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Journal articles on the topic 'Secondary level'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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1

McIlroy, David, Sue Palmer-Conn, Bridget Lawler, Karen Poole, and Ömer Faruk Ursavas. "Secondary Level Achievement." Journal of Individual Differences 38, no. 2 (April 2017): 102–12. http://dx.doi.org/10.1027/1614-0001/a000227.

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Abstract. The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.

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Dr. Biswajit Sen, Dr Biswajit Sen, Dr Nityagopal Mondal, and Dr Birbal Saha. "A Comparative Study of Poor Achievement in Physics At The Higher Secondary Level with Respect to Secondary Level in Birbhum District." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 66–67. http://dx.doi.org/10.15373/22778179/apr2013/26.

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3

Hart, Michael. "Diversity at Secondary Level." British Journal of Special Education 19, no. 1 (May 31, 2007): 32–34. http://dx.doi.org/10.1111/j.1467-8578.1992.tb00400.x.

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4

parveen, Danista. "Relationship Between Intelligence and Academic Achievement of Secondary Level Students." Global Journal For Research Analysis 3, no. 3 (June 15, 2012): 35–36. http://dx.doi.org/10.15373/22778160/mar2014/13.

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5

Kamps, Debra M., and Charles R. Greenwood. "Formulating Secondary-Level Reading Interventions." Journal of Learning Disabilities 38, no. 6 (November 2005): 500–509. http://dx.doi.org/10.1177/00222194050380060501.

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6

Horn, Sheridan. "Performance Art at Secondary Level." International Journal of Art & Design Education 28, no. 2 (June 2009): 160–73. http://dx.doi.org/10.1111/j.1476-8070.2009.01603.x.

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7

Stenger, Laura, and Ken Keaton. "Secondary-Level School Guitar Programs." American String Teacher 45, no. 1 (February 1995): 65–68. http://dx.doi.org/10.1177/000313139504500112.

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8

Gurr, David, and Lawrie Drysdale. "Middle‐level secondary school leaders." Journal of Educational Administration 51, no. 1 (January 25, 2013): 55–71. http://dx.doi.org/10.1108/09578231311291431.

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9

D. Muniyappan, D. Muniyappan, and Dr P. Sivakumar Dr. P. Sivakumar. "Efficacy Of Self- Regulated Learning Approach In Science At Secondary Level." Indian Journal of Applied Research 1, no. 2 (October 1, 2011): 34–35. http://dx.doi.org/10.15373/2249555x/nov2011/11.

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10

Jiménez, María Margoth Bonilla, María Rodríguez Gámez, Nancy López García, Ana Karen Gualacata Cevallos, and Angélica María Sánchez Bonilla. "Training of Investigative Competencies at the Secondary Level: A Systematic Review." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 657–62. http://dx.doi.org/10.9756/int-jecse/v14i1.221078.

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The work addresses a systematic review of the formation of investigative competences at the secondary level and its role for the constant improvement of teachers and students. The objective of the research is to describe the types of investigative competences for the development of skills in the research teacher. For this, the prism method was used, which allows an approach to the theoretical criteria through the aid of graphic diagrams that provide a selection and synthesis of the topic, to forecast the priorities of future research, in addition to providing a guide on how to report the use of automation tools in various steps of the review process, such as search, study selection, data collection, evaluation and study synthesis for conducting systematic reviews. As a technique, was used Desk Research to obtain bibliographic information efficiently and systematically review documents where research competencies are exposed. The importance of mastery of investigative techniques by teachers and students is concluded for the educational process in secondary education, so that the work can constitute a starting point to deepen future research on the subject studied.

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11

Dr. Vishnu Kumar, Dr Vishnu Kumar. "A Study of political Participate of the students at Secondary Level." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 534–39. http://dx.doi.org/10.15373/22778179/dec2013/170.

