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Artículos de revistas sobre el tema "Higher Secondary"

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Publicado: 18 de mayo de 2024

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1

P.Pachaiyappan, P. Pachaiyappan y Dr D. Ushalaya Raj Dr. D.Ushalaya Raj. "Mental Health of Secondary and Higher Secondary School Teachers - An Analysis". International Journal of Scientific Research 3, n.º 2 (1 de junio de 2012): 117–19. http://dx.doi.org/10.15373/22778179/feb2014/37.

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2

Dr. M. Soundararajan, Dr M. Soundararajan. "Science Interest of Higher Secondary School Students". Indian Journal of Applied Research 3, n.º 7 (1 de octubre de 2011): 172–73. http://dx.doi.org/10.15373/2249555x/july2013/51.

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P. Sekar, P. Sekar y Dr S. Mani Dr. S. Mani. "Science Attitude of Higher Secondary Biology Students". Indian Journal of Applied Research 3, n.º 9 (1 de octubre de 2011): 178–79. http://dx.doi.org/10.15373/2249555x/sept2013/56.

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4

P. THAMILSELVI, P. THAMILSELVI y Dr P. SEKAR Dr. P. SEKAR. "Classroom Climate At The Higher Secondary Stage". Global Journal For Research Analysis 3, n.º 6 (15 de junio de 2012): 56–58. http://dx.doi.org/10.15373/22778160/june2014/20.

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5

P., Dr Senthamizh Pavai. "Decision Making Style of Higher Secondary School Teachers". International Journal of Psychosocial Rehabilitation 24, n.º 5 (31 de marzo de 2020): 1959–63. http://dx.doi.org/10.37200/ijpr/v24i5/pr201872.

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6

S, Sermathangam y Deepa Dr.H. "A Study on Sociability of Higher Secondary Students". International Journal of Psychosocial Rehabilitation 24, n.º 02 (12 de febrero de 2020): 1473–77. http://dx.doi.org/10.37200/ijpr/v24i2/pr200448.

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7

Dr.S.Jaikumar, Dr S. Jaikumar. "Long-Term Memory of Higher Secondary School Students". International Journal of Scientific Research 2, n.º 7 (1 de junio de 2012): 129–30. http://dx.doi.org/10.15373/22778179/july2013/44.

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8

Sasikala, J. E. Merlin y T. Ravi Chandran. "Awareness of Consumer Education among Higher Secondary School Students". Indian Journal of Applied Research 3, n.º 8 (1 de octubre de 2011): 161–62. http://dx.doi.org/10.15373/2249555x/aug2013/53.

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9

P.Pachaiyappan, P. Pachaiyappan. "Study Habits of Higher Secondary Biology Students - An Analysis". Indian Journal of Applied Research 4, n.º 6 (1 de octubre de 2011): 166–68. http://dx.doi.org/10.15373/2249555x/june2014/52.

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10

Venkataraman S et al.,, Venkataraman S. et al ,. "Mental Depression of Higher Secondary Students". International Journal of Environment, Ecology, Family and Urban Studies 8-3 (2018): 51–60. http://dx.doi.org/10.24247/ijeefusjun20185.

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11

Litwin, Jeffrey M. "The secondary markets of higher education". Higher Education Management and Policy 21, n.º 3 (23 de noviembre de 2009): 1–18. http://dx.doi.org/10.1787/hemp-21-5ksb3fn6x1lt.

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12

Kanimozhi, P. y P. Ganesan. "QUANTITATIVE APTITUDE AMONG HIGHER SECONDARY STUDENTS". International Journal of Research -GRANTHAALAYAH 5, n.º 5(SE) (31 de mayo de 2017): 93–97. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1977.

