difficult in conducting effective continuous assessment in classroom are some of the problems faced by teachers and students in teaching and learning in over-populated classrooms in junior secondary schools of Potiskum Local Government Area. The findings of the study also revealed that, high numbers of the students in classroom affect academic performance and that smaller class’s size lead to improvement of academic performance are some of the effects of over-population on the quality of teaching and learning in junior secondary schools in the study area. The findings of the study further revealed that, Admission of the students in junior secondary schools should be based on minimum standard as specified National Junior Secondary School Curriculum and provision of modern teaching aids such as overhead projectors, power point presentation device that each and every individual student will view the content of the lesson in the classroom are some of the ways forwards for overcoming the problems faced by teachers and students in over-populated classroom during teaching and learning in junior secondary schools in the study area. It was recommended that, a ratio of 1:40 teachers to students is hereby suggested for junior secondary schools as stated in the National Policy of Education (2013).
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Akinsola, Ifeoluwa Theophilus, and Bolape Olufunto Olaosebikan. "Content Adequacy of Oral Literature in Selected English Studies Textbooks: Implications for Inculcating Moral Values into In-School Adolescents." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 250–59. http://dx.doi.org/10.47134/ijsl.v1i3.44.
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Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.
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Marimbun, Marimbun, and Rizky Andana Pohan. "Gambaran Sarana dan Prasarana Bimbingan dan Konseling pada Sekolah Menengah Negeri di Indonesia." ENLIGHTEN (Jurnal dan Bimbingan Konseling Islam) 4, no. 2 (December 31, 2021): 76–87. http://dx.doi.org/10.32505/enlighten.v4i2.3365.
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The implementation of effective guidance and counselling services requires adequate facilities and infrastructure in accordance with national standards in Permendikbud No 111 of 2014 regarding guidance and counselling in secondary education in Indonesia. This study aims to describe the condition of the facilities and infrastructure for guidance and counselling in state secondary school; junior and senior state high school in Indonesia. The method used is the survey model. The research data were collected from 65 State Senior High Schools, 25 State Vocational High Schools and 58 State Junior High Schools spread over 71 districts/cities in 18 provinces in Indonesia. The instrument used a semi-open questionnaire adopted from Permendikbud No. 111 of 2014 regarding guidance and counselling in primary and secondary education. The results of the study showed as many as 4.68% of state senior high schools and 8.77% of state junior high schools did not have a counselling room. A total of 20.31% of state senior high schools, 58.82% of state vocational high schools, and 52.63% of state junior high schools did not have special room for individual counselling. A total of 10.93% of state high schools, 52.94% of state vocational high schools and 21.05% of state junior high schools did not have living room. A total of 39.06% of state senior high schools, 64.70% of state vocational high schools, and 64.91% of state junior high schools did not have group guidance and counselling rooms. A total of 31.25% of state senior high schools, 35.29% of state vocational high schools, and 59.64% of state junior high schools did not have data room. As many as 31.25% of state senior high schools, 82.35% of state vocational high schools, and 73.68% did not have library display room (bibliocounseling). This study revealed that the facilities and infrastructure for guidance and counseling in state secondary schools in Indonesia do not in accordance with the minimum standards issued in Permendikbud No. 111 of 2014. The implementation of effective and efficient guidance and counselling services requires facilities and infrastructure that corresponds with the minimum standards. Based on this study results, it is anticipated the stakeholders of guidance and counselling services, especially in education sections in Indonesia, would pay attention and provide the minimum standard of guidance and counselling facilities and infrastructure.
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Salihu, Jamilu Ja’afar, and I. D. Abubakar. "EFFECTS OF EDUCATIONAL FIELD TRIPS ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA." Education, Sustainability And Society 3, no. 2 (April 10, 2020): 41–44. http://dx.doi.org/10.26480/ess.02.2020.41.44.
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The study examined the Effects of Educational Field Trips on Social Studies Students’ Academic Achievement in Junior Secondary Schools in Kaduna State, Nigeria. The design of the study was the non-equivalent pre-test post-test control group type of quasi experiment. The population of the study consisted of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria numbering 26,322. Also, 120 students were purposively sampled from JSSII in the following schools: Government Junior Secondary School Tudun-Jukun, Zaria, Government Junior Secondary School, Awai, Government Junior Secondary School, Aba and Government Junior Secondary School Muchiya, Sabon-Gari. The data collection instrument was Social Studies Achievement Test (SOSAT). The content and construct validity was ascertained by experts in Social Studies, language and test and measurement. The reliability coefficient index power of the instrument stood at 0.81 determined using Pearson Product Moment Correlation Coefficient (PPMC). The data analysis tools were mean and standard deviation used in answering the question posed while t-test independent samples was used in testing the null hypothesis postulated at 0.05 alpha. The study found that there exist significant difference between the mean academic achievement scores of students taught Social Studies using educational field trip (experimental) and those who were taught with lecture method (control). In the light of the foregoing, the study recommended that teachers in the Kaduna State should be encouraged to adopt educational field trip in teaching Social Studies in order to enhance students’ academic achievement.
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Mauti, Joy, Isabel Mank, Jan-Walter De Neve, Guillaume Alfred Gyengani, Paul-André Somé, Sachin Shinde, Wafaie Fawzi, Till Bärnighausen, and Alain Vandormael. "The Food and Health Environment in Junior Secondary Schools in Urban Burkina Faso: A Cross-Sectional Study of Administrators, Food Vendors and Early Adolescents." International Journal of Environmental Research and Public Health 18, no. 23 (December 1, 2021): 12689. http://dx.doi.org/10.3390/ijerph182312689.
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School enrolment rates have increased globally, making the school environment a unique setting to promote healthy nutrition and eating outcomes among early adolescents. In this cross-sectional study, we describe the food and health environment of junior secondary schools in Ouagadougou (Burkina Faso, West Africa). We evaluated the food and health environment using three components: (1) the implementation of health-related policies or guidelines in the schools, (2) the provision of health, nutrition and water, sanitation & hygiene (WASH) services in the schools, and (3) the quality of the school food environment, including foods sold by vendors. We used stratified random sampling to recruit 22 junior secondary schools from the five Ouagadougou districts in 2020. Trained fieldworkers collected standardized questionnaire data from 19 school administrators, 18 food vendors, and 1059 in-school adolescents. We report that only 7 out of 19 school administrators were aware of existing health-related policies and guidelines at their school and only 3 schools had a school health and nutrition curriculum in place. The overall provision of health, nutrition and WASH services was low or inadequate. Likely because of the lack of school canteens, 69% of the students bought snacks and unhealthy foods from food vendors. There is a critical need to improve the food and health environment of junior secondary schools in urban Burkina Faso.
