Journal articles on the topic 'Study ang teaching (Secondary)'
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1
Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali, and Nor Aniza Ahmad. "The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools." International Journal of Human Resource Studies 11, no. 4S (November 25, 2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.
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This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.
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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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Nigam, Shivangi. "Study of teacher effectıveness of secondary school teachers ın relatıon to theır servıce stream and caste category." E-methodology 5, no. 5 (April 23, 2019): 72–78. http://dx.doi.org/10.15503/emet.v5i5.524.
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Aim. The present study tries to explore the teaching effectiveness of secondary school teachers with different caste categories and service streams.
Methods. A representative sample of 240 teachers from the secondary schools of New Delhi was randomly selected. Teaching Effectiveness Scale by Kumar & Mutha (1974) was used to assess teaching effectiveness of the secondary school teachers.
Results. The study revealed that there was no significant difference between teaching effectiveness of secondary school general category and reserved category teachers. Similar results were found for teachers with science and humanities as their service streams. Significant differences were also not found between the teaching effectiveness of general category secondary school teachers with science and humanities as their service streams. The results were similar among secondary school teachers from the reserved category and having science and humanities as service streams.
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Dalnaik, Sagar Kumar. "A Study on Problems of Teachers in Teaching Mathematics at Higher Secondary Level of Mayurbhanj District, Odisha." International Journal for Research in Applied Science and Engineering Technology, no. 12 (December 31, 2022): 421–27. http://dx.doi.org/10.22214/ijraset.2022.47889.
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Abstract: The key objectives of the research work are to find the problems of teachers in teaching mathematics at higher secondary level. This study was administered on 120 mathematics teachers teaching in different higher secondary schools of Mayurbhanj district, Odisha, India. A self developed questionnaire was used to collect data from higher secondary school mathematics teacher to investigate the problems of teaching mathematics. The finding of the study emphasized that there is a significant difference between high and low experienced mathematics teachers’ attitude towards problems in teaching mathematics at higher secondary level. The outcome of research work revealed that there is no significant difference between male and female mathematics teacher’s attitude towards problems in teaching mathematics at higher secondary level. In addition to this, there is a significant difference in attitude among rural and urban mathematics teachers towards the problems in teaching mathematics at higher secondary level. Further, recommendations were given on the basis of obtained finding of the study.
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Sahoo, Suruchi, Mahendra Prasad Behera, and Sanjaya Sahu. "Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers." Shanlax International Journal of Arts, Science and Humanities 8, no. 3 (January 1, 2021): 77–85. http://dx.doi.org/10.34293/sijash.v8i3.3466.
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Metacognition is the individual’s awareness of how he learns and what he does, employment of proper knowledge to gain his ends; the ability to employ cognitive skills that are required in an ordinary test, the knowledge of which strategies be employed with which goals, and the assessment of individual processes before and after the performance” (Flavell, 1997). Here, an attempt was made to investigate the relationship and differences of metacognitive awareness on teaching and teaching competence of prospective secondary teachers. The main objective of the study was to compare the significant mean differences and relationship of of metacognitive awareness on teaching and teaching competence of male and female secondary prospective teachers. A sample of 100 secondary prospective teachers consisted of 50 males and 50 females from Dr. PMIASE, Sambalpur, and Panchayat College, Bargarh, were selected randomly. For this study, both correlational and causal-comparative method was employed by the researcher. To collect data, the researcher used the Inventory of Metacognitive Awareness for Teachers (MAIT) developed by C. Balcikanli (2011) and the General teaching Competence scale (GTC) developed by B.K. Passi and Lalitha (1994). The obtained data were analyzed using”t” test and Pearson correlation coefficient “r.” It was that found the mean scores of male teachers are significantly better than the female teachers when metacognitive awareness was compared with teaching and teaching competence. Lastly, the result indicated there existed a strong positive correlation of metacognitive awareness on teaching and teaching competency concerning male and female student teachers.
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Kim, Somin. "예비 고등 수학교사들의 Geometer’s Sketchpad를 이용한 수업 시연에 관한 다중 사례 연구." Korean School Mathematics Society 20, no. 3 (September 30, 2017): 303–23. http://dx.doi.org/10.30807/ksms.2017.20.3.005.
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This is a multiple-case study of how preservice secondary mathematics teachers teach a particular mathematics using a technological tool. In a performance interview, the preservice teachers demonstrated how they would teach a specific mathematical topic using Geometer’s Sketchpad. The results of this study showed that the preservice teachers designed diverse types of lesson plans and implemented different pedagogical and technological techniques in their teaching demonstrations. The findings suggest that preservice teachers’ pedagogical content knowledge is an important factor in the integration of technology into their mathematics teaching. Thus, mathematics teacher educators should help preservice teachers gain a robust pedagogical content knowledge in order to effectively teach mathematics with technological tools.
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Han, Eunjung, and Hyejoo Jung. "A Study on the Perception of Secondary Teacher Competency and Secondary Teacher Training Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 10 (May 31, 2024): 721–41. http://dx.doi.org/10.22251/jlcci.2024.24.10.721.
