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1
Dashlooty, Ashraf. "Sexual coercion among year 11 and year 12 high school students". University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0079.
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Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,
2
Orrick, Anne M. "Factors associated with affective distress in year 11 and 12 students /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18449.pdf.
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3
Brocklebank, R. J., i n/a. "The ACT year 12 certificate : a student based review". University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060613.133106.
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The aim of this Field Study is to establish the
extent to which Year 12 students understand and appreciate
the ACT College System of senior secondary and the
information which appears on the ACT Year 12 Certificate.
In order to provide the reader with a basis for
understanding what happens over the final two years of
secondary education in the ACT the author has established
the historical context that gave rise to the establishment
of the Secondary Colleges in the ACT. This brief history
outlines the causes and reasons which led to separation
from the NSW state system of education and the decision
to develop a different approach to the provision of
education for students in Year 11 and 12.
To provide an idea of how the system works a description
of what makes up the College System is provided.
This includes an explanation of how the colleges relate
to the high schools, their curriculum, the accreditation
of courses, assessment and certification. The role of
the ACT Schools Accrediting Agency is explained in the
way it underpins the credibility of the system and of
how it carries the responsibility for the final generation
of the ACT Year 12 Certificate.
While this study looks at the system some seven
years after it began, earlier evaluations had taken place
which examined matters linked with the ACT Year 12
Certificate. In writing this report the author reviews
two important assessments of the system, one of the
role of the ACT Schools Accrediting Agency and the other
concerned with the success of the Colleges as educational
institutions from a student viewpoint. The author also
attempts to compare the changes which came with the ACT
College System with recent developments and current
thinking about senior secondary education in other Australian
states.
The major part of the Field Study was a survey of
a sample of Year 12 students at the end of 1983 to
establish the extent to which they understood the aspects
of the system they had been a part of for two years. The
data and findings of this survey are presented.
The report concludes with an outline of the most
recent changes, developments and reactions which in some
way affect the system. At the end of the conclusion,
the author presents a list of recommendations aimed at
overcoming some of the problems pin-pointed in the report.
4
Soustal, F. G., i n/a. "College course selections years 11 and 12 : students' aspirations and ultimate career choice". University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061108.172700.
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This field study aims to identify and examine the consequences and
influences of course selections and career choices made by students,
their parents and college staff. Because of a lack of information
regarding the implications of their selected programmes of study,
many students choose unwisely and as a result, have become confused
about the relevance of their choices in relation to the achievement
of their ultimate career aspirations. To achieve the aims of this
study, an analysis of the course selections and career choices of the
Year 12 graduates of 1983 from Copland College was completed.
This field study is divided into three main sections. The first
section comprises Chapters I and II which outline the historical
development of secondary colleges within the Australian Capital
Territory. The author briefly discusses the influence of both the
Hughes and the Campbell Reports and illustrates how these Reports
were used as the basis for the establishment of the educational
structure we now have for our senior secondary college students in
Canberra. In addition, this section details the historical background
of careers education within the Australian Capital Territory
and the influences this has had on the status of career education
at Copland College.
The second section covers Chapters III, IV and V. In this section
the function of the Student Services Faculty within Copland College
is discussed and also a brief explanation given of the type of
information gathered by college and administrative staff for career
and course advice. The author provides a description of the procedures
II
used to obtain and collate the information collected for this field
study. A questionnaire method of data collection was the basis used
to examine the post-collegiate activities of over 240 graduate
students of 1983, and part of the questionnaire relates specifically
to the destinations of these ex-students.
Finally, the third section incorporates Chapters VI and VII. It
details the results of my research covered in earlier chapters and
at the same time, synthesizes that of other educationalists as
it relates to this field study. The concluding portion of this
section sets out recommendations proposed to meet the problems
identified in such areas as student course selections and careers
advice.
5
Paynter, Christine, i n/a. "A profile of the away from home Year 12 college student in the A.C.T". University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.
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Questionnaires were administered to 118 Secondary College students in the A.C.T. to
obtain quantitative data about the students' self perception, about their friendship
groups, their relationships with the other members of their family, their attitudes to
their education and their employment experiences and expectations. The data also
identified away from home students and at home students. The data obtained from these
two student groups was analysed. The away from home group of students were then
interviewed individually and qualitative data analysed for recurring themes and a
profile of the away from home Year 12 student emerged. The away from home
students in this A.C.T. study had been through periods of unstable accommodation,
poverty, family distress, leaving school or changing schools and had made a conscious
decision to complete their Year 12 Certificate to improve their employment
opportunities. As a result of this study predictive indicators for an away from home
student were generated. Following these findings an understanding of the specific issues
and needs of away from home students can be encouraged among student welfare
groups, parents and other educational/ welfare bodies. This in turn should assist the
student achieve his or her educational outcomes and academic success.
6
Stockwell, Melinda Elisabeth. "Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A". Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59726.
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This case study investigated whether the implementation of a more comprehensive approach to formative assessment made a difference to students’ summative assessment outcomes. This study identified that the adoption of a more comprehensive model of formative assessment not only increased levels of student engagement and built a more positive classroom culture, but also improved summative assessment grades in Mathematics A for most, if not all, students. The influence of the teacher proved to be significant.
7
Lavery, Shane, i res cand@acu edu au. "Why Bother to be a Student Leader? An Exploration of the school experiences and self-perceptions of Year 12 students in three Catholic schools". Australian Catholic University. School of Educational Leadership, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp35.29082005.
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The focus of this research was Year 12 student leadership in three Catholic schools. Pivotal to the thesis were the leadership experiences and self-perceptions of the schools’ Year 12 students. Two theoretical propositions underscored the study: all Year 12 students are called to some form of leadership within their school; and schools should strive to build a leadership culture inclusive of all Year 12 students. The review of the literature drew attention to three themes which formed the conceptual framework underpinning the research, namely organisational leadership, Christian leadership and its meaning for the Catholic School, and student leadership. In the light of the review it seemed appropriate that the conduct of the study should be predominantly qualitative, interpretive, and planned around collective case study. For each of the three case study schools, data collection took the form of a document search, an interview with a key informant staff member, a Year 12 student survey questionnaire utilising both qualitative and quantitative questions, and two Year 12 student focus group interviews. The “general analytic strategy” (Yin, 1994, p. 30) employed in this research was to follow the theoretical propositions underlying this study which, in turn, reflected a set of seven research questions. Findings from the study indicated that there was a strong belief among senior students from the three schools that every Year 12 student should have the opportunity to participate in leadership. Furthermore, students saw leadership as entailing duty, a sense of service, as well as involvement with younger students. Students also highlighted a range of benefits associated with leadership participation, as well as certain pressures, notably the need to balance study commitments with leadership responsibilities, and the demands of having to be a role model “all the time”.
8
Holly, Christina R. "An investigation of the factors that influence the career aspirations of Year 12 science students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1549.
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What has become apparent in recent years is the lack of upper secondary students choosing science related subjects in their final years of schooling. Even of those students who choose science subjects to study in Years 11 and 12 in Australia, many tend to choose non-science pathways for tertiary education options (department of Education, Science and Training, 2003). This is worrying trend, given the numbers of science professionals and teachers required in the new age of technology. By investigating a sample of Western Australian Year 12 students that study any science related subjects, it is expected that there may be some underlying factors that can be identified that play important roles in their career aspirations. Previous research suggests that these factors will most likely be a combination of social, environmental and individual influences. Science learning experiences, albeit positive or negative, also most certainly determine an individual’s interest in science. It is important to understand why science is failing to capture the interest of our best students, who potentially could contribute intellectually to the future of Australian science. A sample of five secondary metropolitan schools was involved in the collection of data. Using a qualitative case study research method, Year 12 science students, aged 16 to 17 years, were surveyed on aspects of career aspirations and experiences in science. Focus groups from each school participated in a narrative inquiry with the author to further probe their thoughts about career choices in relation to science learning experiences. Staff involved in helping students with their career decisions such as Career Advisors, Year 12 Coordinators and science teachers were also interviewed. In summary, it can be noted, that whilst many of our Year 12 science students are reported high levels of enjoyment of science, there is significant room for improvement. Teachers are seen as a vital link in fostering students’ enjoyment of science, and need to be able to teach science in a relevant fashion, enabling students to understand and to be able to explain the concepts of science. Teachers also have an important role to play by identifying the range of careers that scientific knowledge will support. The study found that personal interest and academic ability are significant factors that influence the career aspirations of Year 12 students, it must also be acknowledged that parental influences also have a large influence on career aspirations of Year 12 students, as well as a range of other factors that will be discussed in the body of this research. The choices of university versus TAFE continue to be an issue, with the majority of students opting for university courses even when not academically able to fulfil the course requirements. Career counsellors also need to play a more active role in helping Year 12 students with decisions by being more readily accessible with relevant information, as this was one criticism of Year 12 students that participated in this research. In conclusions, it is important to note that a greater priority needs to be given to developing the quality of secondary science, and education about career pathways in science. It is very important that all students experience a science education that will make a difference in their lives whilst fostering scientific literacy. It is also important, as a society, to attract our best young minds into science as this will only endeavour to increase the competitiveness of Australian science (Goodrum, Hackling & Rennis, 2001).