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Scadding, Helen. "Junior Secondary Schools—an educational initiative in Ghana." Compare: A Journal of Comparative and International Education 19, no. 1 (January 1989): 43–48. http://dx.doi.org/10.1080/0305792890190105.
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Fofana, Ibrahim Yahaya, and Stella Baindu Fortune. "Challenges of Curriculum Implementation in Junior Secondary Schools." SMART MOVES JOURNAL IJELLH 8, no. 11 (November 28, 2020): 183–215. http://dx.doi.org/10.24113/ijellh.v8i11.10853.
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Since the inception of Western Education in Sierra Leone, frantic efforts have been made to formulate policies in order to improve the quality of education. It has been acknowledged by various educationists that curriculum implementation is instrumental in improving the quality of education in any society. Therefore, it is seen as an approach which improves students’ academic achievements, equipping graduates with sufficient knowledge and skills for them to survive academically and socially in this modern world.
On that note, the development of school curriculum is very significant in the life of a nation. The National School Curriculum as a program of learning is supposed to be a highly sensitive document as it contains the aspiration of the nation, preparing its citizens to face future challenges. It is supposed to be a document of hope.
Notwithstanding the wide recognition and acceptance accorded the roles of curriculum as a career of national philosophy in Sierra Leonean Educational system, there seems to be challenges in the implementation of this important blue print. This could not be disassociated with inadequate trained and qualified teachers in the field/classroom; community/volunteer teachers unpaid; ill-trained and sometimes confused graduates and inadequate Teaching Learning Materials; lack of guidelines for the implementation of curriculum and the complexity of managing the curriculum coupled with inadequate training regarding curriculum implementation. Capacitation of teachers is essential in the successful implementation of any curriculum as they are the main role-players in promoting quality education. This and other related problems should be a cause for concern.
By and large, the researcher is optimistic that although people are different and despite the negativity and inadequacies surrounding the curriculum, there is hope that with time and effort and given the total commitment of all stakeholders to implement the curriculum, success can be attained. Especially with the President’s (Retired Brigadier Julius Maada Bio’s) New Direction Agenda on education in Sierra Leone. Therefore, it can be concluded that the aim of the study and primary research questions which were explored, namely the Challenges towards Curriculum Implementation in Four Selected Junior Secondary Schools in Kpanga Chiefdom, Pujehun District, were adequately addressed and answered.
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Arifin, Yusuf. "STRATEGY IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS AT THE POTENTIAL JUNIOR HIGH SCHOOL IN BANDUNG." Journal Of Educational Experts (JEE) 2, no. 1 (March 30, 2019): 65. http://dx.doi.org/10.30740/jee.v2i1p65-74.
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The purpose of this study was to determine 1) the condition of the existing SMP potential in achieving the National Education Standards (SNP), 2) analyze the gap / gap between the real conditions Potential SMP with National Education Standards, 3) formulate an implementation strategy of the National Education Standards to Potential Junior High School. The unit of analysis in this study is 6 Potential Secondary Schools in the city of Bandung, which are in cluster 1 (1 Junior High School), cluster 2 (2 Junior High School) and cluster 3 (3 Junior High Schools). The results showed the level of the gap between the real conditions Potential Secondary Schools in Bandung with National Education Standards are as follows: standard financing is the largest gap compared with other standard is 59.2%. The next largest gap in a sequence is the standard of infrastructure (46.1%), the standard process (39.6%), the standard assessment (29.7%), teachers and education personnel standards (25%), the standard management (23.3 %), content standards (23.2%), and the smallest value of the average gap is competency standards (11%).
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Afolabi, Oluwaseun O. "Educational Development in Africa: Prospects and Challenges of Teaching/Learning History in Nigeria." Frontiers in Education Technology 1, no. 1 (April 18, 2018): 1. http://dx.doi.org/10.22158/fet.v1n1p1.
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<p><em>The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was in the curriculum of both junior and senior secondary school. However, it was removed from junior secondary school curriculum and remained only in senior secondary school curriculum. Though only few senior secondary schools in Oyo State teach history subject due to lack of adequate knowledge by students in learning African history. Also, due to the reviewed policy, history teachers and textbooks are inadequate. Thus, in this present dispensation in Nigeria, African history education is facing challenges in terms of teaching and learning, apparently on the verge of extinction. The paper concludes by stating the methods of teaching history, prospects and challenges attached to it.</em></p>
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Cheffou, Idi. "ASSESSING ADMINISTRATIVE STRATEGIES FOR ENHANCING PEACE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN THE AGADEZ REGION, NIGER REPUBLIC." Sokoto Educational Review 16, no. 2 (December 31, 2015): 12. http://dx.doi.org/10.35386/ser.v16i2.128.
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This study was carried out to assess administrative strategies for enhancing Peace Education (PE) in 29 Junior Secondary Schools in the region of Agadez, Niger Republic. The study was descriptive. Quantitative and non- parametric data that helped determine majority views were collected, tallied, converted into simple percentages and means using a calculator. Information from documents that were initially in French was translated into English. The research used a total population of 487 teachers and school administrators from 29 Junior Secondary Schools in the region of Agadez. All the 84 administrators from the 29 Junior Secondary Schools were included in the research as their number was small; 388 teachers were sampled out of 403 using the Research Advisors’ Sample Size Table and Simple Random Technique. The research instrument was a self-designed structured questionnaire titled Administrative Strategies for Enhancing Peace Education Questionnaire, which was validated and had a reliability index of .75. This paper dealt with the curriculum content that could enhance Peace Education in Junior Secondary Schools in the region of Agadez. The findings revealed that the Peace Education curriculum content was scanty. The study recommended, among others, that the Junior Secondary Schools Peace Education curriculum should be revised, and should therefore encompass relevant issues that would mould the students’ minds, issues that would help them to learn to live together and enhance mutual understanding in community; to this end, the Peace Education curriculum should mainstream Human Rights Education, Conflict Resolution Education, Disarmament Education, Development Education, International Education, Civics and any other type of education that is likely to bar the students from getting involved in violent conflict or even terrorism.
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Liang, Weihong, and Changsong Ma. "Modelling the Spatial Distribution Differences of Compulsory Education Resource." Discrete Dynamics in Nature and Society 2021 (October 18, 2021): 1–8. http://dx.doi.org/10.1155/2021/8342789.
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This paper aimed to explore the difference in the spatial distribution of compulsory education resource allocation. Raw data were collected from the 2020 China Statistical Yearbook (county/district level) and Guangxi Province Statistical Yearbook of China. Data analysis was conducted using the entropy method, comprehensive evaluation method, K-means clusters analysis, analysis of variance, and spatial statistical analysis (Moran’s I index). It was determined that there were significant differences in the spatial distribution of compulsory education. The equilibrium degree to mandatory education resource allocation was divided into three classes: high level, medium level, and low level, and each class presented a spatial aggregation effect in the spatial distribution. Compared with the primary schools, the equilibrium degree of junior secondary school was higher. However, the equilibrium fluctuation of junior secondary schools was more significant among different counties/districts. The equilibrium of educational resources of junior secondary schools in the urban areas was higher than that in the rural areas, but there was no significant difference for the primary school.