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Objectives This study aims to analyze the competencies of secondary school teachers recognized by novice teachers and the problems and improvement tasks of the secondary school teacher training curriculum they experienced. Through these results, we tried to derive implications for the future secondary school teacher train-ing curriculum. Methods We conducted individual online interviews with nine novice teachers who have less than five years of teaching experience. The data obtained from the interviews were analyzed according to the procedure of open coding, sub-topic derivation, and higher-topic determination using thematic analysis methods. Results The results of the analysis are as follows. Firstly, the competencies required for teachers recognized by novice teachers were communication skills, relationship-building skills, insight into human psychology and life, and continuous professional development capabilities. Secondly, the characteristics of the secondary school teacher training curriculum were theory-centered curriculum operation, efforts to strengthen practicality, student practice as a “valuable time”, presentation, discussion, team task-oriented operation, and systematic curriculum operation based on the formation of values as teachers. Thirdly, it was found that the problems of this school teacher training curriculum were an impractical curriculum, variations in the quality of the curriculum based on in-dividual differences between the professors or training instructors in charge, and the limitations of “eventuality” in student practice that lacked teaching opportunities and practical experience. Finally, it was proposed to improve the secondary school teacher training curriculum by restructuring the curriculum according to the growth process of pre-service teachers, strengthening the field of school education by inviting teachers and enhancing practical practice, operating a convergence curriculum, and enhancing student practice by systematizing it, strengthening educational services, and reducing supervisor work. Conclusions These findings suggest the following points. Firstly, the communication and relationship skills that novice teachers perceive as important competencies prove the fact that they are having difficulty communicating and establishing relationships. Secondly, it is necessary to consider transitioning to a curriculum that balances theory with a field-oriented approach. Finally, a paradigm shift is needed to focus on enhancing competencies through effective teaching methods.
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DATOY, FLORAFEL C. "Teaching Competence and Challenges Encountered in Secondary Science Instruction." International Journal of English Language Studies 2, no. 4 (October 30, 2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.
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The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.
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Kanmaz, Ahmet. "A study on interdisciplinary teaching practices: Primary and secondary education curricula." African Educational Research Journal 10, no. 2 (June 24, 2022): 200–210. http://dx.doi.org/10.30918/aerj.102.22.032.
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This study addresses the views of teachers about the benefits of interdisciplinary teaching practices in primary and secondary school education curricula, the level of the use of interdisciplinary approach and the place of interdisciplinary approach in the curriculum. The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum. Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.
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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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Alrefaei, Naif Salem, and Sultan Abdullah Almuhaimeed. "Creative Teaching in Secondary School EFL Classes: A Critical Study of a Proposed Training Program." Theory and Practice in Language Studies 13, no. 12 (December 1, 2023): 3291–98. http://dx.doi.org/10.17507/tpls.1312.27.
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This study aimed to determine the effectiveness of a proposed training program in creative teaching for secondary stage EFL teachers to enhance their teaching performance. The study adopted a quasi-experimental design with 36 English language teachers teaching at secondary schools in Yanbu, Saudi Arabia. Based on the available literature, proven teaching methodologies were identified and included in the training program and teachers trained in their application in the EFL classrooms. Data were collected via an observation sheet. Results revealed that the extent of application of creative teaching skills by the high school EFL teachers at a typical Saudi school is currently low. Additionally, the results showed statistically significant differences between the mean scores of the treatment and control groups in the post-teaching performance in favor of the former. Further, the proposed training program achieved high effectiveness in enriching the teaching performance of English language teachers in secondary stage with (1.21) average gain ratio. The study concludes with recommending that EFL teachers both pre-service and in- service be trained in creative teaching in the EFL classrooms.
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Bhunia, Rajkumar, and Prabir Paul. "Awareness of Secondary School Teachers towards Blended Teaching-Learning." International Journal of Research and Review 10, no. 8 (September 1, 2023): 1021–26. http://dx.doi.org/10.52403/ijrr.202308128.
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This study was undertaken to study the Blended Teaching-Learning awareness among the secondary school teachers, and to compare the awareness among female and male teachers, rural and urban teachers, <10 years and ≥10 years teaching experienced teachers, as well as arts and science teachers. This study was followed descriptive survey research method. All the secondary school (under WBBSE) teachers of Howrah District, West Bengal was included as population of the study. The data was collected by self-made awareness scale form Stratified Randomly selected 242 Sample (14 secondary schools from rural area and 9 secondary schools from urban). Findings of the study were that: secondary school male teachers have significantly greater awareness towards blended teaching-learning than female teachers; urban teachers have significantly better awareness than rural teachers; secondary school teachers with lesser teaching experience has better awareness than the teachers with greater teaching experience; and science teachers has better awareness than arts teachers. In summary, blended teaching-learning transforms the teachers’ role from knowledge provider to coach, guide and mentor. So, it is primarily needed to make all the teachers as highly aware in blended teaching-learning irrespective of their gender, locality, teaching experience, and educational stream differences. Keywords: Blended Teaching-Learning, Teachers’ Awareness, Secondary School Education.
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URIEN,, James, and Courage Enoja SILAS. "Passion for Teaching and Teachers’ Teaching Effectiveness in Secondary Schools in Delta State." Social Science and Humanities Journal 8, no. 07 (July 3, 2024): 4188–96. http://dx.doi.org/10.18535/sshj.v8i07.1170.
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This study aimed to examine the association between passion for teaching and teaching effectiveness among secondary school teachers in Delta State. A correlational research design was employed, and three hypotheses were tested. The study initially recruited 370 teachers, evenly distributed between genders, but ultimately 333 participants completed the study. Data collection involved the use of a validated questionnaire, with reliability indices of 0.91 for the Passion for Teaching Rating Scale and 0.85 for the Teaching Effectiveness Rating Scale. The data were analyzed using Pearson's product moment correlation coefficient and regression statistics, with a significance level set at 0.05. The findings of the study revealed a significant relationship between passion for teaching and teaching effectiveness among secondary school teachers. However, no moderating effects of gender or teaching experience on this relationship were observed. Based on these results, it is recommended that teacher education programs and professional development initiatives place importance on fostering and developing passion for teaching. By emphasizing the cultivation of passion for teaching, these programs can contribute to enhancing teaching effectiveness and ultimately improving the educational experiences and outcomes of students.
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Chao-Fernández, Rocío, Dorinda Mato-Vázquez, and Aurelio Chao-Fernández. "Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education." Mathematics 7, no. 12 (December 12, 2019): 1227. http://dx.doi.org/10.3390/math7121227.
