Journal articles on the topic 'Research – methodology – study and teaching (secondary)'
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Sakyi, Kwesi Atta, David Musona, and Geoffrey Mweshi. "Research Methods and Methodology." Advances in Social Sciences Research Journal 7, no. 3 (April 4, 2020): 296–302. http://dx.doi.org/10.14738/assrj.73.7993.
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Research is an interesting field of study which every student or scholar has to encounter in the course of time. The objective of this paper is to explore the various approaches to research so that students can gain insight and understanding. This paper attempts a review of the various approaches to research so that the reader can make an informed choice. The paper is based on secondary sources plus the author’s own experience borne from decades of teaching. This paper does not claim to have exhausted the list of approaches to research as there are far many approaches than can be dealt with in a short review communication. However, it is hoped it will lay a foundation for further research into the field by readers
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Kaula Stephen. "The Teaching Methodology and the Behavior of Ordinary Secondary School Students in Learning Mathematics Subject: A case of selected Ordinary Secondary Schools in Mbeya, Tanzania." Journal of Mathematics Instruction, Social Research and Opinion 2, no. 1 (March 1, 2023): 1–10. http://dx.doi.org/10.58421/misro.v2i1.46.
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The study investigated the teaching methodology and the behavior of ordinary secondary school students in learning mathematics. This study sought to find behind the scenes why most students in ordinary secondary schools dislike mathematics, which leads to massive failures. To uncover this gap, the study applied a correlation research design. Systematic sampling technique of the interval 50th was used in which 100 respondents were selected; 20 respondents each from 5 selected secondary schools in Mbeya. Data were collected through a questionnaire. Data were analyzed descriptively and speculatively. The survey found that teaching materials/media were effectively implemented. Also, the findings indicate the non-adoption of informal behavior and non-reflection of mathematics teachings to the learner’s natural home environment. Thus, from these discrepancies, the study recommends that mathematics teachers be used to teaching simulation and visual aids/media. It is recommended that mathematics teachers use informal behavior such as courage words, remedial classes, and others for students adapted to mathematics-solving behavior. Lastly, it is suggested that mathematics teachings should be reflexive to students’ real-life environment.
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Warsha Kshif, Imran Ahmed, and Abeer Zainab. "Research Analysis of Teaching Methodology Employed in Pakistani Public Sector Schools." International Journal of Social Science & Entrepreneurship 4, no. 1 (January 30, 2024): 241–49. http://dx.doi.org/10.58661/ijsse.v4i1.260.
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The paper examines the role of the Grammar Translation Method (GTM) in English classrooms in Pakistani Public Sector Schools, by analyzing the aims and objectives of the English Secondary Stage books 1 and 2, as allocated by the Sindh Textbook Board, and examining whether students can fulfill these aims and reach the language objectives as mentioned in the syllabus. The research study that has been conducted consisted of a sample group comprising of a total of 33 students. Out of these, 15 students belonged to the Matric level (Grade X) while the remaining 18 were from Grade 1X, and they all belonged to a Welfare Organization known as The Justuju School. To measure the students' comprehension skills, they were given a text to read, followed by a set of questions that included both open-ended and multiple-choice questions. In addition to this, two English textbooks were analyzed as part of the study to determine whether the objectives of the curriculum were being successfully fulfilled or not. The study aimed at examining the effectiveness of the curriculum and identifying any areas that require improvement to enhance the students' overall learning experience and comprehension skills.
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Panopoulos, Nikolaos, and Ibukun Oluwadara Famakin. "Teaching methodology in students with special educational needs during their transition to secondary education." Journal of Educational Research and Reviews 9, no. 6 (June 4, 2021): 153–65. http://dx.doi.org/10.33495/jerr_v9i6.21.122.
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The gap between the skills of students with special educational needs (SEN) and learning requirements is widening as they move from primary to secondary education. The purpose of this research is to implement and evaluate the pedagogical tool "Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs" (TISIPfSENs), through which a special teaching methodology is proposed for the reading support of students with SEN. The methodology applied was mixed and lasted 5 years in 5 general Greek secondary schools. The study sample consisted of students with neurodevelopmental disorders (N = 10) and adults (N = 130) who encountered them learning, therapeutically, and socially. The qualitative data were collected in the context of the action research with the utilization of observation and intervention tools, while the quantitative data were collected from an unbalanced questionnaire. The results showed that "TISIPfSENs" supports students with neurodevelopmental disorders in reading skills during their transition to secondary education. The findings showed that students can actively participate in the general learning process, provided that the intervention is governed by certain principles, such as individualization of teaching, structuring of teaching methodology in certain phases, informal pedagogical assessment, and differentiation activities for the cultivation of neurodevelopmental areas. Keywords: School transition, TISIPfSENs, neurodevelopmental disorders, reading skills, secondary school teaching methodology
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Seben Zatkova, Tímea, and Zuzana Bobak. "DISCOVERY-TECHNIQUE-BASED TEACHING IN SECONDARY VOCATIONAL EDUCATION." Slavonic Pedagogical Studies Journal 11, no. 1 (February 2022): 76–88. http://dx.doi.org/10.18355/pg.2022.11.1.5.
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One of many alternatives available for teaching is inquiry-based teaching. In this type of teaching, the student is in the role of a researcher and the teacher in the role of the creator of learning activities and in certain phases also a guide for students. The aim of this study was to map the opinions and experiences of teachers with inquiry-based teaching and its implementation into secondary vocational education teaching. The research methodology was based on a questionnaire survey among secondary school teachers with the largest representation from the Nitra region. The results show that although awareness of inquiry-based teaching reaches 55% among the teachers, the practical implementation is low.
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DiCostanzo, Ryan, Anthony Discenza, Jenna Langone, and Jared McBrady. "Teacher candidates as student partners in decoding the disciplines research." International Journal for Students as Partners 8, no. 1 (May 13, 2024): 125–43. http://dx.doi.org/10.15173/ijsap.v8i1.5559.
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This study examines the role of secondary teacher candidates as student partners in research into undergraduate students’ historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the disciplines methodology to solicit student voice in near-peer interviews, teacher candidates identified areas for curricular change in teaching contextualization in university history courses. The involvement of teacher candidates extended beyond the university classroom and informed their future work in secondary education. Decoding experiences in university courses provided teacher candidates with insights into supporting secondary pupils’ abilities to contextualize historical sources. This research demonstrates the potential of teacher candidates as near-peer interviewers and curricular change agents in secondary and higher education. Collaborative partnerships between teacher candidates and faculty can lead to meaningful curricular changes and effective teaching practices in higher education and secondary education contexts.
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Thangarajan, M. "A STUDY OF THE RELATIONSHIP BETWEEN TEACHER ATTITUDE AND TEACHING APTITUDE OF PROSPECTIVE SECONDARY SCHOOL TEACHERS." International Journal of Technical Research & Science 3, no. 04 (May 25, 2018): 142–44. http://dx.doi.org/10.30780/ijtrs.v3.i4.2018.014.
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The main purpose of the research was to study the relationship between Teacher attitude and Teaching aptitude of prospective secondary school teachers as they are the future teachers and many at times become the role models for their students. The researcher took 650 prospective secondary school teachers from 10 colleges of education under Nagarjuna university. Teacher attitude inventory by Dr. S.P. Ahluwalia and Teaching aptitude test developed by S.C Gakhar and Dr. Rajnish were used to measure the Teacher attitude and Teaching aptitude of the prospective teachers. The analysis and interpretation of the data was done by calculating the co-efficient of correlation. The major findings of the study were: 1) The Teacher attitude and Teaching aptitude have significant positive correlation 2) Academic qualifications do not have any significant influence on the relationship between Teacher attitude and Teaching aptitude of prospective secondary school teachers. 3) Methodology opted does not have any significant influence on the relationship between Teacher attitude and Teaching aptitude of the prospective secondary school teachers.
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Nasrullah, Nasrullah, Fatchul Mu’in, and Elsa Rosalina. "TEACHING ENGLISH IN SECONDARY SCHOOL: APPROACHES, METHODS, AND TECHNIQUES." INOVISH JOURNAL 6, no. 1 (June 30, 2021): 13. http://dx.doi.org/10.35314/inovish.v6i1.1909.