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FEJOH, J., P. A. ONANUGA, and O. A. IBRAHIM. "ORGANISATIONAL CULTURE AS A DETERMINANT OF WORKERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN OGUN STATE, NIGERIA." Journal of Humanities, Social Science and Creative Arts 13, no. 1 (November 8, 2019): 89–97. http://dx.doi.org/10.51406/jhssca.v13i1.1931.
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This study examined organisational culture as a determinant of workers’ job commitment in public secondary schools in Ogun State. The study adopted an ex-post facto design approach. The population consists of all workers (teaching and non-teaching staff) in secondary schools in Ogun State, Nigeria. A multi-stage random sampling technique was adopted where five (5) public secondary schools (comprising of both junior and senior) were randomly selected from each of the local government area s from twenty (20) local government areas in Ogun State, making a total of ten (10) secondary schools were selected for the study. Stratified random sampling technique was used in selecting ten (10) workers (teaching and non-teaching) from each junior and secondary schools respectively, making a total number of twenty (20) workers from each of the selected ten (10) secondary schools. A total number of 200 workers was selected for the study. The instrument used for this study is a questionnaire which is sub-divided into three sections. Section A was used to collect information on personal characteristics of the respondents while Section B contained Workers Organisational Commitment Scale which was designed to measure workers’ job commitment. Section C contained Organisational Climate Index (OCI) and was used to measure organisational culture. Data was analyzed using regression and T-test analysis at 0.05 level of significance. Findings revealed that organisational culture has significant relationship with public secondary school workers’ job commitment and that there was no significant difference in public secondary school workers’ job commitment between senior and junior school employees. It is concluded that organisational culture determines job commitment of public secondary school employees in Ogun State. Based on the findings, it is therefore recommended that motivation strategies should adopted to improve teachers’ salaries and promotions. Teachers should positively change their attitude s to work and view their job as more of a call than a profession.
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Oyetunji, Christianah. "Reorienting Leadership Styles for Sustainable Education." Journal of Teacher Education for Sustainability 13, no. 2 (January 1, 2011): 59–69. http://dx.doi.org/10.2478/v10099-011-0014-0.
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Reorienting Leadership Styles for Sustainable Education This paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a job and studies and that a participatory leadership style promotes sustainable education in schools. These findings can be useful for education policy makers, school administrators and researchers seeking to promote sustainable improvement in education.
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McDonald, Christine V. "Evaluating Junior Secondary Science Textbook Usage in Australian Schools." Research in Science Education 46, no. 4 (April 19, 2015): 481–509. http://dx.doi.org/10.1007/s11165-015-9468-8.
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Riyadi, Ahmad. "Pengaruh Kepemimpinan Kepala Sekolah dan Kinerja Guru terhadap Efektivitas Pelaksanaan Standar Pelayanan Minimal SMP di Kota Sukabumi." Reslaj : Religion Education Social Laa Roiba Journal 3, no. 3 (October 25, 2021): 405–22. http://dx.doi.org/10.47467/reslaj.v3i3.638.
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Minimum Service Standard (MSS) for the implementation of elementary and secondary education schools is a technical specification as a benchmark of minimum services that must be done by the district / city government in organizing schooling activities in the field of primary and secondary education.A measure of the success of the performance of the national education system is the guarantee of education accountability, one of the indicators is the enactment of an effective quality assurance management system in education to protect the community. The purpose of this study is to find out: 1) The influence of the leadership of the principal on the effectiveness of the implementation of Minimum Service Standards (SPM) of junior high schools in Sukabumi City.2) Influence of teacher performance on the effectiveness of the implementation of Minimum Service Standards (MSS) of junior high schools in Sukabumi City.The method used in this study is quanttif, with the data analysis technique using inferential descriptive statics. The results of the study showed that the principal's leadership variable (X1) directly affects the effectiveness of the implementation of junior high school SPM in Sukabumi City by 4.5%, and indirectly (through teacher performance) by 1.6%.While the influence of teacher performance (X2) on the effectiveness of junior high school implementation in Sukabumi City by 15.4%.Therefore, it can be concluded that 1) There is an influence between the leadership of the principal on the effectiveness of the implementation of junior high school in Sukabumi City.2) There is an influence between the performance of teachers on the effectiveness of the implementation of junior high school in Sukabumi City.3) There is the influence of the principal's leadership and teacher performance together on the effectiveness of the implementation of Minimum Service Standards (MSS) of junior high schools in Sukabumi City.
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Lumbantobing, Rudolf. "School Operational Assistance and the Future of Financial Management in the Education Sector." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 31, 2021): 2776–83. http://dx.doi.org/10.35445/alishlah.v13i3.1442.
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This study aims to analyze the School Operational Assistance and the Future of Financial Management in the Education Sector. The approach used in this research is a qualitative method with a descriptive course. The types of data used in this research are primary and secondary data. Preliminary data were obtained from in-depth interviews and questionnaires with informants through purposive sampling technique; the respondents in this research were 65 people, including school administrators and school committees. At the same time, secondary data is obtained from the literature study to acquire and build an abstraction about the research objectives and data support so that general conclusions can be made to specific. This research is conducted on Junior High Schools in West Jakarta, which received School Operational Assistance funds. Based on the results of data analysis, it can be concluded that Junior High Schools in West Jakarta in terms of planning, implementation, and accountability indicators are in the very effective category. This is due to the school's financial management that applies three main strategies, namely Strategic Planning, Strategic Management, and Strategic Thinking.
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Brown, Ph.D, Troy T. "ID Model Development and Validation: Improving Secondary School Students’ Mathematics Achievement through Cooperative Learning Strategies." Frontiers in Education Technology 4, no. 1 (February 22, 2021): p47. http://dx.doi.org/10.22158/fet.v4n1p47.
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Many secondary school students within the Caribbean region are consistently failing to grasp basic mathematical concepts. The purpose of this Design and Development Research was to generate an Instructional Design (ID) Model that demonstrates how the effective use of cooperative learning strategies improved students’ mathematical achievement, at a junior secondary school in the British Virgin Islands. The researcher collected information from Mathematics teachers (n = 5) and their students (n = 5). Each participant was involved in semi-structured interviews and MAXQDA12 was employed for analysis. Two research questions guided this research. The results of this research showed that the consistent use of effective cooperative learning strategies contributed to students’ academic achievement in Mathematics, especially at the junior secondary school level. The results stand to benefit both Mathematics teachers of junior secondary schools and their students. There is one recommendation for future research.