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The present study is a survey in nature to find out quantitative aptitude among higher secondary students in Madurai District. The investigator in order to find out quantitative aptitude among higher secondary students developed and validated a tool for the study. The investigator followed stratified random sampling method for the study. Data were collected from the sample. The data were given appropriate statistical treatments. The findings of the study reveal that the majority of higher secondary students (54.22%) are at average level of quantitative aptitude. In differential analysis, there is significant difference in level of quantitative aptitude among higher secondary students in terms of sex. The male students are having more level of quantitative aptitude compared to their counterparts. But there seems to be no significant difference in quantitative aptitude among higher secondary students in terms of locality.
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13

Kanimozhi, P. y P. Ganesan. "REASONING ABILITY AMONG HIGHER SECONDARY STUDENTS". International Journal of Research -GRANTHAALAYAH 5, n.º 6 (30 de junio de 2017): 471–75. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2058.

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The present study is a survey in nature to find out reasoning ability among higher secondary students in Madurai District. The investigator in order to find out reasoning ability among higher secondary students developed and validated a tool for the study. The tool is of a multiple choice type consisting of 50 items. The investigator selected a stratified random sample of 303 higher secondary students for the study. Data were collected from the sample. The data were given appropriate statistical treatments. The findings revealed that among higher secondary students 61.38 % of them are poor in reasoning ability, 21.45 % of them are average in reasoning ability, 16.5% of students are very poor in reasoning ability and only 0.66 % of students are good in reasoning ability. There exists a positive correlation between mathematical achievement and reasoning ability. There is no significant difference in reasoning ability among higher secondary students in terms of gender. It can be interpreted that both male and female students are uniform in reasoning ability.
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14

Venkataraman S et al.,, Venkataraman S. et al ,. "Mental Depression of Higher Secondary Students". International Journal of Environment, Ecology, Family and Urban Studies 8-3 (2018): 51–60. http://dx.doi.org/10.24247/ijeefusjun20185.

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15

M, Nandhini y Subramanian A. "Hemisphericity of Higher Secondary School Students". International Research Journal on Advanced Science Hub 3, Special Issue 9S (20 de septiembre de 2021): 19–22. http://dx.doi.org/10.47392/irjash.2021.243.

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16

Ruf, Bernhard. "Higher Singularities and Forced Secondary Bifurcation". SIAM Journal on Mathematical Analysis 26, n.º 5 (septiembre de 1995): 1342–60. http://dx.doi.org/10.1137/s0036141093243848.

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17

Hatchell, Helen. "Girls' Entry into Higher Secondary Sciences". Gender and Education 10, n.º 4 (diciembre de 1998): 375–86. http://dx.doi.org/10.1080/09540259820817.

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18

Shejwal, B. R. y Joy Purayidathil. "Television Viewing of Higher Secondary Students". Psychology and Developing Societies 18, n.º 2 (noviembre de 2006): 201–13. http://dx.doi.org/10.1177/097133360601800203.

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19

Corrigan-Salter, Bruce R. y Mihai D. Staic. "Higher-order and secondary Hochschild cohomology". Comptes Rendus Mathematique 354, n.º 11 (noviembre de 2016): 1049–54. http://dx.doi.org/10.1016/j.crma.2016.10.013.

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20

Pachaiyappan, P. y Dr (Mrs) D. Ushalaya Raj. "Evaluating the Teacher Effectiveness of Secondary and Higher Secondary School Teachers". IOSR Journal of Research & Method in Education (IOSRJRME) 4, n.º 1 (2014): 52–56. http://dx.doi.org/10.9790/7388-04155256.

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21

Mandal, Priyanka. "Factors of Academic Stress among Secondary and Higher Secondary School Students". International Journal of Advance Research and Innovation 9, n.º 3 (2021): 29–32. http://dx.doi.org/10.51976/ijari.932105.

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Nowadays stress is a common problem in our modern life. It has become a part of student’s academic life due to the various internal and external expectations placed upon their shoulders. So the study was aimed to identify those factor of stress which affect on academic life of secondary and higher secondary school students. A qualitative method was used in gathering and analysing data. So a survey questionnaire was prepared for the study and used to assess the various factor of academic stress. The questionnaire consisted of 20 statements which explain the factors of academic stress among different level of school students. The obtained results showed that many factors were responsible for academic stress. The findings from this study could be useful for future research on examining the factors of academic stress and might help counselors working with school students to create the counseling programs.
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22

Manickam, VA. "Comparative Study of Posture Deviation on C.B.S.E Higher Secondary School Boys and Government Higher Secondary School Boys". Shanlax International Journal of Arts, Science and Humanities 10, S1 (14 de septiembre de 2022): 148–51. http://dx.doi.org/10.34293/sijash.v10is1.5227.