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Teaching English in secondary schools is important to give primary knowledge of English to students. Teachers need to know what the students are needed in learning English so that teachers can apply appropriate techniques in teaching. Yet, since this is the era of industrial revolution 4.0, many teachers are still blurred with beliefs and principles of language teaching so that teachers’ intervention in providing the fruitful materials and the novel techniques are usually scarcely to be found in their instruction. This study is aimed to describe the approaches, methods, and techniques applied by teachers of secondary schools in Tanjung, Tabalong when teaching English in class. This study employed qualitative case study methodology which produces descriptive data. There were 30 teachers as the participants in this research. The data were collected by using interview and a questionnaire. The result of the research shows that even some of the teachers are using materials outside of the textbook, methods and techniques of teaching English in secondary schools still do not based on demanded approaches so that the face of English teaching has the struggling to find its look in pursuing the goal of communicative competence.
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Wang, Meixin. "Innovative Teaching Strategies: A Breakthrough to Traditional Teaching IN Secondary Vocational Schools." International Journal of Education and Humanities 14, no. 3 (June 16, 2024): 89–95. http://dx.doi.org/10.54097/mh8zk191.
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With the reform of China's education sector, secondary vocational schools have begun to notice the shortcomings of the traditional teaching model. Although the traditional teaching mode is very advantageous for teaching students' theoretical knowledge, the practical knowledge still stays at the book level, which is not in line with the cultivation goal of vocational and technical education. Therefore, the traditional vocational and technical education model does not meet the current social demand for students' employment. The research design used in this study was quantitative descriptive and the participants were teachers from secondary vocational and technical schools in Jilin Province, totaling 35. The results of the study showed that the practice of using innovative strategies for classroom instruction, by introducing a project-based teaching methodology that allows students to explore and learn knowledge by engaging in real-world projects, not only promotes high-quality vocational-technical education, but also is in line with the direction of the development of vocational-technical education. The results of this study will also contribute to the innovation of teaching strategies and may also influence the localized vocational and technical education teaching model to provide some reference suggestions.
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Larionova, L. G. "N. N. Algazina’s contribution to the methodology of teaching spelling in secondary school (1960–1980s)." Russian language at school 83, no. 4 (July 25, 2022): 43–49. http://dx.doi.org/10.30515/0131-6141-2022-83-4-43-49.
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The paper attempts to reflect on the scientific and methodological legacy of N. N. Algazina (1922–2002) in the sphere of spelling teaching methodology in general secondary school. The study encompasses the period from the 1960s to the 1980s. The paper correlates the methodological recommendations from the textbooks and research papers by N. N. Algazina (published within the specified period) with the modern school realities. It is concluded that N. N. Algazina’s works are still up-to-date textbooks on the methodology of teaching spelling in the V–VII forms in general secondary school. The results of the performed research are based on the methods of scientific knowledge theoretical analysis (problem, review, aspect) and on the generalisation of methodological experience.
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Kirkley, William W. "Cultivating entrepreneurial behaviour: entrepreneurship education in secondary schools." Asia Pacific Journal of Innovation and Entrepreneurship 11, no. 1 (April 3, 2017): 17–37. http://dx.doi.org/10.1108/apjie-04-2017-018.
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Purpose The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students. Design/methodology/approach The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school. Findings Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects. Research implications The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery. Originality/value The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.
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Polley, Nathan, and Russell Mills. "Making learning styles and destinations visible: Using dashboards to support secondary education." Cambodian Journal of Educational Research 2, no. 1 (July 2022): 81–103. http://dx.doi.org/10.62037/cjer.2022.02.01.05.
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The increased accessibility of data analytic tools provides opportunities to improve teaching and learning and career counselling in secondary education. This preliminary study explored the design, development, and deployment of an initiative to use dashboards to provide teachers and career counsellors with tools in the form of dashboards to improve teaching, learning, and guidance. The study applied an action research methodology that drew from the Unified Theory of Acceptance and Use of Technology model in two international secondary schools in Cambodia. Though limited in its scope, the study highlights the potential for dashboards to inform teaching and learning and career counselling when integrated with the school teaching and learning philosophy and professional development.
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Okumu, Thomas Opiyo. "Effects of Drugs and Substance Abuse on Students’ Academic Performance in Secondary Schools in Turkana County, Kenya: Research Methodology Formulation." Journal of Education, Society and Behavioural Science 37, no. 1 (February 9, 2024): 51–61. http://dx.doi.org/10.9734/jesbs/2024/v37i11297.
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The problem of drug abuse in secondary schools has various adverse effects on student learning, performance and moral habits. Unless this menace of drug abuse is minimized, the schools would become unmanageable since indiscipline cases would become very overwhelming. Investigation of drug abuse and its effects on academic performance in secondary school students in Turkana County, Kenya is still extremely limited. This paper discusses in detail drug and substance abuse in Kenya focusing on its causes, forms and effects on secondary school students. Some previous research studies were cited and presented to support the aforementioned. Various strategies of addressing the associated problems were presented using results from previous studies as yardsticks. This paper succinctly discusses on the research methodology formulations for the future study of drug abuse and its effects on academic performance in secondary school students in Turkana County, Kenya. Questionnaire and other relevant tools shall be the instruments for investigation. The study will target County Director of Education, principals, non-teaching staff, teachers/teaching staff and students in public secondary schools in Turkana County. The thorough investigation is expected to be carried out between August - November 2024 using the formulated questionnaires and interview schedules as data collection tools. In conclusion, the research methodology formulation is expected to be applicable to handle the research objectives.
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Méndez Coca, David. "THE INFLUENCE OF TEACHING METHODOLOGIES IN THE LEARNING OF THERMODYNAMICS IN SECONDARY EDUCATION." Journal of Baltic Science Education 12, no. 1 (February 25, 2013): 59–72. http://dx.doi.org/10.33225/jbse/13.12.59.
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This research has as it is the objective to show the influence of three different teaching meth-odologies in the learning of some basic concepts of thermodynamics with 14 and 15-year old students. This study was motivated by the scholar failure of students at these ages, especially in science. The sample was 93 students divided in three homogenous groups. Each group learnt the concepts with a teaching methodology. The concepts were density, pressure, volume, temperature and heat, these are the concepts of the curriculum. The instruments were a pretest and a posttest with theoretical questions, exercises and problems about thermodynamics concepts, moreover students made an intelligence test to verify the homogeneity of the groups. The results brought us that the teaching methodology has a very important role in the learning of the students in secondary education. Key words: learning, cooperative learning, traditional methodology, technologies.
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Sarybayeva, A. Kh, D. M. Zharylgapova, and N. A. Shektibayev. "METHODOLOGY FOR TEACHING LABORATORY CLASSES IN PHYSICS THROUGH THE STEM METHOD." МАТЕМАТИКА, ФИЗИКА ЖӘНЕ ИНФОРМАТИКАНЫ ОҚЫТУДЫҢ ӨЗЕКТІ МӘСЕЛЕЛЕРІ 4 (2023): 32–40. http://dx.doi.org/10.52081/mpimet.2023.v04.i4.025.
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STEM (Science, Technology, Engineering, Mathematics) is designed to explore what information is available to mechanical engineering students in higher education institutions and what work is being done there. Nowadays, modern teaching methods are used in educational institutions, and one of such methods is the STEM method. Based on global experience, we know that this method is an interdisciplinary approach used to provide students with a broad and deep education in the sciences. The widespread use of information and communication technologies in the field of science education has led to the emergence of a new type of educational experiment - a virtual experiment. This is considered a form of virtual simulation of STEM technologies. The implementation of virtual laboratories using computer programs that simulate physical processes virtually on a computer and allow changing its operating conditions and parameters is a type of STEM method. Such a program creates a unique situation for the implementation of interactive learning. We reviewed scientific literature published in peer-reviewed, high-ranking journals on the development of problem-solving abilities in STEM-rich physics teaching. Based on STEM education, mechanical engineering students were given stages of teaching specific content topics related to curriculum concepts. In order to increase the effectiveness of teaching the STEM method in laboratory classes of the Faculty of Mechanics, an article devoted to this issue discusses ways to use interactive modeling PhET, Algodoo - a digital programming language for 2D physical modeling, computer modeling "Open Physics". programs. One of the main principles of STEM education is to teach future physicists to acquire industrial experience and methodologically sophisticated research methods. The second important issue is the development of industrial business, that is, access to new ideas in response to production problems. It can be seen that the results obtained during the study of the STEM method of teaching in laboratory classes at the Department of Mechanics show great interest in providing students with teaching aids. The information obtained as a result of the study is recommended for use in higher and secondary educational organizations, and these results are the basis for new directions of research in the field of physics education.