9
Gorman, Mary Ann. "Experiences of 10- to 12-Year-Old Elementary Students of Instruction to Participate in IEP Meetings". Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716190.
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This research utilized an interpretive, multiple-case design to explore how fourth- and fifth-grade charter school students with high-incidence disabilities experienced instruction to participate in their annual IEP meetings and how they described their experiences of their meetings. Using student interviews, observations of the instruction and IEP meetings, review of instructional materials, and researcher-developed tools for students to self-record data, the study focused on students' perceptions of their experiences. Specifically, this research examined factors that motivated students to participate in their IEP meetings and factors that supported and impeded their participation.
A review of the literature revealed a wide gap around research on preparation of elementary students to participate in their IEP meetings. Much of the research on how best to involve students with disabilities in their educational programming has focused on student development and training in the context of transition planning, specifically with regards to self-determination skills (e.g., problem-solving, goal-setting, self-regulation). However, researchers have suggested that students in elementary grades may require adult support and monitoring, as well as contextual practice opportunities, in order to build self-efficacy in using these skills.
Results from the research are presented separately for each student and finally compared and contrasted across students. Findings were (a) students were primarily motivated to participate in their meetings out of a need to develop competence and mastery in their academic pursuits and (b) they perceived their teachers and mothers as critical supports in their efforts. Factors found to support and impede students' participation related to: accessibility of language and content, teachers' expectations for the students' participation, level of autonomy support students received, the extent to which students perceived their voices were validated, and the extent to which students' participation focused on strengths versus deficits.
The discussion provides an analysis of motivational, support, and impediment factors through a theoretical lens that integrates self-determination theory and self-efficacy theory. The discourse highlights the importance of autonomy support to enhanced student competence and ultimately to students' more active participation in their IEP meetings. Recommendations for future research, policy, and practice are provided.
10
Anyika, Janet Kelechi. "An exploratory study of a mindfulness-based, targeted intervention with 12 and 13 year-old students". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6302/.
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The evidence base for the benefits of mindfulness for children is growing and the beneficial outcomes of Mindfulness-Based Interventions (MBIs) are found in a broad range of domains. The aim of this research study was to explore and evaluate the outcomes and process of an MBI delivered in a school setting to students aged 12 and 13-years-old by a Trainee Educational Psychologist. A mixed methods approach was employed within a paradigm of pragmatism which was well suited to the complexity of phenomenon to be studied. In order to answer the research questions an intervention design was utilised in which outcomes for two groups of students were compared. Multiple of sources of data were analysed; qualitative data derived from semi-structured interviews was thematically analysed and interpreted alongside findings from a quantitative analysis of data obtained from the Child and Adolescent Mindfulness Measure and the Strength and Difficulties Questionnaire. Evidence was found for an increase in mindfulness; most students reported experiencing improved self-awareness, awareness of their environment and feelings of calm and relaxation associated with mindfulness practice. A significant difference was found between pre- and post-intervention parental total difficulties scores on the SDQ, suggesting that student’s difficulties had improved from the parent’s perspectives.
11
Pericleous, Maria. "How the activity of proving is constituted in a Cypriot classroom for 12 year old students". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10022787/.
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The aim of this study is to identify how the activity of proving is constituted in a Cypriot primary classroom for 12 year old students. Through Cultural-Historical Activity Theory (CHAT), the influence of research literature, curriculum prescriptions, the students and critically the teacher is documented. The evolution of objects, in particular the aims of the teacher, and other components in the activity systems is traced. Within the qualitative enquiry, this study employs CHAT alongside a collaborative design approach to explore the way the teacher is working with the students to foreground mathematical argumentation. The research is situated in a Cypriot primary school classroom with the researcher having the role of teacher researcher. The usual class teacher and researcher co-developed Dynamic Geometry Environment (DGE)-based tasks to be used with the children. As a result it was possible to track how the nature of the teacher’s objects changed and how contradictions emerged. Evidence from the curriculum documentation and from classroom observations was used to develop the activity systems of exploring and explaining. One important finding lies in how exploring and explaining were key sub-systems within the central activity system of proving as they provided a key pathway, which often included defining. Processes of explaining, defining and exploring appeared to create a fertile ground for the development of proving. I refer to these developments as pre-proving. However, it turns out that there are inherent contradictions within explaining and exploring that hinder the constitution of proving in the classroom. An emerging primary contradiction was apparent in the multifaceted nature of the object of both exploring and explaining to both facilitate mathematical argumentation and address a prescribed curriculum. Due to the tension between these objects, the teacher was often faced with dilemmas such as whether to open up playful activity or close it down to focus on the curriculum specifics. These led to a constant struggle in the teacher’s everyday practice. I report also on how primary contradictions led inevitably to higher-level contradictions between other components of the activity systems.
12
Liao, Daosheng. "Children's EFL Motivation: An investigation of 7-12 year old students in training schools in China". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/112.
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English training schools in China are a new EFL phenomenon and infromation about EFL for 7-12 year old students is also new. There appears to be little research done regarding their motivation to learn EFL, and this constitutes a gap in theory addressing this area. This research attempts to fill the gap by investigating the factors that affect the motivation of learners in this age group. Questionnaires wers administered to 200 students and the responses were analysed to establish the motivational factors associated with learning English in training schools in Xi'an, China.
13
Liao, Daosheng. "Children's EFL motivation an investigation of 7-12 year old students in training schools in China /". Connect to thesis, 2004. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0044.html.
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14
Muller, Karl, i n/a. "Career choice : drift, desire or decision. Factors influencing career choice of year 12 students in A.C.T. catholic schools". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061024.091105.
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Year 12 has been identified as a critical decision
point in the career decision making process for students.
Students have been found to make decisions in different
ways some having already defined goals for the future
others are doubtful and make tentative goals.
At the end of Year 12 students are faced with the task
of career decision. During the final two weeks of year 12
these students will have to make choices about their
imminent future that is whether to do tertiary
studies/seek apprenticeships look for immediate employment
or defer studies for a time and seek employment. A review of
major theories relating to career determination was
undertaken. Decision-making theories have identified twelfth
grade/age range 16 - 18 years, as being one of the critical
decision periods for an adolescent. 355 A.C.T. Year 12
students from Catholic Colleges were given a questionnaire
designed to probe students' self awareness in relation to
study habits coping abilities, as well as a description of
some of their personal qualities relating to school life,
subject interest, and career benefits derived from the
future career considered. The information gained from the
Questionnaire was reduced to a number of sets of
relationships by factor analysis. The personal factors of
subject interest, career benefits and further study
interests were examined by canonical correlation techniques
with Career Types.
Students with an interest in scientific careers
exhibited an interest in the physical science subjects.
Those with an expressed interest in a blend of science and
expressive arts career were a group of students with
creative ideas / leadership aspirations,an interest in
cultural and physical science subject, and a desire for
further- studies. Another group of year 12 students involving
more girls than boys showed an interest in a cluster of
careers with a social involvement component but a rejection
of routine activities. Students with an interest in
environmental subjects with a possession of management and
living skills looked towards careers that provided out of
doors activities involving social work and selling. There
was a positive correlation between these personal factors
and the students' choice of a career.
15
De, Souza Marian, i res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum". Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.