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12

Molla, Asressie, Debebe Shaweno, and Dr P. Surender Reddy. "Risky Sexual Behavior Among Secondary and Tertiary Level Students, Hawassa, Ethiopia." Paripex - Indian Journal Of Research 3, no. 7 (January 1, 2012): 1–4. http://dx.doi.org/10.15373/22501991/july2014/62.

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13

Molla, Asressie, Debebe Shaweno, and Dr P. Surender Reddy. "Risky Sexual Behavior among Secondary and Tertiary Level Students, Hawassa, Ethiopia." Global Journal For Research Analysis 3, no. 7 (June 15, 2012): 242–44. http://dx.doi.org/10.15373/22778160/july2014/86.

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14

Bobby Binjha, Praveen. "Students’ Awareness of Human Rights Education at Higher Secondary School level." International Journal of Social Science And Human Research 05, no. 10 (October 27, 2022): 4746–49. http://dx.doi.org/10.47191/ijsshr/v5-i10-46.

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Human rights education is an integral part of the right to education. The concept of human rights is about knowledge of rights and freedom with respect for the right of all. Education is also a right of every single individual and it is a necessary tool to empower, and develop skills and attitudes, to promote equality, dignity, and respect for all. Human rights education provides a fair understanding of the structure of injustice on the basis of cultural, economical, and social discrimination at various levels of caste, gender, etc. Possibly the knowledge of own rights enhances the sense of self and respect for all. The purpose of this paper is to evaluate the levels of awareness of these rights amongst students of higher secondary school levels. The study followed the descriptive survey design method and stratified random sampling techniques were adopted to select the sample. A self-developed awareness scale and focus group discussion were used to collect data. The data were analyzed by using simple percentile and content analysis. The findings of the study indicated that many of the students are aware of fundamental human rights while limited awareness about the right to education as a human right and its provisions. The study recommended that programs should be organized to create awareness of human rights education and the role of various organizations in the protection of the right of a human. Because human rights education could create opportunities to raise critical questions on the violation of rights related to a child, education, injustice, etc.

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15

Bhattarai, Yubaraj. "Teachers' Perceptions of Assessment in Mathematics as Students at Secondary Level." International Journal of Mathematics And Computer Research 10, no. 12 (December 10, 2022): 3015–25. http://dx.doi.org/10.47191/ijmcr/v10i12.04.

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This paper focuses on my study of a narrative research inquiry and interpretative paradigm under a qualitative research approach of in-service secondary level mathematics teacher of Kavrepalanchok district in Nepal based on my research. The study included five in-service teachers from the district chosen using a purposive sampling strategy. As a data collection strategy, I conducted in-depth interviews utilizing interview guidelines to elicit the narrative stories of response participants. I used qualitative data analysis methods to transcribe the participants' shared tales in order to generate themes. I gained the insight that absolutism and positivistic notions of mathematics education had influenced assessment practices in Nepal fifteen years ago from 2005 AD to 2020 AD. At the time, constructionist education for creating mathematical knowledge through assessment was uncommon. To enable mathematical learning, the students had fewer possibilities for competition-based learning, engagement, communication, and teamwork. Furthermore, the curriculum design of secondary level mathematics at that time was exclusive to focus on students' need, interests, and individual learning capacities Instead, math teachers took mathematics as a subject for gifted children and did not focus enough attention on individualized education for low-performing students. Students learned mathematics designed with a disengaged curriculum, non-participatory teaching, and insufficient evaluation using technology. Mathematics teachers did not frequently choose to develop a questioning environment in the classroom as part of the students' assessment. By focusing on summative assessment and paper pencil tests as a typical assessment approach, teachers overlooked student variety. Students lacked motivation, feedback, and encouragement from teachers when it came to assessment, which resulted in poor academic performance. Because the mathematics textbooks were published in English, students frequently had issues with the medium of instruction, particularly at the plus two (+2) level or equivalent to the intermediate level.

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16

LEE, Jae Young. "Secondary-level Environmental Education in Korea." Environmental Education 18, no. 1 (2008): 74–81. http://dx.doi.org/10.5647/jsoee.18.1_74.