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Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.
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This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.
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Akolom, Ignatius Ekitela, Edwin Nyongesa Masibo, and Ben Nyongesa. "Innovative Instructional Strategies Used in Teaching of English Subject in Public Secondary Schools in Turkana Central Sub-County." East African Journal of Education Studies 3, no. 1 (July 21, 2021): 185–98. http://dx.doi.org/10.37284/eajes.3.1.363.
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The aim of this paper is to look at how teachers of English used various instructional strategies in teaching the subject in public secondary schools in Turkana Central Sub-County, Kenya. This paper is guided by Rogers’s innovation-decision process theory. The study specifically examined the commonly used innovative instructional strategies in the teaching of English in public secondary schools and their effect on students’ performance in English subjects in secondary schools in Turkana Central Sub-County. The study was anchored on mixed-method research methodology. The study target population involved all Heads of Department of Languages (10), Teachers of English (35) and Form III students (486) from 10 public secondary schools in Turkana Central Sub-County. A sample of 10 HODs, 35 teachers of English and 146 students was selected to represent the entire population. Data collection was through questionnaires and interview schedules. Data analysis was performed using descriptive and inferential statistics. Research results showed that the two most commonly used innovative teaching strategies were communicative language teaching and constructivist language teaching. It was found out that majorly many teachers resort to the conventional teacher centred approaches of teaching. The research recommends that KICD needs to align secondary school syllabus with innovative instructional approaches, teachers need to be trained regularly on innovative instructional strategies, and supportive infrastructure to be provided in schools to ensure innovative and technological approaches are used in English subject teaching and learning in secondary schools in Turkana Central Sub-County.
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Sama, Roseline, Jeneth Yemisi Adegbuyi, and Mercy Ifunanya Ani. "Teaching to the curriculum or teaching to the test." Journal of Social, Humanity, and Education 1, no. 2 (January 22, 2021): 103–16. http://dx.doi.org/10.35912/jshe.v1i2.341.
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Purpose: This research aimed to investigate teaching practices that dominates the West African Senior Secondary Certificate Examination class to ascertain discrepancies between the prescribed and implemented curriculum. Research methodology: The study adopted ex-post facto research design of a survey type. 1719 students and 53 mathematics teachers participated in the study. Four instruments were used for data collection: Mathematics Content Completion Inventory, Teaching Depth Rating Scale(r=0.96), Classroom Observation Checklist(r=0.95) and Mathematics Learning Task(r=0.95). Data were analyzed using descriptive statistical model in SPSS version 20. Results: Results indicated that Full implementation of the prescribed curriculum ranged between 46.2% to 86.5% for 54 topics, but only three out of them were indepthly taught. Teaching activities revolved around examination preparation, with the highest percentage of 48.55 among nine different categories. Limitation: This study was limited to only one state in Nigeria, one subject and one type of high-stakes examination. It can be replicated on different school subjects to provide greater generalizability. Contribution: Results will help stakeholders strategise on reforms that will promote in-depth teaching and optimal implementation of the prescribed mathematics curriculum. Keywords: Curriculum, High-Stakes examination, Mathematics, Teaching depth
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Das, Kaushik. "ACTION RESEARCH ON MATHEMATICS PHOBIA AMONG SECONDARY SCHOOL STUDENTS." IJIET (International Journal of Indonesian Education and Teaching) 4, no. 2 (July 14, 2020): 239–50. http://dx.doi.org/10.24071/ijiet.v4i2.2610.
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The purpose of this study is to find out the causes of fear in the mathematics of eleventh-grade students and to find a solution. Action research is a method that has proven to be valuable as a problem-solving tool. It can provide opportunities for reflection, improvement, transformation, and solutions to learning. The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. The researchers investigate several dimensions of Mathematics Phobia. Several research questions stand out: a) Find out how much is an error in the curriculum? b) Finding students' lack of interest in learning mathematics? c) Find out how students' attitudes toward teaching methods and d) Find out Error in the learning process. The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. The researchers selected 50 students from the 11th-grade class, of which 32 were male and 18 are female. Researchers formulated 12 questions and four Hypotheses. The methodology of the study is a mixed type involving interpretative, analytical study of documents, interview, survey questionnaire, observation, qualitative and quantitative data analysis, and study secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc. This study researcher using statistical method percentage bar-graph finally, meaningful suggestions are offered.
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Saleem, Muhammad, Hafiza Sadiya Iqbal, and Rafaqat Ali Akbar. "Challenges of English Curriculum Implementation at Higher Secondary Level in Pakistan." Global Language Review VI, no. I (March 30, 2021): 1–10. http://dx.doi.org/10.31703/glr.2021(vi-i).01.
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The study was aimed to examine the challenges of English curriculum implementation at higher secondary level in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at the higher secondary level. A stratified sampling technique was used to select the sample. The data were collected through the survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers face challenges in English curriculum implementation, such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources and inappropriate government policies regarding English curriculum implementation. The results of the study suggested giving motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.
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Marvi, Khadija Muhammad Hussain. "The Anatomization of Learning Principles Administration in Secondary School Teaching." American Journal of Education and Practice 7, no. 1 (March 10, 2023): 82–96. http://dx.doi.org/10.47672/ajep.1367.
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Purpose: The study analyzed the challenges teachers’ face when teaching students. The biggest difficulty is developing the current topic while working with the pupils' prior concepts.
Methodology: A qualitative research methodology was used in this study. Group interviews were conducted with five teachers from each school making total of 15 teachers.
Findings: Discussion-based teaching methods may solve this problem but many schools do not use them due to limits imposed by school authorities. The lesson planner serves as the basis for the working environment in the classroom. The seven learning principles in teaching training are designed to grow the self-directed learner in a setting where people love learning and actively seek it out. However, most teachers do not engage in teaching and learning in their actions, and our educational systems do not gain any benefits from the skills of qualified teachers. The principle of learning results in self-directed learners, but it is not an action; rather, it is a set of skills and talents. Yet, they are constrained by imperceptible restrictions. Each institution has its own set of guidelines. Institutions frequently employ outdated teaching methods and lack modernization. Although students are frequently referred to as intellectuals, the conception of this study illustrates through “Concept of Acuity” which is the combination of developmental and constructional theory states, under the direction of teachers, student can improve their talent and learning capacities by sharpening their focus, attentiveness, insights, and awareness.
Recommendation: Prior knowledge evaluation can be used to conduct cognitive collaborative learning in the classroom, giving students freedom of thinking and attention. Teacher feedback is necessary to deal with prior knowledge collaborative learning challenges.
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Yahaya, Abdulkadir Muhammed, Abdullahi Lawal Dutsinma, Salamatu Suleiman, and Abdulaziz Ahmed. "The impact of teaching methods on the performance of geography students in some selected public secondary schools in Zaria local government area, Kaduna State, Nigeria." Journal of Social, Humanity, and Education 1, no. 2 (February 25, 2021): 143–55. http://dx.doi.org/10.35912/jshe.v1i2.369.
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Abstract: Purpose: This study analyzes the impact of teaching methods on Geography students’ performance in Zaria Local Government Area, Kaduna State, Nigeria. Six senior secondary schools: AlhudaHuda College, Barewa College, Government Secondary School Kofar Kibo, Government Girls Secondary School Kofar Gayan, Government Girls Secondary School Pada and Government Girls Secondary School, Kongo were sampled. Research methodology: 423 questionnaires were administered to respondents. Descriptive statistics and inferential statistics using SPSS version 23 were used to analyze the data. Results: The results revealed that the demonstration method of teaching was the most used by teachers ahead of others (44.6%). The results also revealed that 28.3% of the students who responded say they did not know the teachers’ actual method in teaching them. Limitations: The study used not only Geography teachers as respondents, but also other subjects related to Geography. Additionally, the study covered only Zaria Local Government Secondary Schools. It can be done with only Geography teachers’ respondents in a larger scope like a state or even a country. Contribution: The study will help the Ministry of Education responsible for secondary education and all stakeholders to understand the reality of state of Secondary Education in the study area to address the problems. Additionally, the study can be replicated in other study areas with similar characteristics. Keywords: Impact, Teaching method, Senior secondary schools Keywords: 1. Impact 2. Teaching method 3. Senior secondary schools
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Robskikh, E. A., O. B. Makarova, and E. A. Galkina. "METHODOLOGY FOR TEACHING AN INTERDISCIPLINARY COURSE IN ECOLOGY IN 5TH–9TH GRADES OF A SECONDARY SCHOOL." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, no. 2 (June 30, 2021): 63–71. http://dx.doi.org/10.25146/1995-0861-2021-56-2-272.
