Relevant bibliographies by topics / Twelfth grade (Education) Victoria

Academic literature on the topic 'Twelfth grade (Education) Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Twelfth grade (Education) Victoria"

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Al-Omari, Hassan Mohammad, and Ameera Bint Mohammad Al-Alawiya. "The Amount of Availability of Scientific Thinking Skills that are Derived from the Holy Quran in Islamic Education Books for Post-Basic Education in the Sultanate of Oman." International Journal of Educational & Psychological Studies 11, no. 6 (December 2022): 1331–50. http://dx.doi.org/10.31559/lcjs2022.11.6.11.

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The current study aimed to reveal the percentages of the included scientific thinking skills derived from the Holy Quran in the activities of Islamic education books for the eleventh and twelfth grades in the Sultanate of Oman. To achieve this, the researcher prepared a list of (8) skills of scientific thinking derived from the Holy Quran that should be included in the activities for the eleventh and twelfth grades, which are (observation, measurement, classification, inference, extrapolation, deduction, prediction, and use of numbers). The study aimed to analyze all the activities of Islamic education books for the eleventh and twelfth grades, which are (240) activities to analyze these activities. The researcher used an analysis card, which was derived from the list of scientific thinking skills derived from the Holy Quran that must be included in the activities of Islamic education books to analyze these activities. The results of the study resulted in an improvement in the inference skill compared to the rest of the skills from the eleventh and twelfth grade activities where it got the highest percentages, which is (40.5%), as for the twelfth grade is (52.5%), followed by the induction skill which reached (20.7%), and for the twelfth (25.8%), then the skill of induction Observation with a percentage of (19.8%), as for the twelfth grade with a percentage of (19.8%), then the classification skill with a percentage of (4.16%), as for the twelfth grade deduction skill with a percentage of (7.20%), then the prediction skill with a percentage of ( 3.33%), as for the twelfth grade, the skills of classification and observation is (5.40%), then the skill of deduction by (1.67%), then the skill of counting and measurement by (0.08%), as for the twelfth grade Counting skill by (0.90%), then measuring skill (0%). As a summary of the results and their discussion, the study made a number of recommendations, the most important of which are: Developing the activities of the Islamic education book for the eleventh and twelfth grades, which leads to addressing the shortcomings in including some of the scientific thinking skills that were clarified by the results of the study, such as: the skill of measurement and counting, and diversification in the activities of Islamic education books in different grades to include training in all scientific thinking skills.
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Al-Omari, Hassan Mohammad, and Ameera Bint Mohammad Al-Alawiya. "The Amount of Availability of Scientific Thinking Skills that are Derived from the Holy Quran in Islamic Education Books for Post-Basic Education in the Sultanate of Oman." International Journal of Educational & Psychological Studies 11, no. 6 (December 2022): 1331–50. http://dx.doi.org/10.31559/eps2022.11.6.11.