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17

Hitchcock, Denise, Catherine Braddock, and Megan Nelson-Latu. "Collaborative literacy practice at secondary level." set: Research Information for Teachers, no. 1 (May 30, 2017): 23–28. http://dx.doi.org/10.18296/set.0069.

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18

Stump, Colleen S., Thomas C. Lovitt, Susan Fister, Karen Kemp, Rickey Moore, and Bruce Schroeder. "Vocabulary Intervention for Secondary-Level Youth." Learning Disability Quarterly 15, no. 3 (August 1992): 207–22. http://dx.doi.org/10.2307/1510244.

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A research-translation project introduced a precision-teaching vocabulary intervention to 36 general and special education teachers through two workshops over a two-year period. (The teachers, in turn, introduced the approach to 694 students, 125 of whom were youth with learning disabilities). The goals of the project were threefold: (a) to determine if, after attending one-day training sessions, teachers were able to implement the vocabulary approach with their students; (b) to evaluate the degree to which the intervention influenced student performance, especially that of pupils with learning disabilities; and (c) to gather teacher and student reactions to the approach. Project outcomes revealed that (a) all but one teacher who received training implemented the approach and collected student performance data; (b) the majority of students, whether general or special education youth attending mainstream or special education settings, demonstrated increased accuracy and fluency on timed vocabulary quizzes; and (c) both teachers and students found the approach worthwhile and enjoyable.

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19

Hidalgo, José Felipe Ojeda, María Guadalupe Arredondo-Hidalgo, and José Luis Vital León. "Entrepreneurship in upper secondary level students." Archives of Business Research 8, no. 7 (August 8, 2020): 439–54. http://dx.doi.org/10.14738/abr.87.8777.

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Entrepreneurship is a relevant activity for the challenges of the current global economic crises, which have brought lack of employment opportunities. The present investigation was carried out through a sample of 2,005 upper-middle-level students from 14 campuses of the National College of Technical Professional Education, in the state of Guanajuato, Mexico. The objective was to achieve a typology of entrepreneurship in students at this level. The following variables were identified: Attraction to be an entrepreneur (AT), Initiative (IN), Knowledge of the activity (KN), Resistance to entrepreneur (RE), Dislike to undertake (DU), Social assessment (SA), Leadership (LE) and Determination and Courage (DC). The correlation analysis showed that there is a significant correspondence between the dimension of pleasure for entrepreneurship and the variables of: innovation, knowledge, resistance to entrepreneur and social valuation; likewise, the variable of dislike to undertake showed a negative correlation, and on the other hand, the innovation variable showed correlation with the variables: knowledge, resistance to entrepreneur and social valuation. Again, a negative correlation is observed with the variable of dislike to undertake. Finally, the knowledge variable showed a slight negative correlation with the variable of dislike to undertake.

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20

Carpenter, Bradley W., Michelle D. Young, Amanda Bowers, and Kimberly Sanders. "Family Involvement at the Secondary Level." NASSP Bulletin 100, no. 1 (March 2016): 47–70. http://dx.doi.org/10.1177/0192636516648208.

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21

Rice, Nancy, Elizabeth Drame, Laura Owens, and Elise M. Frattura. "Co-Instructing at the Secondary Level." TEACHING Exceptional Children 39, no. 6 (July 2007): 12–18. http://dx.doi.org/10.1177/004005990703900602.

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22

Avery, Patricia G., Jacqueline Baker, and Susan H. Gross. "“Mapping” Learning at the Secondary Level." Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 5 (May 1997): 279–85. http://dx.doi.org/10.1080/00098655.1997.10543936.

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23

Avery, Patricia G., Jacqueline Baker, and Susan H. Gross. "“Mapping” Learning at the Secondary Level." Social Studies 87, no. 5 (October 1996): 217–23. http://dx.doi.org/10.1080/00377996.1996.9958442.

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24

R., Padma. "Usefulness of Multimedia Instruction on Achievement in Commerce at Higher Secondary Level." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 3200–3204. http://dx.doi.org/10.37200/ijpr/v24i5/pr202027.