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Statement of the problem. The relevance of the study is determined by the social order of modern society for the training of students who are able to quickly adapt to changing environment, apply the knowledge gained in practice, and be active in mastering educational material. All of this can be achieved with the help of interdisciplinary academic courses that contribute to the achievement of metadisciplinary results required by the Federal State Educational Standard of Basic General Education. The pedagogical experiment was aimed at testing and evaluating the effectiveness of this method. The purpose of the article is to develop a methodology for teaching an interdisciplinary course in Ecology in the 5th–9th grades of a secondary school and to experimentally prove its efficacy. The research methodology consists of the analysis and synthesis of normative legal documents in the field of basic general education, scientific works of foreign and Russian scientists, experience in teaching Ecology in the 5th–9th grades. Research results. An interdisciplinary academic course in Ecology for the 5th–9th grades was developed and tested, the indicators of qualitative and quantitative performance of students before and after studying the course were analyzed. Conclusion. The interdisciplinary academic course in Ecology for the 5th–9th grades includes elements of N.B. Shumakova’s interdisciplinary teaching methodology and the following integrated concepts: system, science, force, adaptation, and interconnection. The scientific novelty of the study lies in the proof that interdisciplinary interaction in a general education institution allows achieving meta-disciplinary educational results that increase the quality of academic performance.
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Nazar, Ramsha, Muhammad Asif Shahzad, and Sidra Saghir. "English Language Learners (ELLs) in Urdu Main Stream: Resources for State-Run Secondary Schools in Punjab Province." Global Language Review VIII, no. II (June 30, 2023): 194–202. http://dx.doi.org/10.31703/glr.2023(viii-ii).17.
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This research analyzed the materials used to teach English in Punjab province's public secondary schools (Pakistan). The objectives of the study were; 1) to find out the availability of resources in English teaching and 2) to explore the utilization of availing resources in the teaching of English. A descriptive research methodology was used for this study. The study's population consisted of all secondary school teachers responsible for instructing their students in English. A total of 400 secondary school instructors were chosen randomly for the study. The study relied on a questionnaire with 21 questions. In pilot testing, the questionnaire had an overall reliability of 0.83. Based on the findings, few modern resources are useful for English teachers in the classroom. Whiteboards, blackboards, charts, and other visual aids are commonly used in classrooms to teach English. English language teachers in Pakistan's Punjab province need more English language teaching (ELT) materials in their classrooms.
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Albondoq, Intisar Saleh Ahmed. "WASHBACK EFFECT OF YEMENI GENERAL SECONDARY SCHOOL CERTIFICATE ENGLISH EXAMINATION ON TEACHERS' TEACHING PRACTICES AND CLASSROOM TESTING." Electronic Journal of University of Aden for Humanity and Social Sciences 2, no. 3 (September 29, 2021): 262–71. http://dx.doi.org/10.47372/ejua-hs.2021.3.111.
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The new trends in language testing towards the effect of testing in language learning and teaching helped in emerging a new concept ''washback'' or ''backwash'' to reflect the vital role that tests play, positively or negatively, in language learning and teaching. This study aims to investigate the washback effect of Yemeni General Secondary School Certificate English Examination (YGSSCEE) on teachers' teaching practices and classroom testing. The research methodology was quantitative approach design. Interview was used as a research instrument. The population of this study was 21 of English language teachers at Yemeni secondary schools namely: Aden, Abyan and Lahj. The study used purposive sampling method. The findings of the study revealed that teachers' teaching practices and classroom testing were, negatively, influenced by YGSSCEE. Most of the teachers used grammar translation method instead of implementation of communicative language teaching that was emphasized by Crescent English Course 6 for Yemen (CEC6Ym). Most of the teachers adapted the classroom tests from the past YGSSCEE papers. Reading, writing and grammar were given more emphasis; while listening skill was totally skipped in language teaching and testing. Most of the teachers considered the YGSSCEE as a role model in language teaching and testing in classrooms.
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Yadav, Ram Ashish, and Mukesh Kumar Yadav. "Issues of Teaching English In The Classroom of Heterogeneous Students : A Case Study." A Bi-annual South Asian Journal of Research & Innovation 10, no. 1 (January 31, 2023): 57–64. http://dx.doi.org/10.3126/jori.v10i1.66080.
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Issues of teaching English in the classroom of heterogeneous students is a case study. The main purpose of this study is to find the perception of students and teachers towards the heterogeneous class and to publish the data obtained through this research. The narrative research methodology supported with discourse analysis is used as the research methods of this study. Both primary and secondary data are used for this study Interview with individuals, focus group discussion and some classroom observation are used as the data collection tools. 15 teachers and 15 students are the participants of this study. Being Narrative Research, the collected data is analysed descriptively. The conclusion reveals that all the classes are heterogeneous and the teachers have to manage everything tactfully to address the needs of the students and manage the classroom.
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Skryabina, O. A. "The promotion of learners’ mental activity while studying Russian morphology." Russian language at school 82, no. 6 (November 20, 2021): 7–15. http://dx.doi.org/10.30515/0131-6141-2021-82-6-7-15.
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The object of the study is the methodology of teaching Russian morphology at secondary school. The subject matter of the research is the teaching potential of morphology for building a system of skills necessary for speech activity and the development of learners’ systematic thinking. The study aims to search for methodological factors that can enhance learners’ mental activity in the process of mastering the morphology of the Russian language. Theoretical research methods (analysis, synthesis, systematisation, generalisation of results) in conjunction with practical research methods (modelling the process of teaching morphology, learning process observation) are employed in the study. The paper examines theoretical sources, practices in teaching morphology at school and suggests ways to reverse negative trends in education. The relevance of the problem is highlighted, in the first place, by the fundamental importance of morphology for learners’ personality development. Secondly, it is emphasised by the fact that modern school-leavers lack the system of morphological skills. Lastly, negative trends in teaching this branch of linguistics as part of the school Russian course persist, which also underlines the relevance of the research. The study focuses on the theoretical aspects of the addressed problem and takes into consideration modern knowledge of psychology, psycholinguistics, linguistics, the methodology of teaching Russian. Additionally, the paper presents methods and techniques of teaching such difficult morphological topics as «The Pronoun», «The Participle», «The Numeral». It is concluded that problem-based learning is effective as its implementation will enable teachers to enhance their students’ mental activity in the process of cognition and optimise the outcomes of teaching Russian morphology at secondary school.
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Domuzhneva, K. E. "MODELING OF APPROACHES TO TEACHING COMPUTER SCIENCE FOR VOCATIONAL STUDENTS BY CLUSTERING THEM INTO DIDACTIC GROUPS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 60, no. 2 (June 30, 2022): 190–99. http://dx.doi.org/10.25146/1995-0861-2022-60-2-343.
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Statement of the problem. The issues of finding ways to modernize the means and methods of teaching informatics to students in the system of secondary vocational education, which contribute to improving the effectiveness of the educational process, do not lose their relevance. It is of interest to study and substantiate the criteria for clustering the contingent of vocational students into didactic groups for the implementation of individualization and differentiation of the process of teaching computer science. The purpose of the article is to identify the characteristics of students in the system of secondary vocational education and, based on the analysis of the results obtained, to model approaches to teaching informatics for students in the system of secondary vocational education by clustering them into didactic groups. The research methodology consists of the analysis and generalization of legal documents in the field of secondary vocational education, research work of Russian scientists, and the experience of teaching informatics to students in various areas of vocational education. An anonymous survey method was used to identify the characteristics inherent to students of the system of secondary vocational education for subsequent clustering. Research results. On the basis of an anonymous survey of students in the system of secondary vocational education, their characteristic features, social, psychological and personal characteristics were revealed. They disclosed the need to cluster the contingent into three groups according to educational, cognitive and social criteria. At the same time, a differentiated approach to teaching computer science to students should be implemented through gamification, collective gaming teaching methods and the formation of a practice-oriented learning environment. Conclusion. The method proposed in the article for identifying characteristic features for clustering students in the system of secondary vocational education can become the basis for developing a suitable methodology for teaching them computer science. The distribution of students into three groups according to educational, cognitive and personal characteristics allows using a differentiated approach with gamification techniques and collective gaming methods of learning.