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Sabitu, Abdulmalik, Magaji Yunusa Matazu, and Ibrahim Sukola Tambaya. "A Survey on Availability and Utilization of School Health Services Among Junior Secondary Schools in Funtua Zone Katsina State, Nigeria." Journal of Multidisciplinary Research in Healthcare 3, no. 1 (October 3, 2016): 1–9. http://dx.doi.org/10.15415/jmrh.2016.31001.
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Law, Oluseun F. "Effect of Drama Technique on Achievement in English Reading Comprehension of Junior Secondary School Students." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 165–73. http://dx.doi.org/10.31578/jebs.v6i2.240.
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The study examined the effect of drama technique on achievement in English reading comprehension of junior secondary school students. This study adopted the pre-test – post-test quasi-experimental design. The population of the study comprised all junior secondary school students in Ijebu-North local government, Ogun state. Two junior secondary schools were randomly selected for the purpose of the study. The students in the two schools were randomly assigned to experimental and control groups. The instrument used for data collection was the Reading Comprehension Achievement Test which has a reliability coefficient of 0.72. The experiment lasted for six weeks. The data were analyzed by Analysis of Co-Variance (ANCOVA) at a 0.05 level of significance. The results show a significant main effect of drama technique and gender on students’ achievement in reading comprehension. The results further show a significant interaction effect of drama technique and gender on students’ achievement in reading comprehension. The study recommends that teachers should adopt the use of drama techniques in teaching comprehension.
Keywords: drama technique, reading comprehension, achievement in reading
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Shek, Daniel T. L., and Cecilia M. S. Ma. "Impact of the Project P.A.T.H.S. in the Junior Secondary School Years: Individual Growth Curve Analyses." Scientific World JOURNAL 11 (2011): 253–66. http://dx.doi.org/10.1100/tsw.2011.6.
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The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) is a positive youth development program implemented in school settings utilizing a curricular-based approach. In the third year of the Full Implementation Phase, 19 experimental schools (n = 3,006 students) and 24 control schools (n = 3,727 students) participated in a randomized group trial. Analyses based on linear mixed models via SPSS showed that participants in the experimental schools displayed better positive youth development than did participants in the control schools based on different indicators derived from the Chinese Positive Youth Development Scale, including positive self-identity, prosocial behavior, and general positive youth development attributes. Differences between experimental and control participants were also found when students who joined the Tier 1 Program and perceived the program to be beneficial were employed as participants of the experimental schools. The present findings strongly suggest that the Project P.A.T.H.S. is making an important positive impact for junior secondary school students in Hong Kong.
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Oludipe, Daniel Idowu, and Bimbola Dupe Oludipe. "Do Teachers’ Qualifications and Experience Influence Academic Performance of Students in Basic Science in Junior Secondary Schools in Nigeria?" Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 148–64. http://dx.doi.org/10.31578/jebs.v6i2.239.
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This study investigated the influence of teachers’ qualifications and experience on students’ academic performance in basic science in junior secondary schools in Nigeria. The study was a descriptive survey type of research. Simple random sampling was used to select eight Junior Secondary Schools (J.S.S.) in the Ogun East senatorial district of Ogun State. It included 18basic science teachers and 540 junior secondary school students. The data were collected using a questionnaire and a basic science achievement test. The data collected were analyzed using descriptive statistics, one-way analysis of variance and Pearson Product-Moment Correlation. The findings of this study revealed that most of the basic science teachers at the J.S.S. level were not trained as basic science teachers; science teachers’ qualifications influenced students’ academic performance in basic science; basic science teachers’ years of teaching experience did not have a positive correlation with students’ academic performance in basic science.
Keywords: Qualification, academic performance, problem-solving
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Abiola, Yusuf Abubakar. "Quality Assurance Parameters as Predictors of Teachers’ Motivation in Kwara State Public Junior Secondary Schools." American Journal of Social Sciences and Humanities 7, no. 1 (February 24, 2022): 1–10. http://dx.doi.org/10.55284/ajssh.v7i1.605.
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The study examined quality assurance parameters as predictors of teachers’ motivation in public junior secondary schools in Kwara State. The study adopted the descriptive survey research design of correlation type. The population for this study comprised 5149 teachers of public junior secondary schools in Kwara State. The sample comprised of 640 teachers selected using the multistage sampling technique. A self-developed and validated research instrument titled “Quality Assurance Parameters and Motivation Questionnaire” (QAPMQ) was used to collect information with a reliability coefficient of 0.85. The result showed that teachers in public junior secondary schools in Kwara State had a moderate level of motivation (52.3%). The further showed that quality assurance parameters are significant predictors of teachers’ motivation (72.6% (Adj. R2= 0.726); and each of the quality assurance parameters of human resource maintenance (Beta= 0.704, t= 25.132) and data management (Beta= 0.366, t= 13.101) had significant predictions to teachers’ motivation, while funding was not significant (Beta= -0.275, t= -9.638) in Kwara State public junior secondary schools. Therefore, it was recommended that Kwara State government should not relent its efforts and continue to work collaboratively with Non-Governmental Organizations (NGOs), philanthropists, and other stakeholders in the education sector to ensure its assurance parameters are continued and appropriately used in stimulating teachers’ motivation in the State public secondary schools.
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Saka, Owodunni Adewale. "Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?" Asian Journal of University Education 17, no. 1 (March 8, 2021): 33. http://dx.doi.org/10.24191/ajue.v17i1.8727.
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The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.
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Olajide, Simeon Olayinka, Thomas Ajibade Adebisi, and Tosin Adebola Tewogbade. "Assessment of Laboratory Resources, Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior Secondary Schools in Osun State Nigeria." Journal of Educational and Social Research 7, no. 3 (September 1, 2017): 139–46. http://dx.doi.org/10.1515/jesr-2017-0011.
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Abstract The study assessed the availability of laboratory resources, teachers’ and students’ involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students’ Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart, eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.
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Sunarsi, Dessy, Merry Safarwaty, Daesy Ekayanti, Ekaterina Setyawati, and Ira Mulyati. "IMPLEMENTATION OF THE ESTABLISHMENT A PILOT PROJECT FOR A CHILD-FRIENDLY SCHOOL IN KABUPATEN KAUR BENGKULU." ICCD 1, no. 1 (December 7, 2018): 56–62. http://dx.doi.org/10.33068/iccd.v1i1.10.
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Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readiness to implement this program. For the junior high school level, there were selected 36 PKLK junior high schools (Special Education Special Services). This school is boarding and for 24 hours students are in a school environment, students from disadvantaged groups. This socialization activity uses lecture methods, discussion and film visualization. The lecture method aims to provide a foundation of understanding of child-friendly school programs and discussion methods aimed at perfecting understanding. Film visualization method is given to strengthen the understanding of the community / students in the form of motivational impressions in order to want to implement this program. The output of the activity is the formation of child-friendly pilot elementary and junior high schools and public awareness of the needs of Child Friendly Schools in Kaur District.