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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
16
de, Souza Marian. "Students' and teachers' perceptions of year 12 religious education programs in Catholic schools in Victoria: Implications for curriculum". Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/0eb9fe072316241111f36ff6158fa5df92b4546634fdc9479e5d304317b593a7/26341216/64843_De_Souza_1999_Students_and_teachers_perceptions2_1_.pdf.
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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined.;Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools.;The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
17
Hammes, Shelley. "Differences in developmental assets and alcohol and drug use of Siren students in grades 7-12 after one year". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hammess.pdf.
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18
Lavery, Shane. "Why bother to be a student leader? An exploration of the school experiences and self-perceptions of year 12 students in three Catholic schools". Thesis, Australian Catholic University, 2003. https://acuresearchbank.acu.edu.au/download/866518d1a40fc25f668da17a37f8714dd47ca63b954f25f428c2936b9b1f3736/1281843/64959_downloaded_stream_184.pdf.
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The focus of this research was Year 12 student leadership in three Catholic schools. Pivotal to the thesis were the leadership experiences and self-perceptions of the schools' Year 12 students. Two theoretical propositions underscored the study: all Year 12 students are called to some form of leadership within their school; and schools should strive to build a leadership culture inclusive of all Year 12 students. The review of the literature drew attention to three themes which formed the conceptual framework underpinning the research, namely organisational leadership, Christian leadership and its meaning for the Catholic School, and student leadership. In the light of the review it seemed appropriate that the conduct of the study should be predominantly qualitative, interpretive, and planned around collective case study. For each of the three case study schools, data collection took the form of a document search, an interview with a key informant staff member, a Year 12 student survey questionnaire utilising both qualitative and quantitative questions, and two Year 12 student focus group interviews. The 'general analytic strategy' (Yin, 1994, p. 30) employed in this research was to follow the theoretical propositions underlying this study which, in turn, reflected a set of seven research questions. Findings from the study indicated that there was a strong belief among senior students from the three schools that every Year 12 student should have the opportunity to participate in leadership. Furthermore, students saw leadership as entailing duty, a sense of service, as well as involvement with younger students. Students also highlighted a range of benefits associated with leadership participation, as well as certain pressures, notably the need to balance study commitments with leadership responsibilities, and the demands of having to be a role model 'all the time'.
19
Martens, Marloes Karina. "Krachtvoer the development, implementation, and evaluation of an educational programme for 12-14-year-old students to promote healthy eating /". [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 2005. http://arno.unimaas.nl/show.cgi?fid=6539.
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Baturo, Annette R. "Getting to know probability: A descriptive study of the cognitive processes employed by Year 12 students engaged on probability tasks". Thesis, Queensland University of Technology, 1992.
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Baturo, Annette. "Getting to know probability : a descriptive study of the cognitive processes employed by the year 12 students engaged on probability tasks". Thesis, Queensland University of Technology, 1992. https://eprints.qut.edu.au/36705/1/36705_Baturo_1992.pdf.
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This study was conducted to explore Year 12 students' cognitive functioning in the
domain of probability in an endeavour to discover what it means to know/understand the
elementary notions of probability. Previous research had indicated several issues
concerning: (1) the domain of probability, (2) students' understanding of probability, and
(3) what it means to understand a piece of curriculum.
With regard to the domain of probability, a review of the literature had revealed that
there were at least four types of probability (a priori, frequentist, subjective, forma~ that
were incorporated in research studies. However, in several of these studies, it was not
clear which type of probability was the focus of the research. This circumstance had
served to confuse rather than clarify the research findings regarding students' ability to
understand probability. By using tasks related to the elementary notions of probability,
this study focused on formal probability, that is, that type of probability which is
calculated precisely using mathematical laws.
Concerning the issue of what it means to understand a piece of curriculum, research
studies over the last decade have taken a cognitive perspective and five themes have
been identified in the literature: (1) understanding as representation, (2) understanding
as knowledge structures, (3) understanding as connections, (4) learning as the active
construction of knowledge, and (5) understanding as situated cognition. In addressing
the issue of what it means to understand a piece of mathematics curriculum, this current
study has focused on understanding as connections of different types of knowledge. To
this end, Lelnhardt's (1988) theory of the four kno.wledge types (intuitive, concrete,
computational, principled conceptua~ has served as the model for examining the Year
12 students' understanding of the elementary notions of probability with a view to
identifying relationships between the knowledge types and between the knowledge
types and the domains of fractions and ratios.
The research design incorporated two pilot studies and a main study and, altogether, 31
students (thirty Year 12 students and one Year 11 student) participated in the studies.
Each student was clinically interviewed whilst working on a set of tasks which were
developed for the study and which assessed, in the main, elementary probabilistic
notions. An account of these interviews and an analysis of the students' competence in
terms of the four types of knowledge is provided.
The results of the tasks indicated that the students had performed quite well. However,
the protocols revealed that they used a variety of cognitive schema when contemplating
probabilistic situations. For example, there appeared to be evidence that the students
were using the part/whole traction schema, the part/part ratio schema and the .
whole/ whole comparison schema. As well, there appeared to be evidence that many of
the students did not employ just one schema but rather called on a medley of schema,
depending on the type of problem. However, the study indicated that there could be a
positive link between principled conceptual common fraction knowledge and probability
competence .
Leinhardt's model was found to be useful when examining the students' knowledge but
there appeared to be evidence that the students in this study .had not connected the
various knowledge types into a cohesive whole which would indicate understanding of
probability. It was found that not having the correct language with which to think about
probability notions and having impoverished concrete knowledge were the main
inhibitors for making the connections between the knowledge types,
22
Caliskanel, Gamze. "The Relationship Between Working Memory, English (l2) And Academic Achievement In 12-14 Year-old Turkish Students: The Effect Of Age And Gender". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615726/index.pdf.
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The aim of this thesis is to investigate the relationship between working memory, English as a second language and academic achievement of secondary school students between the ages of 12-14. The study also examines the effects of age and gender factors on working memory capacity and its relation with academic attainments. Data were collected from 12-14 year-old children (N=54) in two state secondary schools in Kirsehir, Turkey. Verbal working memory was assessed by a reading span (RS) test and a backward digit span (BDS) test. Academic achievement was determined by performance on basic secondary school courses which were English (foreign language), Turkish (mother tongue), Social Sciences, Mathematics and Science. The study examined the predictive role of working memory capacity on success on each course. The results revealed that verbal working memory tests significantly correlated with the tests of both general academic achievement (for RS: r=42, for BDS: r=43) and specific courses (.001&lep <
.01). The results also indicated that verbal working memory capacity had a far more predictive role on school success for females than males.
23
Griffith, Kevin Robert. "Metalanguage about writing and the transition from K-12 to college : the written responding processes of six first-year students entering the university". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287424017.
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Griffith, Kevin. "Metalanguage about writing and the transition from K-12 to college : the written responding processes of six first-year students entering the university /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776210792182.
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Jansson, Anna. "The impact of age and gender with respect to general joint laxity, shoulder joint laxity and rotation : a study of 9, 12, and 15 year old students /". Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-323-x/.
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Lim, Roslyn Beth. "Career Counselling Services: Client Expectations and Provider Perceptions". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16048/1/Roslyn_Beth_Lim_Thesis.pdf.
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The career counselling services industry is currently being challenged by a unique set of conditions which has resulted in calls for a greater client orientation in the delivery of career services. The current study takes up this challenge by using marketing concepts to explore the relationship between the expectations (desired) people in career transition have of a career counselling service and the perceptions career counselling service providers have of client expectations. In the process, it also examines variables (career transition group membership, career decision-making self-efficacy, age, gender, and previous experience with a career counselling service) that may impact on the expectations people in career transition have of a career counselling service.
The study used a three-phased mixed method approach to gather expectation and perception data. In Phase 1, focus group interviews were conducted with participants from three career transition groups - Year 12 students, final year university students, and adults in midcareer transition. A series of one-to-one interviews with three groups of career counsellors (those in schools, tertiary institutions, and private practice) was undertaken in Phase 2. Phase 3 consisted of a questionnaire, which was administered to broader populations of people in career transition and career counsellors.