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Voronin, Valeriy. "Experience in testing song materials translated from Russian to English in teaching a foreign language at school at the primary and secondary stages of education." KANT 36, no. 3 (September 2020): 242–46. http://dx.doi.org/10.24923/2222-243x.2020-36.46.
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The development of methods of foreign language teaching using song materials is one of the most pressing problems of foreign language teaching in modern practice. The purpose of this article is to describe the experience of using song materials of Russian composers and poets translated into English in the practice of foreign language teaching in primary and secondary schools. The research objectives are to identify and experimentally describe the translated song materials and test the author's methodology for its use. The aim of the study is also to find out peculiarities of psychological and emotional features of the perception of educational material by students via personal perception of song lyrics. Methods of theoretical analysis and comparison, as well as conducting an experiment to test the author's methods of foreign language teaching, which allow to solve the tasks and achieve the goals of the study, has been used. As a result of the research, new data were obtained on the use of song materials in foreign language teaching. Also, a teaching methodology, based on the principle of combining structural, pragmatic, cultural, prosodic and communicative aspects of teaching a foreign language, was formed.
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Batool, Tahira, Tahira Kalsoom, and Umm e. Habiba. "Comparative Study: Learning Environment of Pakistani Public and Private Secondary Schools." Summer 2023 VIII, no. III (September 30, 2022): 39–49. http://dx.doi.org/10.31703/gesr.2023(viii-iii).05.
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The objective of the study was to investigate the learning environment of public and private schools at secondary level. five public and five private secondary schools were the sample of this stusy in Lahore district. In addition, 100 male and female students of public and private schools was the sample of this research. The data was collected through self-developed instrument by the researcher. Major findings of the research were that students of public schools were more motivated toward studies as compared to students of private schools. In addition, public school teachers created the friendly learning environment as compared to private school teachers. Moreover, learning environment of private schools was free from noise and threats than public school. Furthermore, students of private school are satisfied from the teaching methodology as compared to the students of govt. schools. Finally, treatment of private schools teachers with the students is biased in the class rooms.
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Musa, D. C., and Adamu Garba. "Effect of Using ICT on Learning Mathematics in Selected Secondary Schools in Makurdi Metropolis." Journal of Advance Research in Mathematics And Statistics (ISSN: 2208-2409) 6, no. 7 (July 31, 2019): 01–23. http://dx.doi.org/10.53555/nnms.v6i7.777.
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This study reviewed conceptual, theoretical and empirical literatu re on problem affecting the effective use of information and communication technology in teaching and learning of mathematics in secondary schools. Secondary source of information based on prior studies on the subject are examined in terms of methodology, research findings and recommendations. Descriptive research methodology was used to analyze the content of the theoretical, conceptual and empirical literature for this study. The study was anchored on Radical Constructivism Theory and Social Constructivism Theory. According to the study, technology is developed to solve problems associated with human need in more productive ways. If there is no problem to solve, the technology may not be developed and/or not adopted. Applying this principle to educational technology would mean that educational institution should create and adopt technologies that address educational problems, of which there are many. Majority of the findings from most of the empirical review indicates a positive relationship between teaching and learning of Mathematics and the use of information and communication technology in secondary schools. Those that indicates a negative relationship states that lack of knowledge of the teachers, low level of training and retraining of resource person, lack of relevant equipment, poor infrastructures, such as computers, network and power especially in the rural areas are some of the factors that makes the use of information and communication technology inhibit the teaching and learning of mathematics in secondary schools. It was concluded that the use of ICT in teaching and learning mathematics can make the teaching process more efficient as well as enhance the students’ capabilities in understanding basic concepts. It was recommended among others that the government, academic institutions and different stakeholders such as curriculum planners, policy makers, experts, teachers, students and parents to be serious and aware of these issues and their consequence.
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Ekberg, Siri, and Shang Gao. "Understanding challenges of using ICT in secondary schools in Sweden from teachers’ perspective." International Journal of Information and Learning Technology 35, no. 1 (January 2, 2018): 43–55. http://dx.doi.org/10.1108/ijilt-01-2017-0007.
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Purpose The purpose of this paper is to investigate the challenges of using ICT in secondary schools in Sweden from teachers’ perspectives. Design/methodology/approach The research followed a qualitative research approach. First, a conceptual framework was developed based on previous research. Then, four teachers, teaching in six different subjects in secondary schools in Sweden, participated in semi-structured interviews that consisted of open-ended questions exploring their views on the challenges of using ICT in secondary schools. Findings According to the results, the authors found that the biggest challenges were associated with the perspective of teaching and teaching preparation. Most challenges from previous research have been re-confirmed by the interviewees in this study. In addition, some new challenges were identified in this study. For instance, the results indicated that it was time consuming to find plagiarism of students’ exercises, and there was a lack of ICT training of digital resources provided by the schools. Originality/value The investigation of using ICT in secondary schools is of scientific significance because it enriches the understanding of strengths and challenges of using ICT in educational activities. In particular, this research aims to shed light on challenges that teachers may face when using ICT in secondary schools. This research can also contribute to making future strategic plans for the use of ICT in secondary schools.
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Akram, Muhammad, Aisha Siddiqa, Amana Ghulam Nabi, Waheed Shahzad, and Majid Rashid. "Essay Writing and Its Problems: A Study of ESL Students at Secondary Level." International Journal of English Linguistics 10, no. 6 (September 23, 2020): 237. http://dx.doi.org/10.5539/ijel.v10n6p237.
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Writing is the most important genre of all four modules of language. In Pakistan, English is taught as a second language and developing English writing competence is essential for successful communication at all levels of the education system. However, students face challenges in mastering English essay writing skills. The main objective of this study is to investigate the challenges faced in English essay writing by Secondary school students in District Rahim Yar Khan. However, the specific objectives were to determine strategies employed by teachers for teaching essay writing skills, problems faced and strategies employed by students for learning these skills. Finally, methods were proposed for teachers and students for enhancing English essay writing skills among students. A descriptive survey research methodology was adopted. The target population was teachers and students of public secondary schools of District Rahim Yar Khan except for schools of Tehsil Liaquatpur. The sample consisted of 170 students and 27 teachers from 17 sampled schools. Questionnaire from teachers and students and an essay writing test from students were conducted to collect data. The descriptive statistical technique was used to analyze quantitative data in the form of percentages and frequencies. It was evaluated that most common teaching methods used are demonstrations, lectures and question and answers. However, effective teaching methods like oral presentations, peer teaching, group discussions, and role play are not widely used. Moreover, teachers do face problems like low salaries and high workload which effects teaching. Based on the study, recommendations were made for students, teachers, and government to address the challenges students face in English essay writing at secondary level.
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Sansyzbayeva, Arailym, Serik Daiyrbekov, Dauletbay Berdaliyev, Gulmira Daiyrbekova, and Altynbek Sansyzbayev. "Methods of teaching secondary school students to solve algebraic equations and inequalities and their systems." Scientific Herald of Uzhhorod University Series Physics, no. 56 (April 28, 2024): 1464–73. http://dx.doi.org/10.54919/physics/56.2024.146vf4.
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Relevance. The relevance of this study is conditioned by the integral role of algebraic equations and inequalities in mathematics education, as well as the need for effective methods and approaches to their teaching at the secondary school level. Purpose. The study aims to develop and appropriate methods for teaching secondary school students to solve algebraic equations and inequalities, including their systems, taking into account modern educational requirements and pedagogical approaches. Methodology. In the course of the study, methods such as experimental research, questionnaire surveys, and statistical analysis of data were used. Results. Because of the study, it was revealed that the innovative methodology for teaching the solution of algebraic equations and inequalities in secondary school had a positive impact on students' mastery of the material. The participants demonstrated a deeper understanding of algebraic concepts, increased independence in problem-solving, and developed critical thinking skills. They became more confident in analysing and interpreting problem conditions, identifying relationships between variables, and proposing adequate solutions. The new approach also improved students� motivation to study algebra and their academic performance, with increased interest and passion for the subject due to the interactive methods and practical tasks provided. Conclusions. The study confirms the effectiveness of the innovative methodology in the contemporary educational context of mainstream schools. The practical significance of the study lies in providing mainstream schoolteachers with tools to successfully teach students algebraic equations and inequalities, contributing to the development of analytical thinking and mathematical competence. Keywords: interactive lessons; visualization of mathematical concepts; individual progress; skill development
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Moreno-Guerrero, Antonio-José, Rebeca Soler-Costa, José-Antonio Marín-Marín, and Jesús López-Belmonte. "Flipped learning and good teaching practices in secondary education." Comunicar 29, no. 68 (July 1, 2021): 107–17. http://dx.doi.org/10.3916/c68-2021-09.