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MOSIDI, Olefile, and Emmanuel O. OWOLABI. "School Physical Education and Physical Fitness: A Study of Secondary School Students in Gaborone, Botswana." Asian Journal of Physical Education & Recreation 17, no. 1 (June 1, 2011): 78–90. http://dx.doi.org/10.24112/ajper.171891.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.
Physical Education (PE) was introduced into Botswana junior secondary schools as a curriculum subject eight years ago. Although it has the status of an optional subject, it appears to enjoy wide acceptability in many schools. One would normally expect the effects of participation in classroom physical education on students to depend on the PE curriculum’s physical activity contents and how these activity contents are implemented. The study was aimed assessing the role of school PE programme in Botswana secondary schools in promoting the physical fitness levels of students. It involved 300 male Junior secondary school students in Botswana. Twenty students each were selected from 15 schools. The 20 from each school comprised 10 second and third year students offering PE as a subject and another 10 from the same years not offering PE (Non-PE). The students from each school were randomly selected from among the regular recreation participants in each school. The details and demands of the study and tests were carefully explained to the students and their PE teachers after which the school’s PE teacher signed the informed consent form on behalf of the students. Data were collected on health Fitness components of body weight, BMI, Hand grip strength, flexibility, abdominal muscle endurance and cardio-respiratory endurance using established and acknowledged tests, instruments and protocols. Null hypothesis was set for each of the measured variables with the alpha level set at p<0.05. Data were analysed for means, standard deviations and the difference between groups’ means using the independent groups t test. The results showed that the PE group was significantly superior to the Non-PE group in grip strength, abdominal muscle endurance and cardio-respiratory endurance. The two groups were not significantly different in age, body weight, BMI and flexibility. It was concluded that participation in school PE among urban male junior secondary school students in Botswana enhanced selected physical fitness components. This enhancement could be specifically attributed to the regular participation in the physical activities inherent in the PE subject and/or the PE students’ increased and motivated participation in the schools’ recreational and sporting activities.
本文旨在探討非洲博茨瓦納學校體育和體適能，結果顯示學校體育有助提升學童的體適能，以及參與康體活動的動機。
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Dart, Gareth, Tiroyaone Nkanotsang, Ose Chizwe, and Lily Kowa. "Albinism in Botswana junior secondary schools - a double case study." British Journal of Special Education 37, no. 2 (July 16, 2010): 77–86. http://dx.doi.org/10.1111/j.1467-8578.2010.00465.x.
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Ardiawan, Yadi, and Nurmaningsih Nurmaningsih. "KEMAMPUAN PENALARAN ADAPTIF SISWA SMP se-KOTA PONTIANAK." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 7, no. 1 (June 11, 2018): 148. http://dx.doi.org/10.24127/ajpm.v7i1.1299.
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This study aims to reveal the ability of adaptive reasoning of junior high school students in Pontianak, which is divided into categories of secondary, middle and lower schools. This research is descriptive research with research form is survey. Sampling in this research using stratified cluster random sampling technique. Of the 23 existing schools thereafter were randomly assigned to each school to represent high school, middle class, and low school. Categorization of schools based on the value of students National Exam. Based on the result of research analysis, it is found that the average of adaptive reasoning ability of junior high school students in Pontianak is 42,96% with enough category. While the average adaptive reasoning ability of high, medium and low students is 48.82% (enough), 41.06% (enough), and 39% (enough), respectively.
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Rahman, MS Khabibur, and Jumadi Jumadi. "LOCATIONAL STUDY OF JUNIOR HIGH SCHOOL AND MADRASAH TSANAWIYAH USING GEOGRAPHY INFORMATION SYSTEM (GIS) AT CEPOGO SUBDISTRICT BOYOLALI DISTRICT IN 2016." GeoEco 5, no. 1 (January 19, 2019): 66. http://dx.doi.org/10.20961/ge.v5i1.28914.
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<p>This research was conducted to find out and analyze the coverage of junior high school and madrasah tsanawiyah services to the user community in Cepogo District. The research used descriptive geographical research method using map analysis and the data collection methods used were documentation studies and field observations. The data collection technique in this study used a population that includes all junior secondary schools and Islamic elementary schools in Cepogo sub-district with primary data in the form of school locations obtained through field measurements using GPS (Global Potential System) and secondary data obtained from agencies authority and results from previous studies. The data analysis technique used was secondary data analysis techniques and map analysis techniques using buffer analysis. The results showed that there was a difference between supply (number of elementary school graduates) and demand (study group) in which supply was greater than demand. In addition, the coverage of education facilities at the junior high school / MTs level in Cepogo District is in accordance with the minimum standards of the national education minister's regulation no. 24 of 2007 concerning the maximum distance to education facilities, which is no more than 6 km with no hazardous track.</p>
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Supriadi, Dedi. "Restructuring the Schoolbook Provision System in Indonesia." education policy analysis archives 7 (March 1, 1999): 7. http://dx.doi.org/10.14507/epaa.v7n7.1999.
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Schoolbooks account for between 65% and 75% of all publishing activity in Indonesia. The amount of money allocated is continually increasing. Priority is given to the primary and junior secondary school levels (6+3 years), which are compulsory. Between 1969 and 1988, the Government of Indonesia (GOI) has produced some 550 million primary textbooks and library books. Up to the year 2000, the GOI has decided to allocate the total of US$ 355.2 million to produce 250 million copies of primary and junior secondary school textbooks to reach the ratio of one book for each student. In addition, around Rp 20-50 billion (US$ 10-20 million) annually is spent to purchase 8-17 million copies of reading books which are aimed at stimulating the reading interest of primary school children. These books are distributed free to some 168,000 primary and 26,969 junior secondary schools throughout Indonesia. Following the massive efforts to increase book availability at schools, some innovative policies are being taken. Book evaluation standards have been improved to ensure that only high quality books are used at schools. The distribution system has been restructured to guarantee that books reach targeted schools. Consequently, the book monitoring system has had to be strengthened to examine whether or not the books really reach the schools and are used properly by students and teachers in the classrooms. In the last three years, there has also been a growing concern with multicultural issues in schoolbook provision programs. In such a culturally diverse nation as Indonesia, schoolbooks should also be culturally sensitive and be recognize the varied sociocultural backgrounds which affect students' learning.
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Joseph, Babalola Olurotimi. "Evaluating Reading Habit among Junior Secondary School Students in Ekiti State in Nigeria." International Journal of Language Education 4, no. 2 (March 30, 2020): 74. http://dx.doi.org/10.26858/ijole.v4i2.10206.