The people in career transition subject group completed a three-part questionnaire consisting of the Expectations About Career Counselling measure (developed by the researcher), the Career Decision-Making Self-Efficacy-Short Form (an existing measure), and demographic questions. Career counsellors completed a two-part questionnaire, which included the Expectations About Career Counselling (EACC) and demographic questions. The people in career transition subject group were asked to respond to the EACC according to what they wanted from a career counselling service. Career counsellors were asked to respond to the same measure as if they were one of their clients attending their first career counselling interview.
In the development of the EACC, an existing measure (the Expectations About Counselling-Brief Form; Tinsley, 1982), was modified using career counselling expectation themes derived from the analysis of data collected in Phases 1 and 2. Factor analysis of the data obtained from the EACC identified four clear factors. These factors were named Career Counsellor Responsibility, Client Responsibility, Quality Outcome and Realism.
The findings from Phase 3 indicated that people in career transition had high to very high expectations for the EACC subscales Career Counsellor Responsibility and Quality Outcome, moderate expectations for Realism, and moderate to high expectations for Client Responsibility. Significant differences were found based on transition group membership, gender, age, and previous experience with a career counselling service. In addition, it was found that people in career transition had moderate to high career decision-making self-efficacy and that respondents with higher self-efficacy scores also had higher expectations of a career counselling service. The findings also indicated that there was a significant difference or gap between the expectations of people in career transition and the perceptions of career counsellors concerning client expectations of career counselling. Career counsellors perceived that clients were less committed and more unrealistic about the career counselling process and the counsellor's role than was indicated by the results from the people in career transition subject group.
Recommendations based on the findings of this research study were made for career counsellors, professional associations, education and training organisations, education institutions and systems and government policy makers. Specifically, the recommendations addressed the importance of acknowledging, clarifying, and managing client expectations, providing interventions to educate people in career transition about the career decision-making process and the role of the career counsellor, and the implementation of processes to promote ongoing professional development in the career counselling services industry.
27
Lim, Roslyn Beth. "Career Counselling Services: Client Expectations and Provider Perceptions". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16048/.
Pełny tekst źródłaStreszczenie:
The career counselling services industry is currently being challenged by a unique set of conditions which has resulted in calls for a greater client orientation in the delivery of career services. The current study takes up this challenge by using marketing concepts to explore the relationship between the expectations (desired) people in career transition have of a career counselling service and the perceptions career counselling service providers have of client expectations. In the process, it also examines variables (career transition group membership, career decision-making self-efficacy, age, gender, and previous experience with a career counselling service) that may impact on the expectations people in career transition have of a career counselling service. The study used a three-phased mixed method approach to gather expectation and perception data. In Phase 1, focus group interviews were conducted with participants from three career transition groups - Year 12 students, final year university students, and adults in midcareer transition. A series of one-to-one interviews with three groups of career counsellors (those in schools, tertiary institutions, and private practice) was undertaken in Phase 2. Phase 3 consisted of a questionnaire, which was administered to broader populations of people in career transition and career counsellors. The people in career transition subject group completed a three-part questionnaire consisting of the Expectations About Career Counselling measure (developed by the researcher), the Career Decision-Making Self-Efficacy-Short Form (an existing measure), and demographic questions. Career counsellors completed a two-part questionnaire, which included the Expectations About Career Counselling (EACC) and demographic questions. The people in career transition subject group were asked to respond to the EACC according to what they wanted from a career counselling service. Career counsellors were asked to respond to the same measure as if they were one of their clients attending their first career counselling interview. In the development of the EACC, an existing measure (the Expectations About Counselling-Brief Form; Tinsley, 1982), was modified using career counselling expectation themes derived from the analysis of data collected in Phases 1 and 2. Factor analysis of the data obtained from the EACC identified four clear factors. These factors were named Career Counsellor Responsibility, Client Responsibility, Quality Outcome and Realism. The findings from Phase 3 indicated that people in career transition had high to very high expectations for the EACC subscales Career Counsellor Responsibility and Quality Outcome, moderate expectations for Realism, and moderate to high expectations for Client Responsibility. Significant differences were found based on transition group membership, gender, age, and previous experience with a career counselling service. In addition, it was found that people in career transition had moderate to high career decision-making self-efficacy and that respondents with higher self-efficacy scores also had higher expectations of a career counselling service. The findings also indicated that there was a significant difference or gap between the expectations of people in career transition and the perceptions of career counsellors concerning client expectations of career counselling. Career counsellors perceived that clients were less committed and more unrealistic about the career counselling process and the counsellor's role than was indicated by the results from the people in career transition subject group. Recommendations based on the findings of this research study were made for career counsellors, professional associations, education and training organisations, education institutions and systems and government policy makers. Specifically, the recommendations addressed the importance of acknowledging, clarifying, and managing client expectations, providing interventions to educate people in career transition about the career decision-making process and the role of the career counsellor, and the implementation of processes to promote ongoing professional development in the career counselling services industry.
28
Rashed, Adnan Ghaib. "Standardization of the WISC-R for students aged 12-15 years in Iraq". Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:8318.
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The main aim of this research was to provide the educational system in Iraq with a test of intelligence which could have been standardized on a large sample of 12 to 15 year- old students throughout that country. Rather than construct a new intelligence test it was decided to use a well-established test, the Wechsler Intelligence Scale for Children Revised, the WISC-R, which had been previously standardized in both the U.S.A. (where it originated) and Britain and in many other countries throughout the world. It was considered necessary to modify the form of this test before it could be standardized and made available to some of the Arab countries. The British version of the test (WISC-R, 1974), after initial piloting, was administered to 800 students equally divided among the four age groups - 12 years, 13 years, 14 years and 15 years. The sampling procedure ensured that the selection of students represented the distribution of secondary-school population in the three main regions of Iraq, as well as providing representative samples from both urban and rural communities. For standardization purposes it was decided to have equal numbers of boys and girls in each year- group. The raw scores on each subtest of the WISC-R within each age group were scaled to give a mean of 10 and Standard Deviation of 3, which was the procedure used in the original standardizations of the WISC-R. In a similar way the overall Verbal, Performance and Full Scale scores, based on the appropriate subscales, were scaled to give a mean of 100 and Standard Deviation of 15. The intercorrelations of all the subscales were compared with those obtained for the British WISC-R. The results in the present study have similar magnitudes. High values of correlation coefficients were obtained for all subscales separately and with the measures of Verbal, Performance and Full Scale IQs. These again were comparable to the results of previous studies. Finally, the study reported on the variables 'socioeconomic status', 'education of parents', 'urban-rural status', 'size of family' and 'regional area of Iraq'. Using t- analyses and analyses of variance it was found that many of these relationships for Iraqi students were similar to these found in previous studies on IQ.
29
Ogletree, Susan L. "Student Achievement in Science and Mathematics in Urban Professional Develpment Schools during First Year of Implementation". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/eps_diss/10.
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Using a quasi-experimental design, the author examined the effects of the Professional Development School Partnerships Deliver Success educational model on student academic achievement in science and mathematics in 12 high-needs, urban elementary, middle, and high schools in the southeastern United States. Student achievement was measured for first to eighth grade students by the State Criterion-Referenced Competency Test and for 11th-grade students by the State High School Graduation Test. 6 ANOVAs were used to compare baseline and year 1 performance data. Student ethnicity was used to disaggregate the data to investigate the extent, if any, to which achievement gaps narrowed. For the different ethnic groups, the small changes in proportion passing across the first year of implementation were not correlated with mean scale score changes as measured by Hedges’s g effect sizes. This result has national implications for the No Child Left Behind Act of 2001 policy in terms of reporting results. Three of the 6 ANOVAs showed significant change in achievement means for the PDS schools when using PDS school data only. However, when data from both PDS and matched comparison schools were analyzed, the overall results indicated no statistically significant gains in mathematics and science means for the professional development schools in relation to the comparison schools for the first year of professional development school implementation.
30
Zubak, Goran. "12 Years a Slave in upper secondary school : Using a slave’s narrative to raise students’ awareness of racism". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53299.