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Formal education is experiencing a series of reforms that favor the integration of the contents of different areas in the teaching and learning of the different educational stages. The present study examined the use of an interdisciplinary music and mathematics experience in Secondary Education in Galicia (Spain) in the 2016/17 academic year. A descriptive–exploratory design was used, through a Likert questionnaire applied to 197 students with a diagnostic test and a reference test, and a study of multiple cases was carried out in which information was collected through classroom observations. The results show improvements in the understanding of mathematical and musical concepts, and attitudes and procedures so we can argue that the use of interdisciplinary activities have favored the development of teaching–learning opportunities in mathematical and musical training.
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Saxena, Preeti, and Dharmesh Patel. "A Study of Online Teaching Strategies During Covid-19 of Secondary School Teachers." RESEARCH REVIEW International Journal of Multidisciplinary 9, no. 2 (February 15, 2024): 39–59. http://dx.doi.org/10.31305/rrijm.2024.v09.n02.005.
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During the advent of COVID-19, it became inevitable to switch from traditional face-to-face teaching to online teaching mode. Switching to the online teaching process was the only option left for uninterrupted learning. One of the ways to make the online teaching-learning experience was the ability to energize the class environment. Creating a classroom community where students can communicate after lectures and can share their ideas and thoughts. Recording of the lectures must be given to students so that they can see them later for better understanding. Effective teaching strategies implementation was utmost required to improve the online teaching and make online learning a successful experience for both teachers and the students. Descriptive survey method was used for the present study. Objectives were to study the role of teacher in online class during covid -19 pandemic, to find different types of educational strategies for making online classes, to study the role of parents and students in implementation during online classes. Sample was selected from the 7 Secondary Schools affiliated to the State Board of Gujarat in Vadodara city taking as random sampling technique which included 70 teachers. Self made questionnaire was used to achieve the objectives of the study. It has been found in present study that the maximum number of teachers were able to perform their role in helping students according to their needs, perform as a mentor, guide and friend, to inspire the students and the remaining have faced difficulty motivating their students. Able to maintain the proper interpersonal relationships, interactions were also possible between the teacher & students in online mode of teaching, but very few teachers face the difficulty in fulfilling or maintaining the interpersonal relationships. Different types of educational strategies were used in which maximum number of teachers were able to perform their interactive classroom though various activities. All the teachers were able to perform stories as strategies to clear the concept, majority of teachers are able to inspire the students and the remaining have faced difficulty with an inductive deductive approach & ICT based lesson plan in online mode of teaching. Majority of teachers were able to make good rapport with the students & Use teaching aids, various online quiz platforms in online mode of teaching, but very few teachers face the difficulty in fulfilling open forum or discussions & encourage Group feedback for engagement. The maximum number of teachers agreed that parents and students were found able to perform their roles, to perform online cultural programs, competitions & activities, to motivate online morning assemblies, dignity of online assessments, to connect in online parents and teacher meeting during online class.
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Fahad, Kawakib Ghazi, and Khalid Nayef Salem. "Teaching Grammar and the Communicative Method in Salahaldin Secondary Schools." Journal of Tikrit University for Humanities 30, no. 10, 1 (October 22, 2023): 17–34. http://dx.doi.org/10.25130/jtuh.30.10.1.2023.24.
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This study aims at investigating the difficulties encountered by teachers in teaching grammar while using the communicative method in Saladin secondary schools. It is hypothesized that most of English teachers use the traditional method of teaching and they don’t use communicative method in teaching grammar, and the second hypothesis is that ‘teachers who teach males students encounter more difficulties in teaching grammar than those who teach female students’. The sample of this study is secondary school students and teachers that teach English as a foreign language. A questionnaire is designed to achieve the aims of the study. Data is collected analyzed statistically. Finally , the findings of the study revealed that teachers of English who teach ‘English for Iraq’ series encounter various difficulties in teaching grammar , and English teachers use the traditional way of teaching grammar (the structural method) ,and they don’t know how to teach grammar contextual lying. According to the findings it has been found out that the students has a significant relationship with the teaching method and this will be reflected on the performance of the students of secondary school students.
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Pham, Vu Phi Ho, and Minh Hoa Truong. "Teaching Writing in Vietnam’s Secondary and High Schools." Education Sciences 11, no. 10 (October 12, 2021): 632. http://dx.doi.org/10.3390/educsci11100632.
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The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL writing instruction of these studied teachers were elicited through a thirty-nine-item questionnaire, which was qualitatively analyzed by SPSS 20.0. The study results showed that most of the participants held different views/orientations about writing skills and teaching writing, consisting of form-based, cognitive process-based, functional social-based, and interactive social-based views; nevertheless, the form-based orientation was still most dominant in their beliefs. On the contrary, in practice, most high school teachers followed the product approach, which underlies form-based orientation in lieu of different approaches, explicitly interpreting the writing section’s low results in the Vietnamese National GCSE examination in recent years.
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Situmorang, Pandoyo, Valews Nopatri L. Purba, Listra Sitohang, and Erikson Saragih. "SPEAKING TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH TEACHER." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 2 (February 2, 2022): 50. http://dx.doi.org/10.32682/jeell.v8i2.2147.
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The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.
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Ghafoor, Humaira, Professor Dr Rabia Tabassum, and Dr Ghazala Shaheen. "A Comparative Study to Find Effectiveness of Teaching Biology Through Low-Cost material as Teaching Aid and Traditional Method of Teaching at Secondary Level." International Research Journal of Management and Social Sciences 3, no. 1 (March 31, 2022): 149–59. http://dx.doi.org/10.53575/irjmss.v3.1(22)16.149-159.