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he current study aimed to reveal the percentages of the included scientific thinking skills derived from the Holy Quran in the activities of Islamic education books for the eleventh and twelfth grades in the Sultanate of Oman. To achieve this, the researcher prepared a list of (8) skills of scientific thinking derived from the Holy Quran that should be included in the activities for the eleventh and twelfth grades, which are (observation, measurement, classification, inference, extrapolation, deduction, prediction, and use of numbers). The study aimed to analyze all the activities of Islamic education books for the eleventh and twelfth grades, which are (240) activities to analyze these activities. The researcher used an analysis card, which was derived from the list of scientific thinking skills derived from the Holy Quran that must be included in the activities of Islamic education books to analyze these activities. The results of the study resulted in an improvement in the inference skill compared to the rest of the skills from the eleventh and twelfth grade activities where it got the highest percentages, which is (40.5%), as for the twelfth grade is (52.5%), followed by the induction skill which reached (20.7%), and for the twelfth (25.8%), then the skill of induction Observation with a percentage of (19.8%), as for the twelfth grade with a percentage of (19.8%), then the classification skill with a percentage of (4.16%), as for the twelfth grade deduction skill with a percentage of (7.20%), then the prediction skill with a percentage of ( 3.33%), as for the twelfth grade, the skills of classification and observation is (5.40%), then the skill of deduction by (1.67%), then the skill of counting and measurement by (0.08%), as for the twelfth grade Counting skill by (0.90%), then measuring skill (0%). As a summary of the results and their discussion, the study made a number of recommendations, the most important of which are: Developing the activities of the Islamic education book for the eleventh and twelfth grades, which leads to addressing the shortcomings in including some of the scientific thinking skills that were clarified by the results of the study, such as: the skill of measurement and counting, and diversification in the activities of Islamic education books in different grades to include training in all scientific thinking skills.
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Arap-Maritim, Ezra K. "Concurrent Validity of the Twelfth Grade Internal Examinations." Perceptual and Motor Skills 66, no. 1 (February 1988): 159–64. http://dx.doi.org/10.2466/pms.1988.66.1.159.

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This study examined the concurrent validity of the teacher-made tests taken by 1794 Grade 12 students using raw scores on an external examination conducted by the Kenya National Examinations Council. Although internal examination scores were significantly correlated with scores on the standardized achievement test, the Kenya Certificate of Education, there were significant mean differences among schools. The data provide evidence for the validity of the internal examination as a measure of the same abilities as the Kenya Certificate of Education examination. Implications of this concurrent validity with respect to the quality of the school and the objectivity of the teachers' evaluation were discussed.
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Valanides, Nicolaos. "Cognitive Abilities among Twelfth‐grade Students: Implications for Science Teaching∗." Educational Research and Evaluation 3, no. 2 (January 1997): 160–86. http://dx.doi.org/10.1080/1380361970030204.

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Perwira, Susilo Adi. "Textbook Readibility Assessment of K13 English Textbook For Twelfth Grade." IJET (Indonesian Journal of English Teaching) 8, no. 2 (December 31, 2019): 38–47. http://dx.doi.org/10.15642/ijet2.2019.8.2.38-47.

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English textbook for twelfth grade of SMA which is published by Ministry of Education and Culture is a compulsory textbook which is based on national curriculum 2013 to support education in Indonesia. This study aims to investigate the readability level of the English textbook. It uses descriptive quantitative method to examine the readability of this book. The data are in the form of texts derives from transactional and interpersonal text, short functional text, reading text, instructional text inside the book. There are 180 data taken from those four texts. They are analyzed by using Miyazaki EFL readability formulae as a tool to measure the readability level whether it is suitable or not for twelfth grade students. According to Miyazaki EFL readability test, the easiest text from the book is in 5th grade and the hardest one is in post-school/university grade. But the most frequent grade appear in this book is in 8th and 9th grade which is 77 data (texts). The average of this book score is 63.2 which means it is suitable for 8th and 9th grade. This book is too easy for twelfth grade according to Miyazaki EFL readability test.
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Shope, Jean T., Laurel A. Copeland, Mary E. Kamp, and Sylvia W. Lang. "Twelfth Grade Follow-up of the Effectiveness of a Middle School-Based Substance Abuse Prevention Program." Journal of Drug Education 28, no. 3 (September 1998): 185–97. http://dx.doi.org/10.2190/ptv0-lrr9-8xgu-g120.