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The overall aim of the study is to investigate how 12 Years a Slave can help raise awareness among upper secondary students about racism and to inspire sympathy with the characters presented in passages regarding the cruelty and injustice of slavery. The study is based on literary didactics methods, applied to the textual analysis of the passages, to create a hypothetical scheme for teachers that can be used to work with slave narratives in the classroom. The analysis of the passages, in conjunction with the literary didactics methods used, provides methods through which students may increase their awareness of racism and sympathize with the characters in the book by creating their own plays, reenacting the cruelty committed against slaves. Also, when dealing with the injustice of slavery, students can imagine themselves being present even though they will not be able to experience it physically. This may help students sympathize with the main character and help them understand racism from the victim’s point of view.
31
Wang, Connie Hou-Ning. "Agent-Based Overlapping Generations Modeling for Educational Policy Analysis". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4112.
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Educational systems are complex adaptive systems (CAS). The macroeffects of an educational policy emerge from and depend on individual students' reactions to the policy. However, educational policymakers traditionally rely on equation-based models, which are deficient in reflecting the work of microbehaviors. Using inappropriate tools to make policies may be a reason why there were many unintended educational consequences in history. A proper methodology to design and analyze policies for complex educational systems is agent-based modeling (ABM). Grounded in the theories of CAS and computational irreducibility, ABM is capable of connecting microbehaviors with macropatterns. The purpose of this study was to contribute to the application of ABM in educational policy analysis by constructing an agent-based overlapping generations model with hypothesized inputs to qualitatively represent the environment of the Taipei School District. Four research questions explored the effects of Taipei's 2016 student-assignment mechanism and its free tuition policy on educational opportunity and school quality under different assumptions of students' school-choice strategies. The simulated outputs were analyzed using descriptive statistics and paired samples t tests. The findings, which could hardly be revealed by traditional models, showed that the effects were complex and depended on students' strategies along with the number of choices students were allowed to make; the assignment outcomes for elite students were robust to the mechanism, and the free tuition policy worsened school quality. Although exploratory, these findings can serve as hypotheses and a guide for Taipei's policymakers to collect empirical data in evaluating their 2016 mechanism and tuition policy.
32
Kazen, Hayley D. "Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students". 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131.
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TAI, JUI-HUNG, i 戴瑞宏. "Voices from the First Generation of Students Facing 12-year Compulsory Education". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10116218912819276206.
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碩士東海大學
教育研究所
101
12-year compulsory education is a very important new educational policy in Taiwan. The government made great efforts in educational propaganda through schools, teachers, parents and mass media. These researchers concern about the voices of those students who face the first year implementation of this new policy. The purpose of this study is to explore students’ perceptions about the 12 year compulsory education: What is the students’ understanding of the 12 year compulsory education? What changes do they experience in their education? And what are their feelings toward the new policy? Semi-structured interview method and snowball sampling are adopted in this study. 15 students of 8th grader are interviewed individually. Among the 15 participants, 5students were ranked top 10% academically at 7th grade in the 100th academic year in their school; 5 were among the medium and 5 were among the bottom. The main findings are: 1. Students’ information about the 12-year compulsory education mostly comes from the teacher’s proposition in class. 2. Most participants hope they can enter high school through Test-Free Admission; yet, they are worried about the mediocrity education in the future. 3. The participants obviously experience less learning stress about the Comprehensive Assessment, but also accompany high anxiety because this Assessment is a new one and do not know what it will be like. 4. Due to the unwillingly excess competition. 5. The implement and fulfillment of policy concepts should reinforce. 6. Tests in school do not decreased under the new policy. Some consider those tests as positive stress while others think so many paper-pencil tests are annoying. 7. No matter of their academic achievement, all interviewees wish to go to the public high school. 8. Facing the 12-year Compulsory Education, we have no idea what to do on the teaching spot. 9. Parents generally don’t know much about the 12-year compulsory education policy. What they care about the most is which school my child can get in. Some suggestions are proposed according to the findings.
34
Chen, Tseng, i 曾珍. "A Case Study on 12-year Compulsory Education of Teacher Leadership and Students’ Well-being". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55981501912668993480.
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碩士康寧大學
企業管理研究所
103
Research on teacher leadership is not a few, but there is lack of 12-year compulsory education of teacher leadership and students’ well-being. Therefore, this study will focus on this aspect of an elementary school. The research will discuss between teacher’s awareness of leadership, practical situation, students’ reflections, plight, influences with students well-being results. It aims to analyze this case and then provides advice for teachers. How to enhance students’ well-being is the purpose. To achieve the purpose, this study uses qualitative research. The main participants are principal, directors, with their supervisors. The main numbers of survey’s people are six persons. The research adopts In-Depth Interview Methods to collect the data. According to the analysis, this study had the following conclusions. First, positive teacher leadership can promote teacher’s specialty and the efficacy of school. Second, the organization needs to have the authority to support teacher leadership system. Third, the organization should sustain the needs of the teacher leaders. Fourth, teachers can promote students’ well-being from the aspects of reality and psychology. Fifth, teacher leadership affects students’ well-being. Sixth,12-year compulsory education has little effect on teachers’ leadership. However, it affects the students’ choices of cram school and their well-being. Finally, this study makes concrete recommendations for educational authorities, case school, teachers and future research.
35
WANG, BANG-WUN, i 王邦文. "The Practice of Integrating IKW into the 12-year Basic Education for Indigenous Students Science Learning". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/mw38fv.
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碩士國立東華大學
教育與潛能開發學系
105
In order to cope with the progress of times and social change, the Ministry of Education adds another 3 years to 9-year education to promote the 12-year Basic Education. This project involves discovering how science education of the 12-year education is implemented in remote Indigenous schools so that we choose the class (all Amis students) as the research object. In conducting the study, we select the fifth grade's fourth unit lesson "air and burning" to investigate how the place-based curriculum of IKW (tribal wisdom) incorporates with the 12-year Basic Education for the fifth graders to utilize tribal culture and pay more attention to home interactions in the education process. This study is aimed to help students to be more interested in science and teaching staff are instructed to emphasize this practice and inquiry. This study uses observation, interview and documentation and other methods to collect research data. From the aforementioned procedures we can determine the effectiveness of the 12-year Basic Education. Our goal is to understand improvements in student learning using IKW in place-based courses and teaching concepts as stated above in meeting the 12-year Basic Education. Three findings emerge from the research (1) The key element to connect IKW and the 12-year education is the “practice”; (2) IKW integrates in with physical science is the practice itself; (3) The curriculum of “inquiry and practice” featuring with IKW has three positive effects on Indigenous students learning science: (a) It meets both the 12-year education and the complete concept of tribal wisdom; (b) It fulfills both IKW and the core concept of the 12-year education; (c) It helps Indigenous students increase family interactions and have a better understanding of tribal culture and wisdom.
36
Shen, Ya-Hui, i 沈雅惠. "The Motivation of Eighth Grade Students in 12-Year Compulsory Education: A Case Study of Shanhai Class". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/p47763.
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碩士經國管理暨健康學院
健康產業管理研究所
101
The 12-year compulsory education reform is a current educational issue in Taiwan. Facing the impact of education reform, what is the learning motivation of junior high school students? It is the focus of attention. This study aims to investigate the learning motivation situation of the junior sophomore under the twelve-year compulsory education reform . Field studies classes, Shanhai class as the example , are taught by researchers. The research methods is qualitative research approach, hoping to delve into students learning motivation whether changes could be produced because of years of state religion. Perform this study purport, purpose of this study can be summarized as the following conclusions : A. Twelve-year compulsory education policy 1. The school plan will affect some students' motivation. 2. The policy is unknown, studies diversified way affect their motivation to learn. 3. Students tend to serve the learning achievements and efforts, their motivation is not spontaneous. 4. The examinations will affect their motivation to learn. B. Teacher teaching 1. Teacher-moderate students, higher learning motivation of students. 2. Be funny in class of teachers affect students ' learning motivation. 3. The teachers think that the motivation of students under twelve-year compulsory education, individual differences is in a large, low-achieving students lose motivation earlier. 4. Teachers delight in twelve-year compulsory education, but also concernthat students reduce their motivation. 5. Teachers think the effectiveness of remedial teaching is certainly, but the effect is also limited. 6. Teachers would love to use a variety of teaching methods to stimulate students' motivation to learn. 7. Teachers think that to develop students' positive attitude to life is more important. C. Parent attitude in participation education 1. Parents concern child's learning achievements under twelve-year compulsory education. 2. Parents expectations appropriately helps enhance children's learning motivation. 3. When child's learning motivation reduce, parents will choose to communicate with their children more. 4. Attitude of the parents about child's future career planning affects student motivation. 5. Parents feel that their children' motivation has been under the impact of policies. 6. Parents think that their children are affected by the policy, but the real impact of the learning motivation is the nature of the child. D. Students Learning 1. Not many students take the initiative to review the assignments , only read for the sections exam. 2. The better learning attitude, the higher motivation. 3. The students' achievement of high self-expectations, learning motivation will be stronger. 4. Students take the initiative to overcome the problem, motivation is higher. 5. The subjects that students like have higher motivation. 6. Students effort the target for parents 'occupation and expectations. Finally, the combination of these four aspects of the findings for policy, teachers, parents, educational attitude, student learning and future research suggestions for reference.