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Flipped learning is a didactic method that requires the teacher to have a series of competences for its application. The aim of this research is to analyse the abilities of Spanish teachers of Compulsory Secondary Education (CSE) to develop good practices in flipped learning and to discover the factors which influence the development of good practices in these teachers. The research method is based on a quantitative methodology with a descriptive and correlational design. A total of 1,743 teachers in Spain participated in the study. The instrument used was the Flipped Classroom Teacher Scale (FCTS) questionnaire. The results show that 758 teachers, less than half the teachers surveyed, show competences to adequately develop a methodology based on flipped learning, where age, use of information and communication technologies (ICTs) in education, time spent using them in the personal sphere, number of devices and teaching experience have an influence on the application of the method. The conclusion reached is that there is a linear relationship between institutional support, technological self-efficacy, teaching beliefs and teaching strategies for the development of good practices in flipped learning in the teachers analysed, so these factors are postulated as conditioning factors. El flipped learning se considera un método didáctico en el que el docente requiere de una serie de competencias para su aplicación. El objetivo de esta investigación es analizar las capacidades para desarrollar buenas prácticas sobre flipped learning en docentes españoles de Educación Secundaria Obligatoria (ESO) y descubrir los factores que influyen en el desarrollo de buenas prácticas en dichos docentes. El método de investigación se fundamenta en una metodología cuantitativa, con un diseño de tipo descriptivo y correlacional. En el estudio participaron 1.743 docentes del territorio español. El instrumento usado es el cuestionario Flipped Classroom Teacher Scale (FCTS). Los resultados muestran que menos de la mitad de los docentes encuestados revelan competencias para desarrollar de forma adecuada una metodología fundamentada en el flipped learning, concretamente 758 docentes, donde la edad, el uso de las tecnologías de la información y comunicación (TIC) en el ámbito educativo, el tiempo de uso de las mismas en el ámbito personal, el número de dispositivos y la experiencia docente influyen en la aplicación del método. Se concluye que existe una relación lineal entre el apoyo institucional, la autoeficacia tecnológica, las creencias docentes y las estrategias de enseñanza para el desarrollo de buenas prácticas con flipped learning en el profesorado analizado, por lo que se postulan como factores condicionantes.
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T., Adolphus, Aderonmu T.S.B, and Naade N.B. "EFFECT OF SCHOOL CLIMATE ON TEACHING AND LEARNING OF PHYSICS IN SENIOR SECONDARY." International Journal of Online and Distance Learning 1, no. 1 (July 15, 2021): 1–15. http://dx.doi.org/10.47604/ijodl.1314.
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Purpose: The study investigated the effect of school climate on teaching and learning of physics in senior secondary schools.
Methodology: The mixed research design, specifically descriptive and exploratory analysis method was employed for the study. 14 Physics teachers and 248 Physics students were purposively selected from four secondary schools in Rivers State, Nigeria. Instruments for data collection includes Questionnaire for Physics Teachers (QPT), Questionnaire for Physics Students (QPS) and two semi-structured interview schedules which are Interview Schedule for Teachers (ISfT) and the Interview Schedule for Students (ISfS). Data were analyzed using mean and percentage for the research questions while hypotheses were tested at 0.05 level of significance using t-test.
Results: The findings of the study revealed that although Physics teachers enjoy a fairly good working relationship with their students, both teachers and students maintained that their school climate were not friendly and conducive for teaching of Physics. The study further revealed that there were no significant differences between male and female Physics teachers and students on their mean responses on school climate related factors affecting the teaching and learning of Physics.
Unique contribution to theory and practice: The study recommended exigent need for synergy among all stakeholders in the secondary school to encourage the prevalence of harmonious relationship that will enhance effective teaching and learning of Physics among others.
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Dahal, Bishnu Kumar. "Students' and Teachers' Perceptions on Effective Physics Teaching and Learning." Curriculum Development Journal 30, no. 44 (December 31, 2022): 30–46. http://dx.doi.org/10.3126/cdj.v30i44.54972.
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This research investigates how secondary school learners as well as teachers perceived effective physics learning and instruction. Consequently, a quantitative survey methodology was adopted for the investigation. Fifty-five students enrolled in grade twelve of two institutional secondary schools in Kathmandu and Lalitpur districts formed the sample size of the study. Seven teachers were enrolled in the study to collect data from two schools. The study was directed by two research questions. Researchers created a questionnaire with a four-point Likert scale as a tool for data collection. Cronbach’s alpha was used to determine the reliability coefficient, which was found to be 0.84 after the instrument had undergone validation. In order to guarantee a 100 percent return, the researcher circulated the surveys via a Google Form and collected them. After the data were analyzed using mean and frequency distribution analysis to answer the research questions, the percentage of students’ and teachers’ responses to each item was calculated and tabulated. Some of the conclusions that were reached include the fact that most students’ comprehension of physics has a weak foundation.
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Stanley, Sabrina D., and William Boden Robertson. "Qualitative research in science education: A literature review of current publications." European Journal of Science and Mathematics Education 12, no. 2 (April 1, 2024): 175–97. http://dx.doi.org/10.30935/scimath/14293.
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This study analyzed articles from the last four years regarding how science education research is framed and discussed as qualitative research. The research question that guided this study was: <i>To what extent do qualitative secondary science teaching research publications reflect high-quality practices found in mainstream methodological texts? </i>The researchers utilized a systematic literature review methodology by (1) creating search terms based on the research question; (2) choosing relevant databases in which to search; (3) conducting the search and gathering articles; and (4) selecting articles based on inclusion criteria. The researchers chose “secondary education” and “science teaching” as search terms relevant to this study. Articles included in the review were peer-reviewed for credibility, available free online as full-text for accessibility, and available in English, which is the authors’ first language. The researchers conducted three levels of screening on the full collection of articles–title, abstract, then methods, to efficiently narrow the large sample of qualitative science education research articles to a manageable and characteristic selection. The findings include that few articles addressed science teaching and learning with deep qualitative engagement. Some articles claimed to use specific qualitative methodologies without adequately expressing aspects of those methodologies, which lend support to the credibility, transferability, dependability, or confirmability of the articles such as the researchers’ subjectivity or member-checking. Those studies that did are indeed diamonds in the ruff.
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Iqbal, Muhammad Zafar, Jahan Ara Shams, Tariq Javed, Uzma Rao, and Nighat Ara. "INVESTIGATING SECONDARY STUDENTS’ CRITICAL THINKING: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (June 26, 2021): 1278–87. http://dx.doi.org/10.18510/hssr.2021.93126.
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Purpose of the Study: The purpose of this research study was to measure and compare critical thinking among secondary school students in a district of Gilgit-Baltistan.
Methodology: Quantitative research approach was applied to study critical thinking. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012). Descriptive and inferential statistics were used to analyze the data.
Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. The results were consistent with earlier studies having higher critical thinking among female and science group students. However, the results were inconsistent with the earlier research studies having slightly higher critical thinking among rural school students than urban school students. The study revealed that there is a discrepancy in aligning critical thinking with teaching and learning activities in secondary school classrooms.
Application of this study: The findings of the study help understand the level of male and female students' critical thinking at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies for gender perspective.
Novelty/Originality of this study: The study is original as not a single research study investigated the critical thinking of secondary school students in the region of district Ghizar in Gilgit-Baltistan.
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Salman Sebutu AbdulGaniyu, Musa Adeyemi Olaofe, and Sanni Abdulkareem Bibire. "Discourse on Methods of Teaching Islamic Studies in Nigerian Senior Secondary Schools." IJUS | International Journal of Umranic Studies 4, no. 2 (July 1, 2021): 27–37. http://dx.doi.org/10.59202/ijus.v4i2.415.