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The study was conducted to investigate a comparative study to find the effectiveness of teaching biology through low-cost materials as teaching aid and traditional method of teaching at secondary level. The objectives of the study were, a) to find the effectiveness of low-cost material as teaching aid on the academic performance of the students in the subject of Biology at secondary level, b) to find the effectiveness of traditional methods on the academic performance of the students in the subject of Biology at secondary level, and c) to compare the effectiveness of low-cost material as teaching aid and traditional methods on the academic performance of the students in the subject of Biology at secondary level. A Pretest–Posttest Equivalent Group Design was used in the study. Forty-six students from class 10th from The Educators Dhamial Campus, Rawalpindi were taken as a sample for the study through paired random sampling technique. An experimental research design was used for the conduction of the study. For data collection, assessment sheets were developed. To measure the performance of the students, statistical techniques such as t-test (independent and paired) and Chi Square were applied to analyze the collected data. Data analysis revealed that the experimental group scored significantly better on post-test than on pre-test in the learning of biology. The students also showed high level of interest and involvement. The use of low-cost materials in models proved to be effective in increasing academic achievement of biology students. On the basis of findings, it was recommended that biology teachers use low-cost materials as a teaching aid. This study may be significant for science students and 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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Oluwaseyi, Ojo Ezekiel. "Evaluation of Teachers Pedagogical Method of Teaching Physics and Its Effects on Academic Performance of Physics Students in Senior Secondary School in South West Nigeria." International Journal of Oceanography & Aquaculture 7, no. 4 (2023): 1–6. http://dx.doi.org/10.23880/ijoac-16000268.
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The study examines Teachers teaching method and its Effect on Academic performance of physics students in Senior Secondary Schools in South West Nigeria, with a view of improving effective teaching and learning of physics .This study is based on survey research design. The population comprised of all physics teachers in public secondary schools in Ekiti and Ondo States in South West Nigeria. The instrument used was Physics Programme Evaluation Questionnaire for Teachers (PAT) with a reliability coefficient r = (0.73) was obtained using Crumbach Alpha. One research hypothesis and one research question were posed to guide the study. Findings from this study revealed that majority of physics teachers in South West Nigeria often using recommended teaching method, and a significant relationship between teachers teaching method and academic performance of physics students. It is recommended that government should be given teachers symposium and regular work shop on the recommended teaching methods and provide teaching aids to facilitate effective teaching and learning of physics.
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Yaqoob, Hina, and Khalid Rashid. "COMPARATIVE STUDY OF TRADITIONAL METHODS WITH COOPERATIVE AND ACTIVITY ORIENTED LEARNING IN TEACHING OF ENGLISH AT SECONDARY SCHOOL LEVEL." Pakistan Journal of Social Research 05, no. 01 (March 4, 2023): 498–510. http://dx.doi.org/10.52567/pjsr.v5i01.1370.
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The focus of the study was to compare the Traditional methods with Cooperative and Activity oriented learning in teaching English at Secondary School Level. Titled Comparative StudyofTraditional Methods with Cooperative and Activity Oriented Learning in Teaching of English at the Secondary school Level. Three groups totaling 180 students participated, with two experimental groups and one control group. Pre-tests and post-tests were used to measure academic progress, and achievement tests assessed language skills. Cooperative learning and activity-based groups showed significantly higher post-test scores in multiple-choice questions, reading comprehension, and writing abilities compared to the control group. Furthermore, the research explored potential factors such as socioeconomic status and parents' education but found no significant differences in the effectiveness of teaching strategies based on these variables. The study recommends adopting cooperative learning methods like STAD and Think-Pair-Share to enhance English language learning, emphasizing the importance of interactive teaching strategies for better outcomes in English education at the secondary level. Keywords: Cooperative Learning Group, Group Work, Activity-Based teaching, Reading Comprehension, Secondary Education Level, Cooperative Learning, Traditional Learning.
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Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali, and Nor Aniza Ahmad. "Coaching and Mentoring as a Teaching Supervision Approach in Secondary School." International Journal of Human Resource Studies 11, no. 4S (November 22, 2021): 98. http://dx.doi.org/10.5296/ijhrs.v11i4s.19233.
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Teaching supervision is an effective assessment tool to ensure effective teaching and learning in the classroom. Effective teaching supervision refers to the appropriate approaches taken by supervisors to supervise teachers in the classroom. In this light, the coaching and mentoring approach is a form of teaching supervision that increases the effectiveness of teaching supervision in schools. However, this approach requires an in-depth understanding of aspects related to coaching and mentoring. Thus, this study aims to examine the implementation of coaching and mentoring as a teaching supervision practice among Secondary School principals. This study focuses on two main objectives, first, examining supervisors’ understanding of coaching and mentoring, and second, identifying the extent of supervisors’ readiness towards implementing the coaching and mentoring approach as a teaching supervision practice. This study adopted the qualitative exploratory research design and involved eight samples selected by purposive sampling. Interviews, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using i) in-depth reading, ii) open coding, and iii) axial coding. The study’s findings indicate that ineffective teaching and learning practices have contributed to declining student academic achievement. In this regard, ineffective teaching and learning practices are attributed to teachers’ failure to adopt effective teaching techniques and the lack of curriculum mastery. Thus, coaching and mentoring could enhance the competence of teaching supervisors, especially school leaders, particularly in high-performing schools. In turn, this approach will increase the commitment, satisfaction and professional development of teachers leading to improved performance.
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Onzi, Siraji Hamimu, Wilson Mugizi, Joseph Rwothumio, and Disan Kutesa Mugenyi. "Teaching Approaches and Student Engagement in Secondary Schools in Arua City, Uganda." East African Journal of Education Studies 6, no. 2 (June 1, 2023): 85–103. http://dx.doi.org/10.37284/eajes.6.2.1235.