37
Ho-ming, Yang, i 楊和明. "Taoyuan Junior High School Students’ Attitudes toward the Examinations-Free Entrance Project of 12-year Compulsory Education". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05506691045808485573.
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碩士開南大學
人文社會學院公共管理碩士在職專班
102
The policy “the 12-year compulsory education” started in 2011, when the 7th-graders entered junior high school graduate in June, 2014. Besides achieving the goal of teaching in multiple ways, the policy also sets up different ways to evaluate junior high school students. Also, the Ministry of Education hopes to remove the stress from entering a senior high school, to promote the quality of education in junior high schools and elementary schools, to make all students more successful, and to raise the competitiveness of the whole country. However, this policy still becomes a big controversial issue. This research is to understand the attitudes of junior high school students (mainly 9th-graders and some 8th-graders) in Taoyuan County on this policy, and to propose a better idea for the debated parts. The researcher gets and analyzes the statistics of the poll made up with his experiences of working in a junior high school. The results reflect two aspects to discuss: a. most students of the schools in the countryside feel much more stressful getting points from different kinds of contests; b. Comprehensive Assessment Program for Junior High School Students (CAP) can’t reduce the stress from the students who hope to enter public senior high schools or vocational schools. This research will try to give better ideas to make this policy more applicable for each junior high school student.
38
Venzke, Shirley. "The relationship between proficiency in English, Grade 12 English results and the academic success of first year students". Diss., 2002. http://hdl.handle.net/10500/1019.
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This research investigated the possible correlation between English proficiency
and academic success in Internal Auditing 1 of learners registered at the Vaal
Triangle Technikon.
Acquisition of a Second language was investigated with reference to Additive and
Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive
Academic Language Proficiency. Factors that influence the acquisition of a L2
were also discussed.
Factors that influence learning through a Second language, problems experienced
by learners learning through a Second language and the coping mechanisms they
use were investigated.
The specific language situation in South African education was explained starting
with a short historical background of English in South African schools. General
problems experienced at schools, language problems experienced at schools, the
language proficiency of teachers and how they cope with the language problems
were discussed. Language problems experienced by the learners and its effect on
higher education were also investigated.
A questionnaire was used to gather information regarding respondents' school
history, First language, experiences with English as a subject at school,
experiences of English as language of instruction, and their views on Internal
Auditing 1 as a subject.
Respondents' English proficiency was determined through three instruments,
namely Grade 12 English Second language results, an English proficiency test
and an English writing performance test. There is a discrepancy between tile
respondents' own perception of their English proficiency and their English
proficiency as reflected by their Grade 12 English Second language results, the
proficiency test and the writing performance test. While respondents felt that their
English proficiency is average or above average, the tests indicated that their
English proficiency is very low.
Despite the respondents' very tow levels of English proficiency they reported that
they did not find the English used in different situations relating to Internal Auditing
1 difficult and no significant correlation could be determined between their English
proficiency levels and their academic success in Internal Auditing 1.Psychology of Education
M. Ed. (Psychology of Education)
39
Chou, Ya-Fen, i 周雅芬. "Study on Students Choice in School Application under 12-year Compulsory Education―In the third grade students in Kaohsiung City as an example". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/84325255173674030454.
Pełny tekst źródłaStreszczenie:
碩士義守大學
公共政策與管理學系
102
The Republic of China government in Taiwan plans to formally enforcement "twelve year national educations" in August, 2014. The policies with six major objectives, including training in modern civic qualities; guidance of multi-adaptive development; ensure students'' educational quality; relieve excessive academic pressure; balanced development of urban and rural education and the pursuit of social justice. Among the policies, relieve the pressure of student’s schoolwork, is the driving force and purpose of "twelve year national educations" for government. By means of tuition-free; quality schools; remedial teaching; multiple entrance exemption, etc., as supporting’s to promote "twelve year national educations". Hopefully, this can really ease students’ academic pressure, and also upgrade the quality of learning. This study according to the cultural reproduction and the concept of information disclosure in transaction theory, via PZB approach to induct four dimensions for questionnaire survey for middle high school students. Then, for provide recommendation of improve items, with Performance Evaluation Matrix to explore the gap and improve items between demands and actual feelings under policies of “twelve year national educations". In addition, the study found that for the implementation of the new policy reflects the need for improve items: including whether school students can fully understand the contents and typologies or not, the degree of further education opportunities for students of inadequate information disclosure and of reflection of student anxieties on facing the choice in general.
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Wang, Ping-Jen, i 王秉仁. "The Impact of 12-year Compulsory Education on Students’ Learning Motivation- a Small Remote Junior High School as Example". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65fry8.
Pełny tekst źródłaStreszczenie:
碩士台南應用科技大學
國際企業經營系碩士班
103
Under the concept of education reform that government implementation of 12-year compulsory education, but students and their parents are not clear about the new policy. There are many different opinions around the media reports. It will increase a sense of confuse. The most of effectiveness of learning is self-motivation. This study is trying to find that the different between 12-year compulsory education and previous education policy. It also discusses the student motivation changes due to policy change. This study explores the small high school students from remote areas. It is because the majority medias are survey in Taipei area. However, the student which located in remote areas still affected by education policy. In order to explore the impact of 12-year compulsory education, this study use an semi-open expert Interview after interview data aggregated its proposed study of the proposition then using proposition to develop a questionnaire. It may find the maximum clues impact student learning motivation, in order to find the way to enhance the academic achievement. In this study the researcher using the southern junior high school teacher for the study sample. This thesis discusses the association between 12-year compulsory education and learning motivation. It is looking forward to provide the suggestions for junior high school teachers and future researchers.
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Peng, Chia-Chien, i 彭家芊. "The discussion about the understanding of 12-year Compulsory Education to the junior high school students in Hsinchu Country". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/01127774520697757198.