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Abstract The study evaluated reading habit among students in Ekiti State Secondary Schools. The study specifically examined the frequency and time of reading among Junior Secondary School students in Ekiti State, the extent students read, how teachers’ attitudes affect their students reading habits, and ways reading habit can be improved. The descriptive research design of the survey type was adopted in this study. The population for the study consisted all of the Junior Secondary School Students in public secondary schools in Ekiti \central senatorial district. The size of the sample was 200 students drawn from ten public secondary schools using multistage sampling technique. A self-structured questionnaire tagged Reading Habit Questionnaire (RHQ) was used to collect relevant data for the study. The responses obtained were collated and analyzed using descriptive statistics. The findings revealed that most of the students rarely read as majority of them spend less than 2 hours daily on reading. They settle down to read only when given assignments or when examination was near. Based on the findings, it is therefore recommended among others that parents should teach their children to start reading from an early age and should provide reading materials for them. Also, it was recommended that teachers should engage students in fervent reading and writing activities. Keywords: Reading, Habit, Library, Descriptive, Revealed Students Teachers
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Oladapo, Margaret M., and William R. Brieger. "Reproductive Knowledge, Attitudes and Behaviour of Secondary School Students in Akure, Nigeria." International Quarterly of Community Health Education 16, no. 4 (January 1997): 341–58. http://dx.doi.org/10.2190/l85j-x8cj-jlw3-cg6u.
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Adolescents are subject to many life changes as their secondary sexual characteristics emerge. Contrary to parents' and society's wishes, these young people are more sexually active then previous generations and thus at greater risk of unwanted pregnancies, sexually transmitted diseases, and related problems. Adolescents enrolled in school have the potential opportunity to learn ways to prevent these reproductive and sexual health problems, but there is concern whether schools are living up to this challenge. Therefore, this study was designed to learn whether adolescents in secondary school in the Ondo State capital of Akure have reproductive health education and are practicing healthy sexual behaviors. The study was based on a sample of six of the twenty-eight secondary schools in Akure that fell under the jurisdiction of the Ondo State Post-Primary Schools' Management Board. Focus was placed on pupils in the final years of both Junior Secondary School (JSS 3) and Senior Secondary School (SSS 3). Overall, 30 percent of the young people reported having sexual intercourse: 21 percent of females and 38 percent of males. Also 39 percent in SSS 3 reported having had sex compared to 21 percent in JSS 3. Forty percent of students in coeducational school compared to 19 percent in boy's school and 8 percent in girl's school had sex. Respondents averaged only 11 points on a 33-point scale of reproductive health knowledge. Students in the senior classes and those in single sex schools scored higher. The mass media was stated to be the major source of reproductive health knowledge; only one-third reported that they had actually talked with someone about their reproductive health concerns. Attitudes toward pre-marital sex were more favorable among male students, pupils in mixed sex schools and those whose parents had lower levels of education. These findings suggest not only that the schools must take a more active role in providing reproductive health education, but that this should be done in the junior secondary years before most pupils become sexually active.
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Jaskulska, Sylwia. "Perceiving oneself as a human being and as a student by the junior high school pupils before beginning their secondary school education." Yearbook of Pedagogy 41, no. 1 (December 1, 2018): 263–75. http://dx.doi.org/10.2478/rp-2018-0019.
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SummaryIn the text, I presented a part of the results of the studies concerning the transition of the school youth from junior high school to high school. In the light of this results, I answered the question on how the students graduating from junior high schools in Poznań in 2015 perceived themselves as a person, especially in the role of a student. The image is generally positive, although it is varies among the students with different resources (e.g. grades, level of involvement).
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Lusiana, Evi. "UPAYA MEWUJUDKAN GENERASI MUDA BEBAS NARKOBA MELALUI SOSIALISASI DAN SKRINING NARKOBA DI SMP N 9 PALEMBANG." Jurnal Pengabdian Sriwijaya 8, no. 2 (June 25, 2020): 1022–27. http://dx.doi.org/10.37061/jps.v8i2.12433.
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Efforts to achieve a drug abuse-free young generation through socialization and drug abuse screening at student junior high schools (SMP) is very important because the junior high school students are the next generation who determine the fate of the nation. One such effort is the extension lecture and video animation. This community service aims to improve the knowledge of the dangers of drug abuse in the young generation, especially students in junior secondary school 9 Palembang. The program has shown an improvement of knowledge about definition, classification, impact and drug abuse prevention in the young generation.
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Opeke, Rosaline O., Mercy A. Iroaganachi, T. Babalola Yemisi, and Opeyemi D. Soyemi. "Knowledge Sharing Imperatives on STEM Career Path Intentions among Secondary School Students in Northern-Central Nigeria." Information Impact: Journal of Information and Knowledge Management 11, no. 1 (April 30, 2020): 1–15. http://dx.doi.org/10.4314/iijikm.v11i1.1.
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The study investigates knowledge sharing as a predictor of STEM career path choice intentions among secondary school girls in North-Central Nigeria. The study adopted survey research design. The population comprised 5,433 junior secondary school girls from Federal Government Colleges in the geo-political zone. Multi-stage sampling technique was used to select 361 girls for the study. Instrument for data collection was a validated questionnaire. Data were analyzed using descriptive statistics and binary logistics regression. Findings showed that Knowledge sharing predicted girls STEM career path choice intentions (Cox and Snell R2 = 0.025; Nagelkerke R2 = 0.047, p < 0.05). The study concludes that secondary school students at the junior level have high intentions to choose STEM career path and that the varied indicators of knowledge sharing predicted STEM career path choice intentions of junior secondary school girls in North-Central Nigeria. It was recommended that secondary school authorities should give incentives and or introduce programmes that will motivate and sustain the students’ STEM career intentions such as prizes, awards and recognitions among others for practical projects, quizzes and STEM career debates. Additionally, they should create knowledge sharing opportunities such as playing learning games, group discussions and science clubs for the girls among others.
Keywords: Knowledge sharing, STEM, career path, Secondary schools, Career choice intentions
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Moses, D., S. Ibrahim, M. K. Idris, and H. A. Ibrahim. "Effect of Blended Teaching Method on Junior Secondary School Students’ Retention in Basic Technology Subject in Biu Educational Zone, Borno State Nigeria." Journal of Education and Culture Studies 5, no. 4 (July 12, 2021): p1. http://dx.doi.org/10.22158/jecs.v5n4p1.