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A twelfth-grade follow-up afforded the opportunity to assess the long-term effects of substance abuse prevention delivered in sixth and seventh grades. A social pressures resistance skills curriculum implemented by classroom teachers had been evaluated with short-term positive results previously reported. Students completed self-administered questionnaires at sixth grade pre- and posttests, and at seventh and twelfth-grade posttests. Curriculum group students received lessons on alcohol, tobacco (cigarettes and smokeless), marijuana, and cocaine, which were later incorporated into the Michigan Model for Comprehensive School Health Education. This evaluation used data from 262 students who completed all four questionnaires and who received the complete two-year intervention or no intervention. Repeated measures analyses of variance demonstrated that significant effects evident at seventh grade for alcohol use and misuse, as well as cigarette, cocaine, and other drug use were generally not maintained through twelfth grade. Ongoing reinforcement of effective prevention is recommended.
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Chen, Ted T. L., and Alvin E. Winder. "When is the Critical Moment to Provide Smoking Education at Schools?" Journal of Drug Education 16, no. 2 (June 1986): 121–33. http://dx.doi.org/10.2190/9adf-32t2-u81w-m1pm.

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When is the critical moment to provide smoking education for public school students? This study is designed to address this problem. Five hundred and twelve students, sixth, ninth, and twelfth graders in the Northampton, Massachusetts school system were studied. Their responses to a sixty-two item questionnaire revealed that sixth grade is the optimal time to provide education for smoking prevention. Sixth graders are characterized by a relative absence of peer pressure, a relative lack of knowledge of the effects of smoking, unfamiliarity with their parents' attitudes toward smoking and evidence that many students in this grade intend to smoke within the next five years.
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Wang, Ze, Christi Bergin, and David A. Bergin. "Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory." School Psychology Quarterly 29, no. 4 (December 2014): 517–35. http://dx.doi.org/10.1037/spq0000050.

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Dreyfus, Amos, and Zvi Roth. "Twelfth-grade biology pupils' opinions on interventions of man in nature: Agreement, indifference and ambivalence." Journal of Research in Science Teaching 28, no. 1 (January 1991): 81–95. http://dx.doi.org/10.1002/tea.3660280108.

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Utami, Budi, Sulistyo Saputro, Ashadi Ashadi, Mohammad Masykuri, and Sri Widoretno. "Critical thinking skills profile of high school students in learning chemistry." International Journal of Science and Applied Science: Conference Series 1, no. 2 (August 14, 2017): 124. http://dx.doi.org/10.20961/ijsascs.v1i2.5134.

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Critical thinking skill is the priority in the goals of education. In this case, the critical thinking has the higher process, such as analyzing, synthesizing, evaluating, drawing conclusion and reflecting which enables the individual to make the reasonable assessment both in the classroom and in the daily life. This research is aimed to determine the students’ critical thinking skill in learning Chemistry at senior high school. This research used descriptive method in which the instruments were developed based on the indicators of critical thinking skill. The population of this research was 100 students of tenth, eleventh and twelfth grade from senior high schools in Surakarta which was chosen using cluster random sampling technique. The result of the research shows that the students of tenth, eleventh and twelfth grade have adequate critical thinking skills.
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Dissertations / Theses on the topic "Twelfth grade (Education) Victoria"

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O'Brien, Alise. "Perceptions of academic resilience among teachers and twelfth grade adolescent girls." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154970.

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This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students’ responses on the Locus of Control (LOC) survey were analyzed.

Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students.

Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.

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Stowers, Donald E. "The prewriting processes of four twelfth grade students." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/49899.

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Little research has been done which shows what the prewriting strategies of students are and what the usefulness of prewriting models are in the production of drafts. These case studies were designed to describe the prewriting strategies of four twelfth grade, advanced placement English students as they composed through three impromptu writing session, beginning with the time they received a prompt and directions to begin until they felt they had completed an essay. Each of three composing aloud sessions was used to draw a writing protocol, from which data were coded in five seconds intervals. Two basic sections were coded: strategies, the means students used to recall cognitively stored data (e.g., making associations, asking questions); and acts, anything physical the students did (e.g., transcribing, commenting). The first composing aloud session was used to draw data from which the students’ intact, acquired strategies could be determined. Given a one-word prompt, the students were asked to use as much time prewriting as they wished and to write an essay. The students were given prewriting models, Rohman’s meditation and Larson’s questioning strategy, for the next two impromptu writing sessions. They were asked to write an essay after having used the models. The students recounted their writing histories in the final session. Findings indicated that these students used l either an associational (the prompts were associated with single word nouns and phrases) or an analytical, (the question "What is it?" guided their search) strategy when they revealed their intact, acquired strategies. Prewriting served as a time for the students to develop a thesis sentence; when that task was completed, they began their essays. Rohman’s was perceived as too restrictive and limiting, while Larson’s was completely rejected.
Ed. D.
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Hornbeck, Dustin Dwight. "OUTSOURCING THE TWELFTH-GRADE YEAR OF HIGH SCHOOL: A CASE STUDY." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552052341625115.