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25

Sijali, Keshab Kumar. "English language proficiency level of Higher Secondary level students in Nepal." Journal of Advanced Academic Research 3, no. 1 (February 11, 2017): 59–75. http://dx.doi.org/10.3126/jaar.v3i1.16618.

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The objective of this study is to investigate the proficiency level of English language of higher secondary level students in Nepal regarding their gender, nature of institution, medium of instruction and stream. The subject of this study comprises 529 learners from 22 higher secondary school of academic year 2015/6 among whom an English language proficiency test was conducted. The data obtained were analyzed using mean, Mann-Whitney U-test and Kruskal Wallis H-test of non-parametric test. The result showed that the English language proficiency level of higher secondary level students in Nepal was poor (M = 10.4490). Regarding the gender, the result showed that there was no statistically significant difference between female and male ELT students in their English language proficiency level. However, ELT students of government higher secondary level were found statistically significantly less proficient in English language than that of private higher secondary level .Similarly, the Nepali medium ELT students were found statistically significantly highly less proficient in English language than that of English medium. The result further showed that there was statistically significant difference in the English language proficiency level of higher secondary level students in Nepal from different streams

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26

ASLAN, SEDA, and EDA GURLEN. "SECONDARY SCHOOL TEACHERS’ LEVEL OF CURRICULUM LITERACY." KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 20, no. 1 (December 30, 2018): 2–15. http://dx.doi.org/10.29299/kefad.2018.20.01.006.

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27

Bhatt, Mahesh Datt, and Tara Datt. "Minimum Muscular Fitness of Secondary Level Students." Tribhuvan University Journal 30, no. 2 (December 1, 2016): 9–16. http://dx.doi.org/10.3126/tuj.v30i2.25541.

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This paper deals with the minimum muscular fitness of secondary level students of Birendranagar Municipality of Surkhet of Nepal. Two hundred fifty five secondary level students were tested with Kraus-Weber tests for their minimum muscular fitness. The age of the students was thirteen to eighteen years. The results revealed that 71.03 percent boys and 62.73 percent girls had minimum muscular fitness. Among the tested subjects 35.94 percent Bhraman-Chhetri, 25.86 percent Janajati and31.89 percent Dalit did not have the minimum muscular fitness. Weakness plays a significant role than the flexibility not to gain minimum muscular fitness to the subjects.

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28

Abedel-Malak, Camelia, Ali Yousef, Sherry Abd El-Rahman, Hatem Mezayen, Eman Amer, and Shimaa Sabry. "Melatonin Level in Primary and Secondary Fibromyalgia." Egyptian Journal of Rheumatology and Clinical Immunology 2, no. 1 (January 1, 2014): 81–88. http://dx.doi.org/10.21608/ejrci.2014.10427.

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29

Lewitter, Fran, and Philip E. Bourne. "Teaching Bioinformatics at the Secondary School Level." PLoS Computational Biology 7, no. 10 (October 27, 2011): e1002242. http://dx.doi.org/10.1371/journal.pcbi.1002242.

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30

Gross, Patricia A. "Not Another Trend: Secondary-Level Literacy Coaching." Clearing House: A Journal of Educational Strategies, Issues and Ideas 83, no. 4 (May 24, 2010): 133–37. http://dx.doi.org/10.1080/00098651003774844.

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31

Bhatti, Muhammad Safdar, Asif Iqbal, and Zahida Javed. "IMPROVING VOCABULARY THROUGH AFFIXES AT SECONDARY LEVEL." IJASOS- International E-journal of Advances in Social Sciences 2, no. 6 (December 24, 2016): 728. http://dx.doi.org/10.18769/ijasos.280376.

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32

Rahim, Medhat H. "Turtle Geometry at a Secondary School Level." Computers in the Schools 14, no. 1-2 (December 4, 1997): 129–42. http://dx.doi.org/10.1300/j025v14n01_10.