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This study examined the relationship between teaching approaches and student engagement in secondary schools in Arua City, Uganda. Specifically, the study examined the relationship between constructivist teaching approaches and behaviourist teaching approaches with student engagement. This study adopted a correlation analysis as the basis for determining whether there was a relationship between the study variables. Data were collected from a sample of 341 students using a self-administered questionnaire. Descriptive statistics and structural equation modelling were used to analyse data. Descriptive results revealed that while students’ engagement was moderate, teachers’ use of the constructivist approach was lower than student-centred approaches. Structural equation modelling using SmartPLS results revealed that constructivist teaching approaches positively and significantly predicted student engagement, while behaviourist teaching approaches negatively significantly predicted student engagement. This study concluded that the constructivist teaching approach promotes student engagement, and behaviourist teaching approaches do not enhance student engagement. It was therefore recommended that teachers should emphasise using constructivist teaching approaches, and teachers have to reduce the use of behaviourist teaching approaches. This article will be of value to both researchers and policymakers in the education sector in Uganda as it identifies appropriate teaching approaches that enhance the effective engagement of students. Therefore, it might inform policy-making on curriculum development and further research
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Zalunin, Arseniy Eugenievich. "Blended learning in teaching English in secondary school." KANT 39, no. 2 (June 15, 2021): 323–28. http://dx.doi.org/10.24923/2222-243x.2021-39.55.
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The purpose of the study is to reveal the specifics and effectiveness of the blended learning method in teaching English in grades 6. In the course of the study, an anonymous survey was conducted on the basis of the CHOU school "Lexis", focused on innovative technologies in teaching, the purpose of which was to identify attitudes to Blended Language Learning. The scientific novelty lies in the identification of the positive features of the approach and those aspects that need qualitative improvement. As a result, the weaknesses and strengths of Blended Learning are revealed. The strengths include the development of students' creative potential, improvement of speaking skills, active change of activities, and their comprehensive development. The negative aspects include an increase in the number of hours spent on preparing for classes, possible technical difficulties in remote learning against the background of COVID-19.
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Inharjanto, Anselmus, and Ega Leovani. "COULD YOUTUBE BENEFIT SECONDARY EDUCATION’S ELT?" ELTR Journal 6, no. 2 (July 20, 2022): 96–112. http://dx.doi.org/10.37147/eltr.v6i2.153.
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YouTube is definitely a digital platform that seems to be one of the most-used search engines nowadays. It offers an endless supply of authentic, real-life, up-to-date materials that may benefit English Language Teaching (ELT). This research aims to investigate to what extent the authentic materials through YouTube may benefit English Language Teaching of secondary education in Indonesia. This descriptive qualitative study employed questionnaires, classroom observations and textbook analysis as the data collection methods. A purposive sample of 125 XI graders of senior high school participated in this study. This primary research was followed by secondary one by reviewing recent literary works systematically. The results of the study suggest that Indonesian students seemingly need more exposure to English language and the advance of information and communication technologies (ICTs), particularly YouTube, is likely to foster English Language Teaching of secondary education in Indonesia since it provides abundant authentic materials related to real-life contexts.
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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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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (October 18, 2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.
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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
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Vinnaras, Nithyanantham, and Eston Chiyombo Jacob. "A study on assessment of teaching and learning methods for secondary school biology subject content as an approach to addressing environmental degradation in Malawi: A case study of Karonga district." i-manager's Journal on Humanities & Social Sciences 3, no. 1 (2023): 14. http://dx.doi.org/10.26634/jhss.3.1.19416.
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The purpose of this study was to assess teaching and learning methods for the secondary school biology subject content as an approach to addressing environmental degradation in Malawi. The study was guided by specific research objectives, such as assessing how success criteria in secondary school biology syllabi are framed to address environmental degradation in Malawi, investigating the appropriateness of the methods of teaching and learning biology that address environmental degradation, and examining how biology teachers assess students' fieldwork required by the syllabus. A mixed-methods approach was used in this study. Sixty secondary school teachers were selected from 40 secondary schools in the Northern Education Division of the Ministry of Education in Malawi as research participants. Schools and participants were selected through convenience and purposive sampling techniques, respectively. In this study, data were collected through interviews, questionnaires, and document analysis. Data analysis was done thematically and using statistics. The research study found that the success criteria, content, and teaching and learning methods in biology would not address environmental degradation because the success criteria were not framed well and had many action verbs such as "explain," "describe," and "state." Additionally, explanation was the main teaching and learning method used by secondary school biology teachers, which would not address environmental degradation since it did not encourage learning through practice. The findings also revealed that biology teachers in secondary schools assessed learners with the aim of passing public examinations and did not assist learners in acquiring skills to deal with issues of environmental degradation.
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Akporobaroh, Oduh William, Agboola James Odunayo, and Ironua Michelle Onyinye. "Availability of Instructional Materials and Interest of Secondary School Students in the Study of Physics in Oredo Local Government Area of Edo State, Nigeria." Journal of Technology and Humanities 1, no. 2 (August 2, 2020): 1–10. http://dx.doi.org/10.53797/jthkkss.v1i2.1.2020.
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The study was carried out to investigate the relationship between availability of instructional aids and students’ interest in studying physics in secondary school. This research was conducted using physics students in public senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The specific purpose of the study was to find out the instructional aids that are available for teaching physics in secondary schools. It also investigated if the deployment of these materials in teaching physics influenced the interest of secondary school students in learning different topics in physics. The study utilized the correlation design while the population comprised all SS II students who offered physics in public senior secondary schools in Oredo Local Government Area of Edo state with a total number of 1,223. Out of the population, 123 physics students, that is 10%, were selected using the simple random sampling technique, and this formed the sample of the study. The instrument used for this study was a questionnaire which elicited the respondents’ biodata, checklist of instructional aids for teaching physics and items designed to measure students’ interest. Mean, percentage, standard deviation and Pearson product Moment Correlation were the statistics used for analyzing the data generated. Findings showed that most of the instructional materials needed by the teacher for effective teaching of physics were available but not functioning; the students used for the study had high level of interest in learning the different topics in physics. However, it found that there was no significant relationship between availability of instructional aids and students’ interest in studying of physics in public senior secondary schools in the area of study. As a sequel to the findings of the study, it was recommended that government and school administrators should provide teachers with instructional materials relevant to the teaching of physics in senior secondary schools in Edo State; teachers should regularly deploy instructional materials when teaching physics in senior secondary schools in Edo State. Finally, teachers are encouraged to design simple instructional aids that could be used as alternatives for teaching relevant topics in physics in senior secondary schools in Edo State in the absence of standard teaching devices.