Pełny tekst źródłaStreszczenie:
碩士慈濟大學
教育研究所
103
The purpose of the research was mainly to know the cognition of the related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County, then to analyze the differences of various backgrounds of these students to the former issue, and finally to provide suggestions based on the results of the research from the researchers. The research tool was based on the questionnaire survey of “ The related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County”. The research sample were from the junior high school students in Hsin Chu County. The number of the questionnaires were 1305, and the returned ones were 1271. The rate of the returned ones was 93.21%. The number of the valid ones were 1194; the rate of the valid ones was 93.04%. The statistics software of the SPSS 18.0 was used to analyze thequantification of the research. The conclusion of the research were as follows: 1. The cognition of the related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County is acceptable. 2. In terms of different sex and father’s career, the cognition of the related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County has no significant difference. 3. In terms of different school year, grades, ranking in the family, educational backgrounds on parents, mother’s career, and the school scale, the cognition of the related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County has significant difference. According to the analysis of the research, through the suggestions of the experts and the scholars in Taiwan, and the historical documents, the following are some suggestions of the research. 1. Suggestions to the future research: (1) The target: Teachers, parents, private schools and other cities should be added to. (2) The topic of the research: Take the teachers, the courses, teaching and the school administration into consideration. (3) The research methods: The opening questions can be added to the questionnaire. 2. Suggestions to the researchers: Guide the students’ learning motivation, promote the teaching profession of the teachers, and retrieve the love for teaching and learning. Key phrases: the Junior High School students in Hsin Chu County, High School Integrating with the Local Community, the 12-year Compulsory Education
42
Sung, Wei-Che, i 宋維哲. "Comparison of students’ school choice reasons before and after implementation of 12-year Basic Education : Public vocational high school students in Kaohsiung City as example". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/d29k9z.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
教育學系
103
The purpose of this study is to understand the public vocational high school students’ school choice reasons after the implementation of 12-year Basic Education in Kaohsiung City, to analyze the differences in students’ school choice reasons based on the different backgrounds, and to discuss the differences in students’ school choice reasons before and after the implementation of 12-year Basic Education. This study adopted the method of questionnaire survey. The objects of this study were the 1st grade students in the academic year of 2014 that were chosen from public vocational high schools in Kaohsiung City. There were 784 samples conducted by using the stratified sampling method, and a total of 637 valid samples were used for this study. The collected data were analyzed by IBM SPSS Statistics 20. The conclusions of this study are as follows: The current situations of students’ school choice reasons after the implementation of 12-year Basic Education are: 1. The most important attention of students’ school choice reasons is "Learning fits the individual interests". 2. Three areas of students’ school choice reasons could be sorted from the most important to the least important: “quality of school”, “individual aptitude”, and “convenience of transportation”. 3. There is no significant difference in students’ school choice reasons according to the gender of students. 4. There are significant differences in students’ school choice reasons according to the grade of comprehensive assessment program for junior high school students. Before and after the implementation of 12-year Basic Education, the differences in comparison of students’ school choice reasons are: 1. After the implementation of 12-year Basic Education, students pay more attention to "Learning fits the individual interests" which shows a significant difference. 2. Before and after the implementation of 12-year Basic Education, there is a significant difference in "quality of school" and in "individual aptitude", but there is no significant difference in "convenience of transportation".
43
Yen-ching, Chen, i 陳筵靜. "An Investigation Study on Recognition, Attitude and Academic Stress of The 12-Year Compulsory Education for Junior High School Students". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/71081816804374846580.
Pełny tekst źródłaStreszczenie:
碩士國立新竹教育大學
教育心理與諮商碩士學位在職進修專班
102
This study implemented by the researcher as a teacher with a driven question, “Could the academic stress be released by 12-year compulsory education”, was to explore the release of the academic stress on the recognition and the attitude to 12-year compulsory education adaptive school entrance such as comprehensive assessment program for junior high school students, adaptive counseling, open admission and admission into specialized programs for junior high school students. The researcher sampling the junior high school students in Hsinchu and Miaoli designed “12-year compulsory education adaptive school entrance questionnaire” as the research tool which was composed to three parts including the recognition rating scale, the attitude rating scale and the academic stress rating scale. 930 copies were distributed with 891 copies return while effective return rate at 95.8%. Repeated measures one-way ANOVA, one-way multivariate analysis of variance, Pearson's product-moment correlation and Canonical correlation were used for statistical analysis. The results showed that: 1.The junior high school students in Hsinchu city, Hsinchu county and Miaoli county had well recognitions of 12-year compulsory education adaptive school entrance. But depending on their gender, school location, grade and educational level of parents, students had significantly different recognition of 12-year compulsory education adaptive school entrance. 2.The attitude of junior high school students in Hsinchu city, Hsinchu county and Miaoli county towards 12-year compulsory education adaptive school entrance was assent. But depending on their school location and grade, students had significantly different feeling attitude of 12-year compulsory education adaptive school entrance. 3.The academic stresses to the junior high school students in Hsinchu City, Hsinchu County and Miaoli County were from career development, social expectations and psychosocial burden in order. 4.The academic stress to junior high school students in Miaoli was higher than in Hsinchu City and Hsinchu County. 5.The recognition to 12-year compulsory education adaptive school entrance of junior high school students in Hsinchu City, Hsinchu County and Miaoli County are no relative to academic stress. 6.The attitude to 12-year compulsory education adaptive school entrance of junior high school students in Hsinchu City, Hsinchu County and Miaoli County are partially relative to academic stress mainly shown that the more they agree with admission into specialized programs, the more academic stresses come from social expectations.
44
Chiu, Tzu-Lang, i 邱次郎. "The impact of Physical Fitness Included in Compare the Ranking while Over Quotas in the 12-year Basic Education for Students". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/51459737090310230360.
Pełny tekst źródłaStreszczenie:
碩士國立東華大學
體育與運動科學系
104
The aim of this study was to investigate the effect of physical fitness included the over quotas of 12-year Basic Education for public senior and vocational high school students. Research methods of the study were physical fitness performance and questionnaire survey. The physical fitness performance of subjects had 3574 included 1836 from 2013 and 1738 from 2014, they were the first graders of public senior and vocational high schools in Hualien city. The fitness original data uses the physical fitness norm-referenced form Ministry of Education and then perform data processing and analysis with SPSS 20.0. The questionnaire survey of subjects were the first graders of public senior and vocational high schools in Hualien city from 2014 and then proceeded sampling in the research population. Total 410 copies of questionnaires are distributed and 403 copies are retrieved, in which 390 valid copies make the availability ratio of 95.1%. The retrieved questionnaires are proceeded by descriptive statistics and t-test with SPSS 20.0. The results of this study showed as follows: 1. 12-year Basic Education policy intervene the course of physical fitness, it really have significant promotion for senior and vocational high school students in Hualien city. 2. The fitness performance of the public senior high school students are better than the public vocational high school students in Hualien city. 3. The fitness performance of the public senior and vocational high school male students are better than female students in Hualien city. 4. There were significant differences among participated i physical fitness included associated knowledge about the 12-year Basic Education n sports club of “” and ” personal fitness expectations”, participated in sports club is better than doesn’t participated in sports club. 5. There were significant differences among personal exercise habits of “physical fitness included associated knowledge about the 12-year Basic Education” and ” personal fitness expectations”, personal exercise habits more than five times a week have the best performance. Key words: 12-year Basic Education, physical fitness, over quotas
45
Mohns, Judith. "Bracing for Uncertainty: Perceptions of 12 College Art Instructors on the Art Skills, Dispositions, and Teaching of First-Year Art Students". Thesis, 2019. https://doi.org/10.7916/d8-g0nc-4z71.
Pełny tekst źródłaStreszczenie:
This qualitative case study investigates first-year college-level art education in the United States today. Specifically, 12 art instructors from a broad range of postsecondary institutions (including private art institutes, public research universities, public liberal arts colleges, and community colleges) were interviewed to explore perceptions of first-year students’ art skills, dispositions, and teaching. When supplemented by online institutional data, descriptions emerge of the curricular structures and changing teaching environments of the sampled first-year art programs.
This study finds that art majors enter college art programs today with different skill sets and dispositions than past students. While digital media offers new options for artmaking, the data suggest it may also influence students’ development of manual, fine-motor, and drawing skills. These art instructors describe first-year students as having shorter attention spans and experiencing greater frustration when learning new skills. Furthermore, the data and literature suggest that more college students today enter with mental health issues (such as anxiety and depression) and learning disabilities.
Budgetary cutbacks to K-12 arts programming may have diminished students’ abilities to produce quality portfolios for admission to selective art programs, which may have consequences for enrollment. Enrollments reflect shifting student demographics, such as more international students attending private art colleges. Rising college costs have prompted other changes, such as more students living at home and commuting to save money, or transferring to four-year programs after attending community college, working jobs while attending college, and pursuing career-oriented art majors.
First-year art programs are continually adapting to new technical, educational, and cultural challenges through restructured curricula and modified pedagogy targeted to the student demographic served by the institution. In addition to teaching art skills required for subsequent coursework, the participants reported helping first-year students adjust to the college environment in ways that foster personal growth. This study documents changes in first-year art education as a basis for further research. Art educators at all levels benefit from knowledge of how college art instructors and first-year programs are modifying pedagogy and curricula to meet the changing needs of incoming art students.
46
Hsu, Ruei-jing, i 許瑞靜. "Learning Disturbances and Learning Attitudes for Junior High School Students under 12-year Compulsory Education in Comparing the Ranking in Yunlin County". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/fed6y2.