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33

Khomenko, I., and M. Averbach. "Secondary immune impairments in tuberculosis — Molecular level." Tubercle and Lung Disease 75 (June 1994): 22–23. http://dx.doi.org/10.1016/0962-8479(94)90763-3.

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34

Bishop, Laura J., and Lola Szobota. "Teaching Bioethics at the Secondary School Level." Hastings Center Report 45, no. 5 (September 2015): 19–25. http://dx.doi.org/10.1002/hast.487.

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35

Joshi, A. W., and Vijayshri. "Two-dimensional collision –at higher secondary level." Resonance 11, no. 3 (March 2006): 69–79. http://dx.doi.org/10.1007/bf02835969.

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36

Sherma, Amar Bahadur. "Peer Correction with Symbols at Secondary Level." Journal of NELTA 25, no. 1-2 (December 31, 2020): 213–20. http://dx.doi.org/10.3126/nelta.v25i1-2.49743.

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37

Guchait, Prity. "Personality and Academic Achievement level in Geography Subject at Secondary level." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 6 (June 13, 2021): 514–19. http://dx.doi.org/10.11594/ijmaber.02.06.07.

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This paper reports a relation between personality and academic achievement in geography subject at secondary level in which sample size is 170 from secondary school of Howrah district. A survey questionnaire was used to gather data. Result reflects that Academic achievement was significantly positive correlated with Extraversion vs. Introversion, Agreeableness vs. Antagonism, Conscientiousness vs. Lack of direction, Neuroticism vs. Emotional stability, and Openness vs. Closedness to experience.

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38

Mok, Magdalena Mo Ching, Kerry John Kennedy, and Phillip John Moore. "Academic attribution of secondary students: gender, year level and achievement level." Educational Psychology 31, no. 1 (January 2011): 87–104. http://dx.doi.org/10.1080/01443410.2010.518596.

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39

Dorman, Jeffrey P., Barry J. Fraser, and Campbell J. McRobbie. "Relationship between school‐level and classroom‐level environments in secondary schools." Journal of Educational Administration 35, no. 1 (March 1997): 74–91. http://dx.doi.org/10.1108/09578239710156999.

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40

Kim Jin-Mo, Ki-Yong Kim, 김선근, 오진주, Ji-eun Ryu, Myunghun Lee, and 조영아. "The Study of Support Plans on Secondary Level Vocational Education with the Change Secondary Level Vocational Education Size." Journal ofAgricultural Education and Human Resource Development 48, no. 3 (September 2016): 23–52. http://dx.doi.org/10.23840/agehrd.2016.48.3.23.

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41

T.KONDALARAO, T. KONDALARAO, and Dr R. L. NARAYANA SIMHA. "Effect of Improvised Apparatus on Academic Achievement of Science Students at Secondary Level." Indian Journal of Applied Research 4, no. 3 (October 1, 2011): 97–101. http://dx.doi.org/10.15373/2249555x/mar2014/31.

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42

Mondal, Dr Nityagopal, and Dr Birbal Saha. "Achievement Difference in Science at Secondary Level in Darjeeling District: A Comparative Study." International Journal of Scientific Research 2, no. 2 (June 1, 2012): 85–86. http://dx.doi.org/10.15373/22778179/feb2013/31.

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43

Mondal, Sonjoy, Dr Nityagopal Mondal, and Dr Birbal Saha. "Comparative Study of Achievement Difference in Mathematics At Secondary Level In Birbhum District." International Journal of Scientific Research 2, no. 6 (June 1, 2012): 149–51. http://dx.doi.org/10.15373/22778179/june2013/48.

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44

Assefie, Birhan. "Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.

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The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers

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45

Rind, Irfan Ahmed, and Awais Malik. "The examination trends at the secondary and higher secondary level in Pakistan." Social Sciences & Humanities Open 1, no. 1 (2019): 100002. http://dx.doi.org/10.1016/j.ssaho.2019.100002.