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In a teaching process, method of teaching is of great importance as it may be difficult for students to have a comprehensive understanding of topics under discussion in the absence of appropriate methods. To this end, this paper is a qualitative research or a position paper. It adopted theoretical approach to make an introspection of methods of teaching considered suitable to teach Islamic Studies in Nigerian senior secondary schools. The fact is that effective teaching of the subject requires various methods with suitable instructional resources as the case may be to accomplish the set objectives. The study revealed that method to adopt for a particular lesson depends largely on the topic, objectives and characteristics of the learners. More so, skills required of an Islamic Studies teachers are discussed. Similarly, some of the facts analysed in the study include curriculum and plan for teaching the Qur'anic, Hadith, Tadhib (Moral Education based on the Qur'an and Sunnah), Tawheed (Theology), 'Ibadah (Worship of Allah), the Mu'amalah (Human Relation), and the Tarikh (Historical Development of Islam) aspects of Islamic Studies are analysed in this study. Based on the reviewed theories, it was recommended that Islamic Studies teachers should be professionally trained and provided with opportunity to update their professional capability in line with modern teaching methodology.
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Levchenko, Irina V., Albina R. Sadykova, Lyudmila I. Kartashova, and Polina A. Merenkova. "Teaching artificial intelligence in secondary school: from development to practice." RUDN Journal of Informatization in Education 20, no. 3 (December 15, 2023): 265–80. http://dx.doi.org/10.22363/2312-8631-2023-20-3-265-280.
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Problem statement . Currently, various global and national institutions promote mainstreaming artificial intelligence (AI) technology into training programs for school students. The effectiveness of introducing artificial intelligence into school curricula depends on four factors: 1) defining methodological foundations for creating educational content; 2) selecting and structuring appropriate learning content; 3) adapting the content to the needs of different age groups; 4) integrating the content into school programs. The current study provides theoretical foundations for generating learning content for AI lessons aimed at secondary school students and determines possible ways of integrating that content into school programs. Methodology. The empirical part of the study involved 225 secondary school students aged 11-14 (forms 5 to 9) as well as 125 teachers from comprehensive schools located in Moscow and the Moscow region. Analysis, synthesis, testing and sampling average methods were used. Results. The authors conducted a pilot testing of the developed educational materials, measured students’ AI-related skill and knowledge and processed the obtained data using the method of selective averages. The theoretical research conducted showed the leadership of artificial intelligence training in primary schools, mechanisms for developing learning outcomes in the field of artificial intelligence for primary school students, the opportunity to reveal the possibility of forming the content of artificial intelligence training based on various approaches. The goals and results of teaching the basics of artificial intelligence within the framework of basic school were determined. The content of training was formulated. Conclusion. The research is characterized by scientific and practical novelty, as it helps determine methodological grounds for teaching AI to secondary school students and proposes a detailed unit plan for an AI training course in secondary school.
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Amo, Daniel, Paul Fox, David Fonseca, and César Poyatos. "Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors." Sensors 21, no. 1 (December 29, 2020): 153. http://dx.doi.org/10.3390/s21010153.
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Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.
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Ghaffar, Rabia, Farzana Jabeen Khoso, and Zahid Hussain Sahito. "Assessing Secondary School Teachers' Perceptions of Their Technological Pedagogical and Content Knowledge in Karachi Pakistan." Spry Contemporary Educational Practices 3, no. 1 (January 2024): 119–36. http://dx.doi.org/10.62681/sprypublishers.scep/3/1/7.
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Introduction: This study evaluated District South Karachi public secondary school teachers' material, pedagogical, and technological skills. Effective teaching and learning need understanding teachers' Technological Pedagogical Content Knowledge (TPACK) as technology is increasingly integrated into teaching and learning. Methodology: Simple descriptive survey was used. We targeted all secondary school teachers in District South Karachi, Pakistan. A random sample of 100 public secondary school teachers (26 males and 74 women) was chosen. Teachers' responses to a TPACK questionnaire were scored from severely disagree to highly agree. TPACK comprehension was considered satisfactory if scores above three. Results/Findings: Analysis of the data revealed that teachers exhibited a favorable attitude toward TPACK knowledge. However, subject matter competence and classroom technology use should be improved. The findings show that secondary schools should focus on professional development to improve teachers' technology and content expertise. Future Research Direction: Future studies should examine how educational background, teaching experience, and professional development opportunities affect instructors' TPACK. Comparative research across districts or regions may reveal TPACK and educational practices differences. Longitudinal studies could examine how TPACK training affects teaching and student results over time
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Sysoyev, Pavel V., and Artur S. Belousov. "Career-oriented foreign language teaching for secondary vocational education students." Perspectives of Science and Education 62, no. 2 (May 1, 2023): 244–61. http://dx.doi.org/10.32744/pse.2023.2.14.
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Introduction. Many secondary vocational education students express a desire to get higher education. At the same time, a foreign language can play an important career guidance role and contribute to the formation of students' professional identity. However, the implementation of career-oriented foreign language teaching is directly dependent on the approach used and the choice of the content of training. The purpose of the study is to develop a method for career-oriented foreign language teaching to secondary vocational education students. Materials and methods. The study involved students of the department of secondary vocational education at Derzhavin Tambov State University (Russian Federation). In addition to learning a foreign language according to program requirements, participants in the control group (N=30), who used the language for special purposes, and the experimental group (N=30), who used an integrated approach, studied career guidance materials. The objects of control were: grammar, active vocabulary, types of speech activity, foreign language professionally oriented integrative tasks. For data analysis, the Student's t-test method was used. Research results. Content and language integrated learning has proven to be effective incareer-oriented foreign language teaching to secondary vocational education students, as well as in mastering their grammar (t = 4.00; p ≤ 0.05), active vocabulary (t = 5.38; p ≤ 0, 05); speaking (t = 1.74; p ≤ 0.05), reading (t = 2.24; p ≤ 0.05), writing (t = 2.97; p ≤ 0.05), listening (t = 3.52; p ≤ 0.05), performing professionally oriented integrative tasks in a foreign language (t = 5.38; p ≤ 0.05). Conclusion. The novelty of the research lies in the creation of a methodology for career-oriented foreign language teachingto secondary vocational education students based on an integrated approach. The results obtained can be used in the development of methods for career-oriented foreign language teaching to undergraduate and graduate students, as well as secondary school students. Keywords: career guidance, professional identity, integrated approach, secondary professional education
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Nyasani, Everlyn, and Dr Chrispus Wawire. "Relationship between Rewarding Positive Behaviour and Disruptive Behaviour in Secondary Schools in Nairobi County Kenya." International Journal of Research and Innovation in Social Science VII, no. IX (2023): 1624–35. http://dx.doi.org/10.47772/ijriss.2023.71031.
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It is estimated that about 20% of secondary school students in Kenya display challenging behaviours such as disruptiveness, non-compliance or aggression that limit their ability to learn and interfere with productive classroom instruction. Teachers use a variety of ways to manage and reduce these challenging behaviours. For instance, from the literature reviewed, it is clear that disruptive behaviour is as a result of punitive measures used in managing students’ behaviour. In these studies, it is not clear how specific behavioural management strategies influence disruptive behaviour. The aim of this study therefore, was to investigate the correlation between rewarding positive behavior; teaching alternative behavior and disruptive behaviours among form two students in Dagoretti Sub County. Specifically, the study investigated the relationship between rewarding positive behaviour and teaching alternative behaviour and disruptive behaviour. This study employed a mixed research methodology in which both quantitative and qualitative methods were used. Data was collected because the study was aimed at establishing if there was a significant relationship between behaviour support strategies and disruptive behaviours among form two students. According to Kothari (2004) quantitative research methodology focuses on numeric and detailed data that is collected using structured research instruments while qualitative methodology collects data from the respondents using narratives. Questionnaires were used to collect data on the study variables and then analysed using computer software to answer the research questions. Interview schedule was used to collect qualitative data from the guidance and counselling teachers. This research methodology was appropriate for this study because it provided an in-depth understanding of the research problem since it employs diverse approaches in data collection. The study was based on Problem Behaviour Theory. To establish the nature of the relationships among the research variables, the study employed correlational research design. This study was carried out in Dagoretti North Sub-County, Nairobi City County. The study targeted 6456 form two students, 64 form two class teachers and 32 guidance and counselling teachers in the year 2023. Purposive sampling was employed in selecting form two classes, their class teachers and guidance and counselling teachers. Students were selected using simple random sampling. The sample consisted of 365 students and 20 teachers who were sampled from 10 schools. This study primarily utilized structured questionnaires for the classroom teachers and students to collect data on Rewarding positive behaviour used by teachers and disruptive behaviour. Piloting of the research instruments involved conducting a study in one school using 20 students and two teachers. The results were used to ascertain the validity and reliability of the questionnaires. Descriptive statistics was used to analyze quantitative data by calculating frequencies and percentages that were presented using frequency tables. Pearson product moment correlation analysis was employed to test hypotheses. The results indicate that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour, r (352) = – .29, p < 0.05. Since the study found that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour among students, teachers should ensure that they come up with comprehensive guidance and counselling programs on teaching the students desirable behaviour and rewarding positive behaviour. This will go a long way in reducing disruptive behaviour among secondary school students.