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The main purpose of this study is to determine the effect of blended teaching method on junior secondary school students’ retention in Basic Technology subject in Biu Educational Zone of Borno State, Nigeria. Two research questions and two null hypotheses were formulated to guide the study. The study adopted quasi-experimental design of pretest, posttest nonrandomized nonequivalent control group design. The population of the study was 22,968 Junior Secondary School students offering Basic Technology in Biu Educational Zone of Borno State. Purposive sampling technique was used to select two Junior Secondary School in Biu Educational Zone of Borno State for the study. The total sample size was 182 students in their JSS II. The instrument for data collection was developed by the researcher titled: “Basic Technology Retention Test (BTRT)”. The instrument was validated by three experts. A reliability coefficient of 0.88 was obtained using Cronchbach Alpha after the draft instrument was trial tested on 30 JSS II students of Government Day Juniour Secondary School, Damaturu, Yobe State, Nigeria. Mean and standard deviation was used to answer the research questions while z-test and ANOVA was used to test the null hypotheses at 0.05 level of significance. The finding of the study revealed that the There is significant difference in the mean retention scores of students in Basic Technology taught using blended and lecture teaching method in Biu Educational Zone of Borno State; Male students’ retention mean scores were higher than their female counterpart in both blended and lecture teaching methods. This indicates that blended teaching method is effective in teaching both male and female students. Based on the findings, the following recommendations were made: Government should liaise with the appropriate school authorities in order to encourage and support the use of blended learning platform in secondary schools as this could enhance students’ retention in various subjects.
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Piotrowski, Marek. "Requiem for junior high school. Case study - lower secondary school exam 2012." Studia z Teorii Wychowania XI, no. 4(33) (December 31, 2020): 181–200. http://dx.doi.org/10.5604/01.3001.0014.6564.
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The article has critically assessed the information sent to the public, including teachers, on the results of external examinations contained in the Central Examination Board (CEB) reports. Basing on the analysis of two sources of information decoded from the CEB reports and the analysis of the database containing the results of examinations, 93% of lower secondary school students, it has been showed that about half of the population "failed" the lower secondary school exam in science and mathematics. Therefore they should not continue their high school education. The analysis of data decoded from the CEB report is in line with the results obtained from 93% of students. Therefore, it is advisable to conduct similar analyzes of contemporary CEB reports on students achievement after the new primary school which is operating in the new education system after liquidation of junior high schools.
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Armendáriz, Joyzukey, Javier Tarango, and Juan Daniel Machin-Mastromatteo. "Analysis of Institutional Competitiveness of Junior High Schools through the Admission Test to High School Education." Journal of New Approaches in Educational Research 7, no. 1 (January 15, 2018): 52–60. http://dx.doi.org/10.7821/naer.2018.1.259.
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This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test - EXANI I from the National Assessment Center for Education - CENEVAL) on logical-mathematical and verbal reasoning, mathematics and Spanish, comparing along the variables of sex, system (public or private), type of school of origin (there are seven types) and ranking of grades, with which, the main objective is to identify levels of institutional competitiveness. The main findings of the research were: (i) private schools, in comparison with public ones, showed percentages of more favorable grades (60.54 and 43.58 respectively); (ii) influence of the academic average of the students in the result of the examination of admission (correlation of .0403; (iii) greater competence in the area of verbal reasoning (56.47) compared to logical-mathematical reasoning (55.69); and (iv) the identification of a small number of secondary schools considered as having sufficient institutional competitiveness (11 schools, equivalent to 3.28% of the total).
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Siu, Wing Hin Stanford, Pei-Ru Li, and Lai-Chu See. "Rate of condom use among sexually active adolescents: a nationwide cross-sectional study in Taiwan from 2012 to 2016." BMJ Open 11, no. 8 (August 2021): e047727. http://dx.doi.org/10.1136/bmjopen-2020-047727.
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ObjectiveAdolescents’ sexual behaviours are associated with sexually transmitted infections and unwanted pregnancies. This study aimed to estimate the sexual intercourse and condom use rates at first and last sex among Taiwanese adolescents in grades 7–12.DesignA secondary data analysis of the Taiwan Global School-Based Student Health Survey’s 2012–2016 data. The survey was anonymous, cross-sectional and nationwide.SettingTaiwan high school students (grades 7–12).ParticipantsThe sample comprised 27 525 students from junior high schools (grades 7–9), and senior high schools, comprehensive schools, vocational high schools and night schools (grades 10–12).Main outcome measuresThe rate of ever having had sexual intercourse; the rates and factors of condom use at first and last sex.ResultsThe sexual intercourse rate in each school type (in ascending order) was junior high school (1.62%), senior high school (4.14%), comprehensive school (9.08%), vocational high school (14.03%) and night school (41.09%). Condom use rate decreased from 57.07% (95% CI=54.31% to 59.83%) at first sex to 25.72% (95% CI=23.34% to 28.10%) at last sex (p<0.0001). The condom use rate (in ascending order) was junior high school (first sex: 37.67%, last sex: 19.76%), night school (55.83%, 22.62%), vocational high school (61.13%, 25.78%), comprehensive school (62.83%, 28.61%) and senior high school (68.38%, 34.96%). Older age at sexual debut was associated with condom use at first and last sex, and having one sexual partner was associated with condom use at last sex, as revealed by logistic regression analysis.ConclusionsThis study highlights an urgent need to instil a proper understanding of protected sex while adolescents are still in their formative years. Despite the low sexual intercourse rate (4.95%), there is lower condom use at last sex than at first sex, which indicates that many sexually active adolescents are not practising protected sex, especially among junior high school students.
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Abdullahi, U., T. G. Atsua, B. G. Amuda, and A. A. Habu. "IMPACT OF INSECURITY ON SCHOOL ATTENDANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN MAIBUGURI METROPOLIS, BORNO STATE, NIGERIA." Sokoto Educational Review 14, no. 2 (July 13, 2019): 7. http://dx.doi.org/10.35386/ser.v14i2.114.
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The study addressed three questions, what is the level of school attendance under the crisis situation in Maiduguri metropolis? Are parents and teachers willing to send back their children to the affected schools? Does insecurity have a significant impact on attendance of school children? Impact of Insecurity Questionnaire (IIQ) was developed for the study. The alpha reliability of the questionnaire was .965. It was administered to 225 parents and teachers in 21 junior secondary schools in Maiduguri, Borno state that were affected in the activities of Boko Haram in the metropolis. The responses to the questionnaire were summarized using percentages. Chi-square was computed to test for differences in responses on the impact of insecurity on school attendance. The students were found the level of school attendance under the crisis situation in Maiduguri metropolis has been low but that of male students seems to be lower than that of female students. Parents and teachers were willing to send their children back to the affected schools. The impact of insecurity on school attendance was found to be significant.
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Katsunori Furui, Yoshiko Ueyama, Mari Takenaka, Hitomi Miyamoto, and Tetsuro Takeda. "THE FUNCTION OF SPECIAL SCHOOLS AS LOCAL SPECIAL EDUCATION CENTERS: A CASE STUDY OF THREE SPECIAL SCHOOLS IN WAKAYAMA." Journal of Science Educational Science 66, no. 4AB (October 2021): 48–54. http://dx.doi.org/10.18173/2354-1075.2021-0060.