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Price, Danielle Nicole. "Spatial Cognition among Montana Eleventh and Twelfth Grade Agricultural Education Students." Thesis, Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/price/PriceD04.pdf.

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The purpose of this study was to determine high school student's spatial cognition abilities to identify features and attributes in agriculture production images, projected in two-dimension (2D) or three-dimension (3D). The effects of selected demographics on spatial cognition were examined. The population consisted of 101 high school students from selected secondary agricultural education programs during the Fall Semester of 2003. Criteria for participation were that the class size be 10-15 students enrolled in 11th or 12th grade. The agricultural classes were randomly assigned as either participating in the 2D or 3D study. When viewing 2D and 3D images of production agriculture students were able to correctly identify features and attributes about 50 percent of the time. Based on the 17 multiple-choice questions of the 23 questions used, there was no significant difference in students' spatial cognitive abilities when viewing 2D and 3D production agriculture images. When viewing production agriculture images in 3D, containing features and attributes relative to elevation, spatial cognition was enhanced. Age, grade level, semesters enrolled in agricultural education, gender, place of residence and prior GIS experience did not enhance spatial cognition.
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Bryan, Jenelle Sue. "Environmental science curriculum for eleventh through twelfth grade classes." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1508.

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Philpot, Helen. "A Curriculum Guide for Integrating Literary Theory into Twelfth Grade Florida english Language Arts." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1186.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
English Language Arts Education
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Barcinas, Jeff D. T. "Comparison of attributes of rural and urban secondary schools and twelfth grade students in Ohio /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114112414.

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Odell, Kerry S. "The Educational and Occupational Aspirations and Expectations of Rural Ohio Tenth- and Twelfth-Grade Students." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1222692061.

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Walther, Jon Louis. "The effects of word processing and two common instructional methods on the essay revisions of twelfth grade students." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3477.

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Statement of the problem. The purpose of this study was to investigate the interaction between two common instructional methods--the use of editing questions and the use of models--and word processing in the revisions of twelfth-grade students. This study addressed the following questions: Will students' revisions of analytical essays be significantly affected by the used of word processing? Will students' revisions be significantly affected by the use of editing questions or writing models? And will there be a significant interaction between instructional method and computer use? Methods. A sample of 33 twelfth-grade students wrote four essays under four different conditions: word processing with model essays, word processing with editing questions, non-word processing with model essays, and non-word processing with editing questions. The resulting rough and final drafts were scored holistically, according to idea/example count, and according to error count. A statistical analysis of the differences between rough draft scores and final draft scores was then conducted using ANOVA and $t$-scores. Results. Holistic scores and idea/example counts for the final drafts were significantly greater than those for corresponding rough drafts, but there was no significant decrease in error/example counts. The study did not demonstrate a significant difference in changes in the three scores between rough and final drafts among the four conditions. The study did demonstrate a significantly higher idea/example count and error count for the final drafts of essays written with word processing. Conclusions. The study indicates that the use of word processing does affect the student's composition process but will not necessarily improve the quality of the student's writing or the quality of student revisions.
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Fithian, Sue. "An administrators guide for the implementation of kindergarten through twelfth grade science fairs." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/435.