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The purpose of the study was to analyze the postural deviation among the CBSE Higher Secondary School Boys and Government Higher Secondary School Boys. For the purpose of the study, a total of 200 higher secondary school boys randomly were selected from the CBSE Higher Secondary Schools and Government Higher Secondary School in Sivagangai District, Tamilnadu, India. The age of the selected subjects were ranged from 15 to 17 years. The subject belonged to different areas of Sivagangai districts. Before rating the postural deformities the investigator had briefly explained about test items to the subjects, the purpose of the study and their role, the subjects were motivated to give relevant personal data and co-operate to take the necessary postural deformities rating test. The test for the study was New York Posture Rating Test Prior to the administration of tests the investigator assembled the subjects and briefed them about the purpose of the tests and the testing procedure. New York State Physical Fitness Test manual includes a posture assessment method. This test contains a series of profile illustrating 13 posture areas. For each area 3 profiles are provided for good, fair and poor posture. These are scored 5, 3 and 1 respectively. The data collected from the groups on the selected variables were statically examined to find out whether there was any significant difference between CBSE Higher Secondary School Boys and Government Higher Secondary School Boys, ‘t’ ratio was employed. The level of significance was fixed at 0.05 level of confidence. On the basis of result and within the limitation of present study the following conclusion were derived from this study. It is concluded that there is significant difference on postural deformities between the two groups the result revealed that the Government school students was better than the C.B.S.E School Students
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23

G. Arumugasamy, G. Arumugasamy y R. Sam Renu R. Sam Renu. "Job Satisfaction of Higher Secondary School Teachers in Kanyakumari District". Indian Journal of Applied Research 3, n.º 2 (1 de octubre de 2011): 187–89. http://dx.doi.org/10.15373/2249555x/feb2013/65.

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24

Geetharani, Ms R. y Mr K. Somasundaram. "A Study on Environmental Responsibilities among Higher Secondary School Students". International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (30 de junio de 2018): 2167–76. http://dx.doi.org/10.31142/ijtsrd14197.

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25

P. SEKAR, P. SEKAR y Dr S. MANI Dr. S. MANI. "Influence of Gender on Parental Encouragement of Higher Secondary Students". International Journal of Scientific Research 2, n.º 9 (1 de junio de 2012): 114–15. http://dx.doi.org/10.15373/22778179/sep2013/43.

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26

Dr.M.SUGANTHI, Dr M. SUGANTHI. "Parent Child Interaction and Academic Achievement of Higher Secondary Students". Indian Journal of Applied Research 3, n.º 11 (1 de octubre de 2011): 1–3. http://dx.doi.org/10.15373/2249555x/nov2013/179.

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27

Munmun, Shaila Kajol. "Peace Education in the Higher Secondary Level Curriculum of Bangladesh". International Journal of Research Publication and Reviews 4, n.º 8 (agosto de 2023): 1668–72. http://dx.doi.org/10.55248/gengpi.4.823.50974.

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28

Dobronogova, Anna y Mikhail Cherednichenko. "Secondary metabolism of higher plants in bioontologies". Proceedings of the Kuban State Agrarian University 1, n.º 66 (2017): 94–97. http://dx.doi.org/10.21515/1999-1703-66-94-97.

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29

Galashin, Pavel, Alexander Postnikov y Lauren Williams. "Higher secondary polytopes and regular plabic graphs". Advances in Mathematics 407 (octubre de 2022): 108549. http://dx.doi.org/10.1016/j.aim.2022.108549.