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Gautam, Tikaram. "Equity Practices of Teaching Science at Secondary Level." KMC Research Journal 4, no. 4 (December 31, 2020): 153–70. http://dx.doi.org/10.3126/kmcrj.v4i4.46500.
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The main objectives of this study is to explore the equity practices in science classroom. Implementation of equity provision in science classroom is very important. Equity means ensuring the needs of the students according to their necessities. It focuses on individual teaching. All students are different and having the specific capacity and capacity of learning and teacher should facilitate them all according to their ability and they should have rights to equal access in resources and other extra supports for their improvement and also should have the equality in achievement. To reveal such practices in learning science researcher used phenomenological study. Two secondary science teachers were selected using purposive and convenient sampling method. The in-depth interview was taken for data collection two times to saturate the data. Collected data were analyzed using thematic analysis. Practices of equity provision were found weaker. Teacher were found little bit concerned about the equity in pedagogy but it was limited only to sitting arrangement and group division. They could not provide the adequate concern on homework checkup, and individual teaching. And they were found less concerned about the equity in achievement. Hence, it is necessary to organize workshops and training on professional development issues to implementation of equity provision; equity in access, equity in process as well as equity achievement in the science classroom.
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Choudhury, Swapna Sikha. "Role of Head Master of Secondary Schools on Effective Science Teaching: A Study in Darrang and Udalguri District." International Journal of Scientific Research and Management 10, no. 02 (February 13, 2022): 2159–73. http://dx.doi.org/10.18535/ijsrm/v10i2.el01.
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Head masters of schools are considered essential part in education system to impact teachers’ teaching commitment to improve classroom instruction for attaining quality education. This demanded the need of this study to investigate role of head master of secondary schools on effective science teaching at Darrang and Udalguri district. The study was guided by descriptive survey method. This study explores supervision quality of head masters and science teachers’ perceptions of effective science teaching for the improvement of classroom instruction. The study was carried out from a population of secondary schools in Darrang and Udalguri district of Assam. A purposive sample of 40 head masters and 120 science teachers selected from 70 secondary schools from two districts of the state was used for the study. A research instrument tagged self- prepared questionnaire was used to elicit information from the teachers and head masters. The findings further showed that the classroom instruction is improved by the continuous supervision and monitoring of Head master of secondary schools. The effective of science teaching also impact by the supervision of Head master
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I. Ani, Mercy, and Solomon O. Obih. "Personality Traits, Subject Matter, Knowledge, and Teaching Skills of Secondary Teachers." Polaris Global Journal of Scholarly Research and Trends 2, no. 1 (February 14, 2023): 79–89. http://dx.doi.org/10.58429/pgjsrt.v2n1a123.
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The study examined the personality trait, subject matter, knowledge of the subject, and teaching skills of secondary school teachers. The major goal of the study was to examine the teaching profession concerning the knowledge of the subject matter, teaching skills, and personality traits of Nigerian secondary school teachers. A survey research design was adopted for the study. The population comprised all the public secondary school teachers in South East Nigeria. A purposive sampling technique was used to draw 150 teachers from the five states. The instrument for data collection was a four-point scale researchers’ developed questionnaire. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation while the t-test was used to test the null hypotheses at a 0.05 level of significance. The result of the study showed that teachers have adequate knowledge of their subject matter with teaching skills and personality traits that improve teaching and learning in schools.
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Perales-Palacios, F. Javier, and José M. Vílchez-González. "Teaching physics by means of cartoons: a qualitative study in secondary education." Physics Education 37, no. 5 (August 30, 2002): 400–406. http://dx.doi.org/10.1088/0031-9120/37/5/306.
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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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Alharbi, Alhanouf, and Nashwa Saaty. "Demotivating Teaching Practices in EFL Classrooms in Saudi Secondary Schools." Journal of Language Teaching and Research 13, no. 6 (November 1, 2022): 1324–31. http://dx.doi.org/10.17507/jltr.1306.21.
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This study explores demotivational teaching practices, such as teachers’ behaviours, teaching methods, personality traits, and competencies to examine how these practices negatively affect students’ motivation to learn foreign languages. The study utilised a qualitative approach in which semi-structured interviews were conducted with 20 female students in a public secondary school in Almadinah, located in the western region of Saudi Arabia. The study identified five teaching practices that secondary students found demotivating: (a) teacher-centred teaching; (b) excessive use of Arabic; (c) teachers’ lack of motivation; (d) lack of learning feedback; and (e) excessive strictness. Therefore, English teachers should avoid these practices and raise awareness of the detrimental effects they can have on students’ motivation.
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Sunzuma, Gladys, and Aneshkumar Maharaj. "In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching." Bolema: Boletim de Educação Matemática 34, no. 66 (April 2020): 22–39. http://dx.doi.org/10.1590/1980-4415v34n66a02.
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Abstract Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners' cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers' teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focus group discussions and questionnaires were used as data gathering instruments. The sample comprised of 40 in-service mathematics teachers. Findings show that both teacher-centered and learner-centered approaches were used in geometry teaching and learning. The study also revealed that teachers had the opinion that ethnomathematics approaches should be integrated into geometry teaching. The study recommends that teachers should be trained to use ethnomathematics approaches when teaching geometry.
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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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Dhakal, Keshav Raj. "Teaching Geography in Secondary School: Teachers Perceptions and Experiences." Geographic Base 6 (October 27, 2019): 32–41. http://dx.doi.org/10.3126/tgb.v6i0.26165.