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Books on the topic "Twelfth grade (Education) Victoria"

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Florida. Office of Program Policy Analysis and Government Accountability. Justification review, Kindergarten through Twelfth Grade Public Education Program. [Tallahassee, Fla.]: The Office, 2001.

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The tertiary college: Assuring our future. Milton Keynes [Buckinghamshire]: Open University Press, 1987.

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Steinhaus, Kurt A. New Mexico Education Technology Planning Committee's report of educational technology: Kindergarten through twelfth grade. Santa Fe, N.M: New Mexico State Dept. of Education, 1991.

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Michael, Planty, and Bozick Robert, eds. A profile of the American high school senior in 2004: A first look : initial results from the first follow-up of the education longitudinal study of 2002 (ELS:2002). Washington, D.C.] (1990 K Street, NW, Washington): National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2005.

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Takahira, Sayuri. Pursuing excellence: A study of U.S. twelfth-grade mathematics and science achievement in international context. Washington, D.C: National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1998.

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MacKinnon, Chris. Preparation and expectations: A survey of Island grade 12 students, 2001. Charlottetown: PEI Dept. of Education, 2002.

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Green, Patricia J. Trends among high school seniors, 1972-1992. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Green, Patricia J. Trends among high school seniors, 1972-1992: National Educational Longitudinal Study of 1988. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1995.

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L, Dugoni Bernard, Ingels Steven J, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Trends among high school seniors, 1972-1992. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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Bibby, Neil. Curricular discontinuity: A study of the transition in mathematics from sixth form to university. [Brighton]: University of Sussex Education Area, 1985.

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Book chapters on the topic "Twelfth grade (Education) Victoria"

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Bofah, Emmanuel Adu-tutu, and Markku S. Hannula. "Studying the Factorial Structure of Ghanaian Twelfth-Grade Students’ Views on Mathematics." In From beliefs to dynamic affect systems in mathematics education, 355–81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06808-4_18.

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Petty, Gregory C. "The Perceived Work Ethic of K-12 Teachers by Grade Level Taught (K-6, 7-9, 10-12)." In Handbook of Research on Teaching and Learning in K-20 Education, 553–64. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch032.

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Most professional educators agree that K – 20 educators have difficult jobs. However, there has been little research conducted on whether the work ethic of teachers of the different grade levels is common to all levels of teachers. Knowledge of any differences could affect training strategies and educational practices. The science of pedagogy implies that all teaching structures and curriculum are the same for teaching children. However, this chapter shows that there are significant differences between teachers of kindergarten through sixth grade from their counterparts teaching seventh grade through twelfth grade. Specific components that are the result of a factor analysis reveal definitive work ethic constructs that differ between levels of teachers. This information could be used to develop more appropriate curriculum for teachers at all levels of teaching.
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Seamster, Christina L. "Distance Education in the K-12 Setting." In Handbook of Research on Human Development in the Digital Age, 66–86. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2838-8.ch004.

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The evolution of technology over the last century has in many ways changed how teachers teach today. From kindergarten through twelfth grade, students are now able to complete 100% of their schooling online. If novel teaching practices have been established as a result of technology advancements, tools which align with those teaching practices must be produced in order to ensure continued student success. The purpose of this chapter is two-fold; to review teacher practices in K-12 distance education today and to discuss the field of education's need for research in measuring K-12 virtual school teacher effectiveness. The chapter begins with an overview of the history of distance education, followed by an examination of virtual school teacher pedagogy, a brief review of measuring K-12 teacher performance in the traditional and virtual school settings, and a synopsis of current tools for evaluating K-12 virtual school teacher effectiveness. The chapter closes with solutions and recommendation for future research.
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"Aquatic Stewardship Education in Theory and Practice." In Aquatic Stewardship Education in Theory and Practice, edited by Anthony J. Fedler. American Fisheries Society, 2007. http://dx.doi.org/10.47886/9781888569902.ch17.