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30

McCrossan, Rosalie E. "Heinemann Higher Mathematics, Scottish Secondary Mathematics Group". Mathematical Gazette 82, n.º 495 (noviembre de 1998): 524. http://dx.doi.org/10.2307/3619920.

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31

A.S. Arul, Lawrence. "General Well-Being of Higher Secondary Students". i-manager’s Journal on Educational Psychology 10, n.º 3 (2017): 20. http://dx.doi.org/10.26634/jpsy.10.3.10380.

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32

Spiteller, Peter y Bernhard Reck. "Synthesis of Secondary Metabolites from Higher Fungi". Synthesis 47, n.º 19 (9 de septiembre de 2015): 2885–911. http://dx.doi.org/10.1055/s-0034-1378774.

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33

Seidel, P. M., L. D. McFearin y D. W. Matula. "Secondary radix recodings for higher radix multipliers". IEEE Transactions on Computers 54, n.º 2 (febrero de 2005): 111–23. http://dx.doi.org/10.1109/tc.2005.32.

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34

Croft, Sally. "Secondary Education: English school sets Higher standards". Physics World 5, n.º 5 (mayo de 1992): 11. http://dx.doi.org/10.1088/2058-7058/5/5/12.

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35

Rozantsev, G. M. y E. N. Shved. "Problems of higher and secondary school interaction". Russian Journal of General Chemistry 83, n.º 6 (junio de 2013): 1252–56. http://dx.doi.org/10.1134/s1070363213060443.

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36

Harangus, Katalin y Zoltán Kátai. "Computational Thinking in Secondary and Higher Education". Procedia Manufacturing 46 (2020): 615–22. http://dx.doi.org/10.1016/j.promfg.2020.03.088.

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37

PLATONOVA, Raisa Ivanovna, Anastasia Egorovna NIKITINA y Marianna Maratovna OLESOVA. "EDUCATIONAL STRATEGY OF APPLICANTS: HIGHER OR SECONDARY?" Azimuth of Scientific Research: Pedagogy and Psychology 11, n.º 2 (2022): 25–30. http://dx.doi.org/10.57145/27128474_2022_11_02_05.

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38

Mitscher, Lester A., Hanumaiah Telikepalli, Polly B. B. Wang, Simon Kuo, Delbert M. Shankel y George Stewart. "Antimutagenicity of secondary metabolites from higher plants". Mutation Research/Fundamental and Molecular Mechanisms of Mutagenesis 267, n.º 2 (junio de 1992): 229–41. http://dx.doi.org/10.1016/0027-5107(92)90067-c.

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39

Joshi, A. W. y Vijayshri. "Two-dimensional collision –at higher secondary level". Resonance 11, n.º 3 (marzo de 2006): 69–79. http://dx.doi.org/10.1007/bf02835969.

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40

Gautam, Keshab. "Career Planning of Higher Secondary School Students". AJOIS: Academic Journal of Interdisciplinary Studies 1, n.º 1 (21 de febrero de 2024): 85–98. http://dx.doi.org/10.3126/ajois.v1i1.62944.

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The research aimed to assess the career planning of higher secondary students. The main focus of the study is concerned with career planning and management of 10 + 2 students under HSEB. Only the respondents are the 10 + 2 students studying in Kathmandu Valley. The survey design adopted by this study appeared to be a successful research attempt. Findings showed similarities of responses among different groups therefore, the findings of the study could be generalized among the respondents. The research revealed that a career is the pattern of job related experiences gained during ones working life. Career planning itself is changing rapidly to respond to dynamic world economy. Career planning is career building in which the emphasis is to help people become healthy, self-reliant citizens able to cope with constant change in rapidly changing labour market and maintain balance between work and life roles.
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41

Rind, Irfan Ahmed y Awais Malik. "The examination trends at the secondary and higher secondary level in Pakistan". Social Sciences & Humanities Open 1, n.º 1 (2019): 100002. http://dx.doi.org/10.1016/j.ssaho.2019.100002.