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46

GENÇER, Yusuf, and Sercan DEMİRGÜNEŞ. "An Analysis of Secondary School Students’ Anxiety Levels According to Parameters of Gender, Grade Level, Socioeconomic Level and Reading Frequency." International Education Studies 12, no. 9 (August 29, 2019): 91. http://dx.doi.org/10.5539/ies.v12n9p91.

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The aim of this study is to examine the reading anxiety levels of secondary school students according to parameters of gender, grade level, socioeconomic level and reading frequency. The total number of participants of the study is 598 who are students in a secondary school from different grade levels. In this study, reading anxiety scale and personal information form is used. The collected data is analyzed by using independent t-test, one-way analysis of variance and Pearson Product-Moment Correlation Coefficient. Just as the first result of the study, it has been found that the reading anxiety levels of secondary school students are low. No significant difference has been found between the levels of students’ reading anxiety and the levels of gender and grade. However, the students’ reading anxiety levels has differed significantly in favor of those with high socioeconomic level. According to the latest finding obtained from the study, the reading anxiety levels of the students has differed significantly in favor of those who have low reading frequency. Therefore, students reading less have more reading anxiety. These results obtained from the study are discussed as stated to the literature.

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47

Velikj-Stefanovska, Vesna, and Miodraga Stefanovska-Petkovska. "Patient satisfaction in outpatient healthcare services at secondary level vs. tertiary level." Srpski arhiv za celokupno lekarstvo 142, no. 9-10 (2014): 579–85. http://dx.doi.org/10.2298/sarh1410579v.

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Introduction. Patients satisfaction is a very important part of any clinical practice both for evaluation and improvement of healthcare services. Objective. The aim of this study was to determine patient satisfaction with public outpatient healthcare services at secondary and tertiary level and to assess possible differences between the two levels. Methods. In a quantitative cross-sectional study, a convenient sample of 646 patients who experienced public outpatient healthcare services at the secondary and tertiary level during the last two months were interviewed. Patient satisfaction questionnaires, with statements regarding various aspects of satisfaction, were completed during face-to-face interviews (response rate 84.6%). The research instrument was tested for internal consistency using the Cronbach?s coefficient alpha estimate. Results. The patients were significantly more satisfied in tertiary than in secondary outpatient healthcare facilities in almost all aspects of assessment related to general settings, nurse/administrative staff performance and physician performance (p<0.001). The patients in the secondary healthcare services (SHCS) were more satisfied than in the tertiary healthcare services (THCS) but only regarding the information on location (83.9% vs.78.3%) and possibilities to enter and move inside the department (88.8% vs. 83.3%). Analysis of data for SHCS and THCS showed that there was no significant difference between the mean overall satisfaction scores with regard to patients? gender, age, marital status, educational level, employment and number of visits. Conclusion. There is a need to improve the current level of patient-provider relationship and communication, as well as that of hospital environment, while special efforts should be made to address the problem of patient waiting time and hospital bureaucracy.

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48

P.SASIKALA, P. SASIKALA, and Dr N. VASUKI Dr.N.VASUKI. "“Fixing the Fox’ Tail ….!” – To Learn and Practice, ‘Question Tags’ at the Secondary Level." Indian Journal of Applied Research 3, no. 12 (October 1, 2011): 34–37. http://dx.doi.org/10.15373/2249555x/dec2013/176.

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49

Salam, Abdus. "Training Status of Teachers at Higher Secondary School Level under Barpeta District in Assam." International Journal of Scientific Research 2, no. 11 (June 1, 2012): 150–52. http://dx.doi.org/10.15373/22778179/nov2013/48.

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50

Murdani, Daniel, Abdul Hakim, and Bagyo Yanuwiadi. "Strategies of Regency Adiwiyata(Green) School Management at Secondary Education Level in Sintang Regency." Jurnal Pembangunan dan Alam Lestari 9, no. 2 (July 23, 2018): 102–10. http://dx.doi.org/10.21776/ub.jpal.2018.009.02.07.

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