Pełny tekst źródłaStreszczenie:
碩士國立雲林科技大學
技術及職業教育研究所
102
ABSTRACT The purpose of the study aims to explore the relationship between learning disturbances and learning attitudes for junior high students under 12-year compulsory education in comparing the ranking in Yunlin County. The purposes of this research are to understand: (1) the current status and differences of junior high students under 12-year compulsory education in comparing the ranking and on learning disturbance and learning attitudes;(2) the relevant situation of learning disturbance and learning attitudes;(3) the predicting of learning disturbances and learning attitudes. The Subjects participated in this study were junior high students in 2013 academic year in Yunlin County. Questionnaire of Learning Disturbances and Learning Attitudes for Junior High Students Under 12-Year Compulsory Education in Comparing the Ranking were used in this study. Nine hundred and fifteen (915) questionnaires were sent out, with 827 returned. The responding rate was 90.0%. Data were analyzed by the following approaches: Descriptive Statistics, Independent Sample t-test, one way ANOVA, Scheffé posterior Comparisons, Pearson product-moment correlation and Logistic Regression. The findings of the study are follows: 1. The junior students express a level of normal about junior high school students under 12-year compulsory education in comparing the ranking; the difference partially falls on the school size and the whole academic performance and the perceptions of the ranking items are normal; the perceptions of the ranking items are normal. 2. The junior students express a level of normal about junior high students under 12-year compulsory education in comparing the ranking on learning disturbances and learning attitudes and the difference partially falls on the school size and the whole academic performance. 3. The students who percept 12-year compulsory educations in comparing the ranking are normal and the difference partially falls on the school size and the whole academic performance. 4. The relationship between junior high school students under 12-year compulsory education in comparing the ranking and learning disturbances is lowly positive, but the learning attitudes is moderate positive. 5. The 12-year compulsory educations in comparing the ranking on learning disturbances which students percept is a partial reliable indicator ,especially on the items of ensuring students’ quality; the learning attitudes is a reliable indicator ,especially on the items of the whole opinion of the comparing the ranking. Keywords: The junior high school students under 12-year compulsory education in comparing the ranking, learning disturbances, learning attitudes, junior high students
47
莊雅雯. "A Study on Junior High School Teachers’ Teaching Effectiveness and Students’ Learning Achievement under the 12-year Compulsory Education Policy in Taichung City". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/33924529146893581939.
Pełny tekst źródła
48
Chen, I.-Chun, i 陳怡均. "A Study of Teacher’s Expectations of Earth Science Literacy among Junior High School Students for The 12-year Compulsory Education System in Taiwan". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/75473942084421871749.
Pełny tekst źródłaStreszczenie:
碩士國立臺灣師範大學
地球科學系
102
This study uses survey research to investigate teacher’s expectations of earth science literacy among junior high school students, when the 12-year compulsory education system is implementing in Taiwan. This report utilizes teachers’ perspectives and took practical views to examine the status quo of earth science education at the junior high school level in Taiwan. It is expected that the study will provide useful information for school education improvement and curriculum refinement in Taiwan. The main study involved 160 junior high school teachers and an online survey was conducted in March of 2014, with a response rate of 42.5%. Finally the study had a total of 110 valid survey for paper and online survey. The survey study found that almost half schools only have one class per week, 85% teachers were considered very inadequate. But the schools have two classes per week, 95% teachers were considered enough to teach curriculum completely. About 95% of schools teach earth science curriculum at third grade. Although multimedia and teaching equipment are available, there are shortages of earth science classroom in the small and medium-sized schools. There are three finding about teacher’s view for the 12-year compulsory education system. (1) Most teachers understand the 12-year compulsory education system, and 16% of teachers did not understand the system. (2)32% of teachers agree with the idea of the 12-year compulsory education system. (3)68% of the earth science teachers had to teacher more than one subject. The result of teacher’s expectations of earth science literacy among junior high school students involve three difference phase of knowledge, skill and attitude. Most Earth science literacy knowledge was based on the issues of nature hazard and earth’s environment. The most important Earth science literacy of skill was the problem-solving skills. The most important Earth science literacy of attitudes were that student would treasure and make good use of resources and experience earth science applications in daily life. The teachers with different gender, age, seniority, regional and graduate department had highly correlated views of the earth science literacy. There are no significant differences in the view of the earth science literacy of the junior high school teachers.
49
Chen, Shan-Yi, i 陳珊怡. "Students'' Self-exploration for Career Development in the 12-year Compulsory Education: A Study on a Career Guidance Curriculum Module in Middle School". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/46733977203775579324.
Pełny tekst źródłaStreszczenie:
碩士淡江大學
課程與教學研究所碩士在職專班
104
This study aims to explore middle school students’ self-exploration process and experience for career development in a career guidance course. In responding to the 12-year compulsory education system, a curriculum module, My Life Steering Wheel, which combines the mandatary “Career Counseling Manual for Middle School Students” was designed for the career guidance course. There are two purposes for this study: (1) to develop the self-exploration for career development curriculum module, which combines “Career Counseling Manual for Middle School Students;” (2) proposing how to apply “Career Counseling Manual for Middle School Students” on the course for the reference of practical work in the field of career development guidance. 90 students of 9th-grade, including 53 boys and 37 girls, in a municipal junior high school in Taipei participated in this study. A qualitative research method is utilized. With the analysis of documents from the gathered data, students’ experiences and process of self-exploration of career development are understood and suggestions are made for practical work in the field of career development guidance. The research findings are as follows: 1. The “My Life Steering Wheel” career guidance curriculum module performed the catalytic effect of students’ self-exploration and helped to implement the goal of filling-in the “Career Counseling Manual for Middle School Students”. 2. A learning sheet of open-ended questions helped students to explore their career development diversely and let the exploration be part of their personal lives which deepened the promotion of the work of career guidance effectively. 3. Apply the concepts of career profiles, combine the design of textbooks, expand the perspectives of career guidance, and execute the spirit of adaptive guidance. 4. This study responds to the theory of career guidance and gives suggestions for following researches of sustainable development of making career-choice process of junior high school students in our country for the reference of practical work in the field of career development guidance.
50
Wu, Yi-Ting, i 吳伊婷. "Research on the Influence of Physical Education Fitness Learning Include Fitness Policy into the 12-year Compulsory Education in Kaohsiung Junior High School Students". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9jj62q.
Pełny tekst źródłaStreszczenie:
碩士國立高雄師範大學
體育學系
102
Research on the Influence of Physical Education Fitness Learning Include Fitness Policy into the 12-year Compulsory Education in Kaohsiung Junior High School Students. Graduate:Wu, Yi-Ting Advisor: Dr. Tsai, Jin-Hsien Abstract The purpose of this study was to investigate the statuses of Kaohsiung junior high school students’ learning effectiveness and satisfaction and expectation after including the fitness policy into the 12-year compulsory education. In this study surveyed eighth and ninth grade students at 8 public junior high schools in Kaohsiung city after stratified sampling Of 480 questionnaires distributed, 462 were valid and valid response rate of 96.25%. The collected data was processed by using descriptive statistics, independent-samples t –test, one-way ANOVA, Scheffe’s method , Pearson’s product moment correlation, and Chi-Square test. The standard deviation for significant differences in this study (α=.05). The results of this study showed as follows: 1.Learning effectiveness of physical education fitness learning for junior high school students in Kaohsiung city were moderately good, in an order of cognitive affective, and skill domains. 2.Learning satisfaction of physical education fitness learning for junior high school students in Kaohsiung city physical education fitness learning were “satisfied”, in an order of peer relationships and teachers’ instructions and testing procedures and equipment and school administration domains. 3.Kaohsiung junior high school students’ expectation the highest average score of questions was “I hope that PE can choose my favorite sports to enhance my physical fitness”, and most people agree that physical education should add the curriculum that can enhance cardiovascular endurance and flexibility. 4.There were significant differences among gender of students’ learning effectiveness, but with no significant difference of learning satisfaction; there was no significant difference among grade of learning effectiveness learning satisfaction and expectation; whether participated in sports club for the skill factor of students’ learning effectiveness; there were significant differences among students’ personal exercise habits for students’ learning effectiveness and students’ learning satisfaction and expectation, represent that regular exercise affect physical fitness. 5.Kaohsiung junior high school students’ learning effectives and of physical education fitness learning, learning effectives and expectation were significantly positively correlated.