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<i>Abstract.—</i>The common notion that aquatic education programs, typically consisting of fishing skill development and aquatic ecology units, change student desire to care for and protect aquatic resources (i.e., stewardship responsibility) has been generally accepted for many years. However, in recent years, the value of aquatic education programs has increasingly been questioned primarily because there have been few attempts to test the hypothesized relationships. The objectives of this study were to determine if comprehensive fishing curricula could change student perceptions of skill competency, interest in fishing, and attitudes toward aquatic stewardship. Specifically, the relationship among change in skills and interest in fishing, and aquatic stewardship attitudes was examined. Students in fourth to twelfth grade school physical education programs with fishing units, and Hooked on Fishing – Not on Drugs programs, were the subjects of this research. Results of the study showed that as student skill level increased from “weak” to “very strong,” interest in fishing also increased. Likewise, as skill changed from “worse” to “much better,” interest in fishing increased. The relationship of skills and interest with stewardship attitudes followed this same pattern. Skill level, skill change, and interest were all positively related to stewardship attitudes. These results show clear support for the common notion that teaching fishing skills and aquatic ecology does strengthen student attitudes for protecting aquatic resources.
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Fenderson, Douglas Graham. "From In-Person to Online Teaching." In Research Anthology on Remote Teaching and Learning and the Future of Online Education, 2074–102. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7540-9.ch104.

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Restrictions from the COVID-19 pandemic forced many teachers across the United States to teach their students remotely using online teaching strategies. Analyzing teachers' perceptions and expectations of online teaching before and during the pandemic help stakeholders understand how to better handle the challenges of online learning. The literature review examines the traditional differences between teaching online and in-person courses, challenges faced when teaching online courses, and teacher perceptions of online learning. The survey method was used to collect data on the experiences of online teaching before and during the pandemic from ninth through twelfth grade teachers in a North Texas school district. The study results show that factors such as a teacher age or years of experience had less influence determining if they were prepared for online teaching. Rather, factors like a teacher school campus, prior experience, and access to support structures correlated more to teachers having a high level of preparedness for online teaching.
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Conference papers on the topic "Twelfth grade (Education) Victoria"

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De Vega, Nofvia, and Nanda Respati. "Scientific Approach in Teaching English Language at Twelfth-Grade Students." In Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296298.

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Jukk, Hannes, Tiina Kraav, Kaja Oras, Kerli Orav-Puurand, and Sirje Pihlap. "TWELFTH GRADE STUDENTS’ VIEWS ON DISTANCE MATHEMATICS EDUCATION DURING THE PANDEMIC: THE CASE OF ESTONIA." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1716.

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Radkova, Iva, and Kornelia Naydenova. "LONGITUDINALLY RESEARCH ON THE PHYSICAL FITNESS OF 10-14 YEARS OLD FEMALE PUPILS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/126.

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ABSTRACT Physical education is focused on the development of the essential qualities of pupils which is at the base of the learning process in Physical Education. This process requires the observation of changes within the limit of boundaries and other qualities, which is one of the main testimonials of a teacher. Another possibility is that allows observation in the changes of the essential qualities and provides improvements and updating the approach and methods of developing the above-mentioned qualities. In this process, we set a goal for the current research which follows the changes that apply to the essential qualities as a main point of physical education on 10-14 years old pupils for a four-year period. In order to achieve those goals, here are the following steps that needs to be considered: 1. Issue research in literature resources. 2. Apply a sport pedagogy tests. 3. Analise and interpretation of the test results. We have tested a group of pupils based on the system for assessing the physical fitness for students from first grade to twelfth grade on Miladinov and colleagues. This test took place in the following years 2018/19 and 2021/22. The collected results were processed via SPSS software v.19. The data analysis was based on a variety of comparing analyses. The result of the above-mentioned research shows some changes within the five essential qualities among pupils of the same age. Based on the research, we were able to establish some recommendations to improve the methods of developing essential qualities of pupils’ same age.
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