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In Japan, special schools are required to function as local special education centers (“center function”). This study aimed to discuss the situation, tasks, and future directions of the “center function” through a case study of three special schools in Wakayama Prefecture. An interview survey was conducted with teachers assuming the lead role of the “center function” in three special schools. An analysis of interview data revealed the fol1owing finding. The five following points were common aspects of the “center function” in the three special schools. The first was providing educational consultations (including outreach consultations) to elementary and junior high schools, etc. The second point concerned conducting collaboration meetings for special needs education in elementary and junior high schools. The third regarded participating in collaboration councils with related organizations, such as regional independent living support councils. The fourth point was providing educational tools and equipment. The final point was introducing information about medical and social welfare services. A different point lied in regional characteristics. The future tasks of the “center function” include enhancing consultation skills regarding secondary disabilities and non-attendance at school, as well as the career course of junior high school students in special classes for autism and emotional disabilities. Furthermore, collaboration is needed with regular high schools, as well as the effective utilization of individual educational plans in Wakayama Prefecture.
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McKinley, Elizabeth, Georgina Stewart, and Parehau Richards. "Māori students in science and mathematics: Junior programmes in secondary schools." Set: Research Information for Teachers, no. 3 (November 1, 2004): 9–13. http://dx.doi.org/10.18296/set.0654.
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Agasisti, Tommaso. "Competition Among Italian Junior-Secondary Schools: A Variance-Decomposition Empirical Analysis." Annals of Public and Cooperative Economics 84, no. 1 (February 5, 2013): 17–42. http://dx.doi.org/10.1111/apce.12001.
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Peltzer, Karl. "Factors affecting condom use among junior secondary school pupils in South Africa." Health SA Gesondheid 5, no. 2 (October 23, 2000): 37–44. http://dx.doi.org/10.4102/hsag.v5i2.30.
Full textAbstract:
The aim of the study is to investigniefi2ctors affecting condom use among junior Secondary School pupi1s in South Africa. The sample included 446 Grade 10 Secondary school pupils, 200 (44.896) ma1e and 246 (55.2%),females within the age range of I0 to 30 years (M age 16.6 years, SD = 2.5) from three rural schools in one region of the Northern Province in South Africa. Main outcomes measures included sexual activity and condom use (12 items), source of “condom” information (12 items), knowledge of correct condom use (10 items), a 16-item AIDS Health Belief Scale and a 28-item Condom Use Self-Efficiency Scale.
*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Mokibelo, Eureka. "Using Portfolio Assessment at Lower Secondary Education in Setswana Language Lessons." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 1059. http://dx.doi.org/10.17507/jltr.0905.21.
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This study examined practices in academic progress record keeping at Junior Secondary Schools in Botswana in the Setswana language programme. Using the qualitative approach it was observed that students’ academic progress at Junior Secondary Schools were recorded in scheme books with marks written at the back of it, either after an exercise or after writing monthly tests with no evidence produced when necessary during conferencing. The recordings did not show parents, educational officials and learners students’ academic strengths and weaknesses in a particular skill they were supposed to develop in the teaching and learning processes. The study involved in-service teachers at Junior Secondary Schools who were furthering their education at the University of Botswana. A questionnaire with open ended questions and interviews were used to collect data from the participants. Data were analyzed using the grounded theory by considering thematic statements that emerged from key research questions. The findings indicated that the measures used for academic records by teachers were not systematic and effective. The study recommends portfolio assessment not as a means to an end, but as a strategy that can be adopted and used to develop a systematic way of keeping students’ academic records and monitoring their academic growth and development progress.
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Doyani, Illiya Babaraus, Inusa Musa, Buhari Ayuba, Sammuel Jenom Bulus, and Emmannuel Sammuel Danjuma. "ANALYSIS OF GEO-SPATIAL DATABASE AND DISTRIBUTION OF GOVERNMENT SECONDARY SCHOOLS’ USING GIS IN CHIKUN LOCAL GOVERNMENT AREA, KADUNA STATE." FUDMA JOURNAL OF SCIENCES 4, no. 3 (September 12, 2020): 107–13. http://dx.doi.org/10.33003/fjs-2020-0403-275.
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Provision of education as a global social service is champion by the public sector. Where these education facilities are located influences their utilization and efficiency. Proximity to these facilities also influences decisions to seek and patronize them. The study analyzes the geo-spatial database and distribution of Government Secondary Schools, using GIS in Chikun Local Government Area. 28 Government Secondary Schools were identified. Their geographic coordinates were established by the use of GPS device and mapped out. The data generated from the field was used to create geo-database of Government Secondary Schools. From the study, 51.4% of registered students were enrolled in the Government Junior Secondary Schools cadre while 58.6% was in Government Senior Secondary Schools. 79% of the student’s enrolments were concentrated in three communities. Nasarawa community was 43.3%, Sabo-Tasha community was 19.4% and Narayi community was 16.5%. These communities form part of Kaduna metropolis with evidence of high population concentration. Queries from the database show only 21.4% of the Schools were with fenced, 7.1% of the schools were with school halls, 25% of the schools were with school libraries and 14.3% of the schools were with computers. The distribution pattern was found to be appearing not different than random using the ArcGIS auto-correlation analysis tool. Government Secondary Schools in the study area appear to be poorly equipped for conducive learning experience. Therefore, the study recommends schools expansion, provision of new schools and upgrading existing schools to standard by all stakeholders.
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Olubunmi, Odewumi Michael. "Using Procedural And Conceptual Colour Stimulation-Game As an Instructional Gizmo For Nigerian Students." Journal of Games, Game Art, and Gamification 3, no. 2 (October 19, 2021): 37–42. http://dx.doi.org/10.21512/jggag.v3i2.7253.
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This research study focused on investigating on the effect of colour stimulation-game on Nigerian Junior secondary school creative arts by adopting quasi-experimental research design with 60 junior secondary schools of three co-educational, from Private, Public and Federal Secondary Schools using simple random sampling technique to randomly select The three secondary schools assigned to both experimental and control groups. With the aid of two instruments which were The Colour Stimulation-game and Colour Stimulation-Game Achievement Test (CSGAT), the data was collected. Frequency counts and percentage distribution, mean, standard deviation, independent t-test, ANOVA and ANCOVA were used to analyse the data demographic information, the research question and the hypothesis generated respectively. The researcher found out that the students taught with Stimulus perform better after treatment than the student taught with conventional teaching method, students taught with Colour Stimulus game performed better when exposed to treatment than their students taught with conventional teaching method and female students taught with Colour Stimulus game performed better than their male students. It was recommended that that creative arts instructors should utilizes, colour stimuli game and reducing conventional method do as to impact the appropriates knowledge for studentsKeywords: Colour Stimulation-Game, Colour, Game and instruction, Game, Significant in games