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Geography has the feature of being a science by examining the relationship of human and nature. Geography occupies very important role in school education. In secondary level education within Nepal there is a provision of selection of geography as an optional subject. This paper examines the perception and experiences about geography as an academic discipline from the teacher of secondary levels. Qualitative research method is used in this study and the semi structured interview method is applied. A semi structured interview guideline is applied for the participant in this study. Data are categorized into seven different groups and the analysis is carried out through the interpretations. The Research findings are discussed in relation to the theme and some recommendations have been given. This article provides useful information on the topic of perceptions and experiences of geography teachers on geography teaching in secondary school of Nepal.
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Kashif, Najam ul, Musarrat Jahan, Samina Ashraf, and Muhammad Latif Javed. "Mathematica: Teaching Learning Process at Secondary School Level in Punjab." Review of Education, Administration & LAW 4, no. 4 (December 31, 2021): 775–81. http://dx.doi.org/10.47067/real.v4i4.196.
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Technology becomes an integral part of academia. Computer or technology is rooted out from Mathematics. When it is said that 21st century is the century of technology, then how the field of education is remained away from technology. Modern science labs are technology oriented and in such a way the subject of Mathematics is also shifted on technology. Mathematics is not an integral part of daily routine life as well as playing a key role in the progress of science and technology. In the teaching learning process, technology-based teaching is the modern mode of teaching. Keeping in mind the same scenario, current study was conducted to highlight the concept of Mathematica (Mathematics and Information Technology) in the teaching learning process at secondary school level in Punjab province. Study aimed at to observe the technology role on the mathematics’ teaching at secondary school level. The study was quantitative by nature and descriptive approach was adopted. Self-developed questionnaire was applied as a research tool to get the data from the target sample through survey technique. Total targeted sample was 60 teachers who are teaching Mathematics at secondary school level and their 200 students. Findings of the study revealed that technology usage in the teaching learning process of mathematics enhance the understanding of the mathematical concepts many times.
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Quiñones-Ramírez, Félix, David Duran, and Laia Viladot. "Co-Teaching with High School Students for Music Teaching." Education Sciences 13, no. 10 (September 23, 2023): 972. http://dx.doi.org/10.3390/educsci13100972.
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This article presents a didactic proposal for teaching musical notation and solfège sight-singing through co-teaching with secondary school students. The goal was to explore the advantages and limitations of using a form of peer learning where students play the role of co-teachers alongside the teacher. We wanted to find out whether this proposal would lead to significant improvements among both co-teachers and tutees, identifying the actions responsible for this progress, and paying particular attention to how students learn in the role of co-teachers. This study was based on a mixed-method explanatory sequential design, where the quantitative data were analyzed first and then the qualitative data. The quantitative results showed statistically significant improvements when comparing the pre-test and post-test results of all the students participating in the didactic proposal. These improvements can be attributed to the personalized support provided by the co-teachers, the opportunities for peer assessment that enabled progress to be monitored and provided feedback, and the possibilities of learning by teaching. In conclusion, the results of this study endorse the viability of student co-teaching in secondary school music education.
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Taramopoulos, Athanasios, and Dimitrios Psillos. "Developing procedural knowledge in secondary education students." Journal of Physics: Conference Series 2297, no. 1 (June 1, 2022): 012010. http://dx.doi.org/10.1088/1742-6596/2297/1/012010.
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Abstract This pilot study examines the development of procedural knowledge in high school students after being subjected to an innovative context-specific inquiry-based Teaching Learning Sequence (TLS) utilizing an open virtual AC electric circuit laboratory environment. Instruction aimed at developing students’ knowledge on experiment design and implementation through explicit teaching of scientific experimentation procedures. After instruction, students appear to have significantly advanced both their procedural and conceptual knowledge with a strong positive correlation between them. Thus, it seems that, when teachers enrich instruction with explicit teaching of the experimentation steps and metacognition-enhancing activities, students may develop their procedural knowledge along with conceptual knowledge.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.
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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Thang, Nguyen Bach, and Nguyen Thi Hong Dao. "Research On the Current Situation of Teaching English in Lower Secondary Schools In an Giang Province, Vietnam." International Journal of Membrane Science and Technology 10, no. 1 (October 19, 2023): 1151–58. http://dx.doi.org/10.15379/ijmst.v10i1.2792.
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The quality and effectiveness of teaching English in secondary schools depend on several factors, including the objectives, curriculum content, teaching methods, instructional organization, and the teaching capacity of the teachers. It also relies on the student's motivation, awareness, and study attitude during English learning. Additionally, it is influenced by the organizational management mechanisms of the secondary schools. The author conducted a study to examine the current state of English teaching in secondary schools in An Giang province, aiming to shed light on the current status of English teaching activities in these schools.
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Vermunt, Jenny. "Secondary student teachers' personal values and perceptions of Teaching as Inquiry." Teachers' Work 13, no. 1 (December 6, 2016): 39–60. http://dx.doi.org/10.24135/teacherswork.v13i1.95.
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This ongoing Doctor of Education study explores the personal and professional values of a sample of four secondary student teachers in the Masters of Teaching and Learning degree at the University of Otago, New Zealand. The study aims to understand student teachers’ personal and professional values when learning to teach, and provides insights into their thinking and practices in relation to Teaching as Inquiry. The study is framed by the interpretive paradigm, uses social constructivist theory and case study methodology. Data are gathered through individual semi-structured interviews and journal writing, and are analysed using the constant comparative method.
Findings show that student teachers in the sample vary in their motivation and capacity to implement Teaching as Inquiry, since they are influenced by uniquely converging priorities, processes, and practices encountered in their university and school contexts. However, their core personal values guide the sense they make of Teaching as Inquiry, and the extent to which it is an individual professional priority or not. For some, Teaching as Inquiry is a university assignment to be completed by stitching together classroom events. For others, Teaching as Inquiry makes professional sense, and despite contextual challenges, it underpins their teacher identity and practice.
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Zhao, Jingru. "Problems and Corresponding Solutions of PBL Teaching in Primary and Secondary Schools in China." Lecture Notes in Education Psychology and Public Media 2, no. 1 (March 1, 2023): 987–91. http://dx.doi.org/10.54254/2753-7048/2/2022614.