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Sherry, Michael B., Lauriann M. Messier-Jones, and Joanelle Morales. "Positioning in prospective secondary English teachers’ annotations of teaching videos." English Teaching: Practice & Critique 17, no. 3 (August 13, 2018): 152–67. http://dx.doi.org/10.1108/etpc-11-2017-0154.
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Purpose English education researchers have used video annotation to connect theory to practice and to encourage prospective secondary English teachers (PSETs) to reflectively evaluate their own and others’ teaching. This study aimed to examine whether and how PSETs’ annotations of their own and others’ teaching videos reveal (dis)connections between visions of English teaching valued in methods courses and those practiced in local school field placements. Design/methodology/approach Examination of 538 annotations on 18 lesson videos – recorded in a university teaching-methods course and in local secondary classrooms by 12 PSETs in a rural, northeastern US teacher-preparation program – revealed what kinds of practices PSETs evaluated and with whom they identified (student or teacher) as they made those evaluations. Findings Annotations from two PSETs illustrate a trend in the larger data sets: PSETs’ annotations expressed pedagogical values that differed and sometimes conflicted according to their identification with the role of student or of teacher. PSETs’ preferences as students were often superseded by visions of what one must do/be in the secondary English classroom. Research limitations/implications This study identifies tensions among PSETs’ annotations that corresponded to their identifications with the role of student or of teacher but does not explore whether and how they reconciled these tensions, or how they might affect student learning. Future research might explore how PSETs negotiate contradictions in their pedagogical preferences as they annotate their own and others’ teaching videos. Practical implications English teacher educators who use video-based methods might attend to whether and how such assignments/activities position PSETs as students or as teachers in viewing teaching videos. Originality/value PSETs may value different and even conflicting pedagogical practices, regardless of setting and despite their own experiences, based on their identifications with the role of student or of teacher. These identifications may allow them to compartmentalize visions of teaching that might otherwise come into productive conflict.
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Khaliq, Abdul, Asma Asif, and Rasheed Ahmad. "Factors Influencing Teaching Quality of English Language at High School Level in Southern Punjab, Pakistan." Global Regional Review VI, no. III (September 30, 2021): 67–77. http://dx.doi.org/10.31703/grr.2021(vi-iii).08.
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The purpose of the study is to explore the factors influencing the quality of English LL as a foreign language in secondary education. A questionnaire was constructed and applied to cover the main objectives of the current research. A survey method using a five-point Likert-type questionnaire was applied to collect the data from 67 teachers teaching the English language at the school level in the schools of southern Punjab, Pakistan. Collected data were entered in SPSS (Statistical Package for social science). The data was analyzed by using related statistical Testes i.e. descriptive statistics, T-test ANOVA, etc. Findings of the study support appointment of non-qualified teachers, teaching English through science teachers, lack of proper teaching aids through proper and effective English language teaching methodology, lack of proper teachers' professional training, and overcrowded classrooms. On the basis of findings, proper English teachers with appropriate use of teaching methodology to the apt size of the class is recommended.
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Assey, Ernest S., Winfrida Malingumu, and Emmanuel Babyegeya. "FACTORS THAT HINDER COMMUNITY-BASED SECONDARY SCHOOLS IN TANZANIA FROM IMPLEMENTING THE CURRICULUM EFFECTIVELY: A CASE STUDY OF TABORA REGION." Journal of Education and Practice 6, no. 3 (August 1, 2022): 34–51. http://dx.doi.org/10.47941/jep.967.
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Purpose: This study focused on factors that hinder community-based secondary schools in Tanzania from implementing the curriculum effectively.
Methodology: A case study research design was used in this study. The data were gathered through focus group discussions and interviews with 147 people from various educational cadres, including heads of secondary schools, teachers, District Education Officers (DEO), Quality Assurer’s (QA), parents and students.
Findings: Poor reading culture among students, poor teaching and learning environments, a problem with the medium of instruction, poor parental engagement in children's education, teacher shortages, poor managerial skills among school leaders, and a lack of in-service training among teachers are the main factors that hinder effective curriculum implementation community-based secondary schools in Tanzania, according to the findings of the study.
Unique contribution to practice, theory and strategy: The study's findings help educational stakeholders better understand how curriculum implementation is impacted when a school lacks adequate teaching and learning infrastructure, adequate teaching and learning materials, adequate teaching staffs, and adequate funding to support in-service training for teaching staff. The study's conclusions also supported Rogers' Diffusion Theory's main claim, which holds that effective curriculum implementation is a function of the school environment, which ensures effective interaction between teachers and students as well as teaching and learning materials, as opposed to ineffective curriculum implementation if the school environment does not ensure effective interaction.
Recommendations: The study recommended that Tanzania's government should continue with initiatives to increase the number of teachers, revise the policy governing the medium of instruction in schools, improve the teaching and learning environment as well as infrastructures, schools should fully engage parents in decision-making, improve in-service teacher training, and school heads should undergo frequent training on pedagogical leadership skills as a means of ensuring effective curriculum implementation in community-based secondary schools.
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Kogan, Marina, and Victor Zakharov. "A Project Work as a Way of Bringing Corpora to Secondary School." Journal of Linguistics/Jazykovedný casopis 73, no. 1 (June 1, 2022): 986–95. http://dx.doi.org/10.2478/jazcas-2022-0022.
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Abstract Corpus linguistics is one of the most dynamic and rapidly developing areas of modern linguistics. It affects all areas of linguistics, including methodology of teaching foreign languages, translation and other linguistic disciplines. Corpus linguistics has had a direct impact on teaching foreign languages. However, in general, it remains a marginal method in teaching. Analysis of publications on the subject allows us to conclude that very few studies are long-term and aimed at working with schoolchildren. This article proposes a model for the development of sustainable interest among high school students in online corpora as sources of linguistic information, including the initiation stage in the form of project work in mini-groups to study well-known sayings with the consequent stage aiming at completing tasks supplementing the main textbook on a regular basis. The organization of project work addressing the corps of 11th grade students of the Natural Science Lyceum at Peter the Great St. Petersburg Polytechnic University is described. The paper outlines further research.
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Bekele, Sarah Getahun, Paul Odundo Amollo, John Kamau Mwangi, and Ganira Khavugwi Lilian. "Teaching Methods and Quality of Business Studies Textbook in Secondary Schools in Kenya." Journal La Edusci 2, no. 5 (December 29, 2021): 19–29. http://dx.doi.org/10.37899/journallaedusci.v2i5.505.
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Well-structured business studies textbook provides enjoyable episodes of knowledge creation which promotes achievement learning outcome for sustained academic results. Business textbook represents potentially implemented curriculum as its vehicle through which intended curriculum is availed to learner encouraging achievement of learning objectives. However, adopting methodology that does not facilitate achievement of specific objectives may limit knowledge construction degrading learner’s mean score. The study adopted is exploratory research design. Data collected were both quantitative and qualitative. Quantitative data were analyzed through counts, percentages, means, standard deviations and Chi square tests while Qualitative data were analyzed using content analysis. Cross tabulation results further indicated that teaching methods significantly influence quality of textbook implying that appropriate teaching methods supports achievement of learning. It was also found that presentation, visuals and differentiated instruction influence quality of instruction content encouraging learning. Therefore, it is recommended that teaching method selected should be learner centered to accelerate learning.