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42

Gayathiri, Mrs N. y Mr K. Somasundaram. "A Study of Teachers Role for Higher Secondary Students Psychological Problems". International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (30 de junio de 2018): 2186–94. http://dx.doi.org/10.31142/ijtsrd14423.

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43

J.P.Vandhana, J. P. Vandhana y Dr P. Nagaraj Dr.P.Nagaraj. "Effectiveness of Metacognitive Strategies Through Reading Comprehension of Higher Secondary Students". International Journal of Scientific Research 1, n.º 7 (1 de junio de 2012): 94–95. http://dx.doi.org/10.15373/22778179/dec2012/37.

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44

Bobby Binjha, Praveen. "Students’ Awareness of Human Rights Education at Higher Secondary School level". International Journal of Social Science And Human Research 05, n.º 10 (27 de octubre de 2022): 4746–49. http://dx.doi.org/10.47191/ijsshr/v5-i10-46.

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Human rights education is an integral part of the right to education. The concept of human rights is about knowledge of rights and freedom with respect for the right of all. Education is also a right of every single individual and it is a necessary tool to empower, and develop skills and attitudes, to promote equality, dignity, and respect for all. Human rights education provides a fair understanding of the structure of injustice on the basis of cultural, economical, and social discrimination at various levels of caste, gender, etc. Possibly the knowledge of own rights enhances the sense of self and respect for all. The purpose of this paper is to evaluate the levels of awareness of these rights amongst students of higher secondary school levels. The study followed the descriptive survey design method and stratified random sampling techniques were adopted to select the sample. A self-developed awareness scale and focus group discussion were used to collect data. The data were analyzed by using simple percentile and content analysis. The findings of the study indicated that many of the students are aware of fundamental human rights while limited awareness about the right to education as a human right and its provisions. The study recommended that programs should be organized to create awareness of human rights education and the role of various organizations in the protection of the right of a human. Because human rights education could create opportunities to raise critical questions on the violation of rights related to a child, education, injustice, etc.
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45

Bhattacharjee, Nipa. "Developing Speaking Skill at Secondary and Higher Secondary Levels: Problems and Few Recommendations". Stamford Journal of English 4 (27 de enero de 2013): 15–29. http://dx.doi.org/10.3329/sje.v4i0.13487.

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46

Ghosh, Bishwarup y Goutam Panigrahi. "Identifying the Factors Affecting Performance of Secondary and Higher Secondary Schools in India". Journal of Engineering and Applied Sciences 14, n.º 1 (10 de diciembre de 2019): 68–75. http://dx.doi.org/10.36478/jeasci.2019.68.75.

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47

Hasan, Najmul, Md Mahfuz Ashraf, ABM Abdullah y Md Wahid Murad. "Introducing mobile internet as a learning assistant for secondary and higher secondary students". Journal of Developing Areas 50, n.º 5 (2016): 41–55. http://dx.doi.org/10.1353/jda.2016.0061.

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48

Chawla, Kiran Pal Singh y Archana Agrawal. "Academic Stress on Higher Secondary Students: A Review". RESEARCH REVIEW International Journal of Multidisciplinary 6, n.º 1 (17 de enero de 2021): 79–83. http://dx.doi.org/10.31305/rrijm.2021.v06.i01.017.

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Manoharan, C. y S. Birundha. "Attitude of Higher Secondary Students to Flipped Classroom". Shanlax International Journal of Education 8, n.º 1 (1 de diciembre de 2019): 43–47. http://dx.doi.org/10.34293/education.v8i1.1252.

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Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. “Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.”Four Pillars of Flipped Learning Flipped Learning Consists Of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-PFlexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers’ recording the lesson and students’ watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction.” That means that there is much more use of technology for Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroomInstructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.
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50

Novikova, Lyudmila A. y Lyudmila K. Ushakova. "FEATURES OF SECONDARY AND HIGHER EDUCATION IN CHINA". Historical and social-educational ideas 9, n.º 5/1 (1 de enero de 2017): 224–30. http://dx.doi.org/10.17748/2075-9908-2017-9-5/1-224-230.

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