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Language-based-learning is learner-centered learning generated in the process of understanding and solving problems. It is a very popular instructional method in western school education, especially in western higher education in the second half of the 20th century. However, PBL was introduced into China relatively late and is rarely used in teaching, so there are still plenty of problems on how to design a lesson based on PBL to realize the advantages of PBL in teaching. This study will analyze the elements needed, the existing problems and improvement plans in the application of PBL in Chinese middle school teaching. The major findings of the study were: 1) Problems existing in the application of PBL teaching in Primary and secondary schools in China; 2) Ways to solve these problems. The contribution was to help PBL teaching be better applied in Chinese primary and secondary school classrooms, and to improve the teaching methods of Chinese primary and secondary school classrooms. In addition, PBL teaching can give full play to the teaching effect in Chinese primary and secondary schools and improve the efficiency of teaching.
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Thabiti, Thabiti Hassan, Baraka Mwandilawa, and January Basela. "Implementation of Gender-Responsive Teaching Methods among Secondary School Teaching Staff in Mafia District, Tanzania." Archives of Current Research International 23, no. 7 (September 5, 2023): 130–42. http://dx.doi.org/10.9734/acri/2023/v23i7599.
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In regard to teaching career, there have been gender disparities in extent using of teaching methods and strategies among teaching staff in schools which ultimately constrain academic performance of students. The use of gender responsive teaching methods became among the strategies that can enhance the performance of students. The study aimed at assessing the extent use of gender responsive teaching methods (GRTM) among teaching staff in secondary schools in Mafia district, in Tanzania. The study was guided by the following research questions, the first research question was, to what extent do teachers use gender responsive teaching methods among teaching staff in secondary schools?, while second research question was, is there any relationship between students academic performance and gender responsive teaching methods used in the classroom?. The study adopted cross sectional research design using a sample of 249 respondents including 184 students and 65 teachers who were selected randomly. Data were collected through survey, interviews and focus group discussions. Qualitative data were analyzed using thematic analysis and quantitative data were analyzed by descriptive statistics analysis and inferential statistics (Chi-Square). The study found that, some of secondary teachers had moderate awareness on the use of GRTM in secondary schools particularly in class use of gender sensitive language with regard to what is taught, how teaching takes places, how and what is learned in the context of male and female students was high (Mean=6.08±1.833) and use of gender sensitive language used in a class was also high (Mean=4.98±1.833).The study also found that, there is significant association between students academic performance and the extent teachers ensuring that, working groups were mixed comprising male and female students was statistically significant at 5% with a chi square value of 14.48 and P= 0.025.Further, the study found that, there is positive significant association between students academic performance and teachers in encouraging both male and female students to present results in a group work had a chi square of 9.434 and P=0.151 It is concluded that, GRTM had significant influence on students’ academic performance in secondary schools in Tanzania. The study recommends that, education policy makers, curriculum planners, teachers, gender practitioners, NGO’s and CBO’s should provide pre-services and in-services teachers training on GRTM in order to increase uses so as to improve students’ teaching methods.
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Gazzola, Maria Paz, Maria Rita Otero, and Viviana Carolina Llanos. "Teaching of Mathematics and Physics in Secondary School through Research and Study Paths." International Journal of Education and Practice 3, no. 2 (2015): 85–89. http://dx.doi.org/10.18488/journal.61/2015.3.2/61.2.85.89.
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Opesemowo, Oluwaseyi Aina, Akin Obanisola, and Titilope Rachael Opesesmowo. "From brick-and-mortar to online teaching during the COVID-19 pandemic lockdown in Osun state, Nigeria." Journal of Education in Black Sea Region 8, no. 1 (November 21, 2022): 134–42. http://dx.doi.org/10.31578/jebs.v8i1.286.
Full textAbstract:
This study examined the private secondary school students’ perception, satisfaction, and attitude towards online teaching. Some informationconcerning online teaching during the COVID-19 pandemic lockdown in Osun state, Nigeria was provided. The descriptive surveydesign was adopted for this study. The population comprised all private secondary school students in Osun state, Nigeria. A simple randomsampling was used to select 664 students from four private senior secondary schools across the state. A self-developed 21-item instrumentwith a Cronbach alpha of 0.84 was used to elicit information from the participants. Data were analyzed using chi-square statistic at 0.05level of significance. The result revealed that most private secondary school students had high perceptions of online teaching as well as apositive attitude towards online teaching. There was a statistically significant relationship between participants’ school class (χ2 = 11.08; p< 0.05) and satisfaction level towards online teaching, while there was no significant association between respondents’ gender (χ2 = 2.38,p > 0.05), age (χ2 = 0.07, p > 0.05) and satisfaction levels towards online teaching. It was concluded that online teaching should be usedto teach private secondary school students in addition to brick-and-mortar teaching.
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Barad, Mr Sadashiv, and Prof Prasanta Kumar Acharya. "Access on Knowledge and Awareness of Smart Classroom Teaching among Secondary School Teachers: An Explanatory Study." International Journal of Scientific Research in Modern Science and Technology 2, no. 10 (October 17, 2023): 09–16. http://dx.doi.org/10.59828/ijsrmst.v2i10.153.
Full textAbstract:
The present study is an analysis of knowledge and awareness of secondary school teachers on smart classroom teaching of Kandhamal and Nayagarh districts of Odisha. This study investigated 200 teachers from both of the districts taking 100 from each by purposive sampling technique. For conducting such study the investigator has used Mean, SD and t-test formulae for analysis the data with relation to location, gender and training on smart classroom teaching. The findings showed that smart classroom teaching in terms of gender and location did not differ, but that trained teachers in Orisha's Nayagrh and Kandhamal districts were more aware of and knowledgeable about their classroom teaching. Therefore, there were no differences between Nayagrh and Kandhamal districts in terms of the gender of the teachers, their locations and their training in the use of smart classrooms.