Статті в журналах: "Junior secondary education"

1

Bartlett, Jedd. "Curriculum integration in the junior secondary school." Curriculum Matters 1 (June 1, 2005): 172–86. http://dx.doi.org/10.18296/cm.0062.

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2

Wong, Marina WY. "Developing Macau’s junior secondary schools music curriculum." International Journal of Music Education 36, no. 4 (June 15, 2018): 574–87. http://dx.doi.org/10.1177/0255761418774907.

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For centuries, Macau’s schooling has embraced laissez-faire market principles, a stasis that from AY2016/17 is being changed by the government offering schools tuition coupons conditional on their adoption of a common school curriculum. A study of part of this new common curriculum, the development of a music curriculum for junior secondary schools in Macau, addresses three research questions: (a) What are music teachers’ perceptions and how do these frame the implementation of Macau’s common music curriculum? (b) Do music teachers’ expectations align with those of the central government? (c) Do music teachers perceive that they impact on or are impacted by this innovation? Discussion of the findings highlights a controversy about the role of teachers within curriculum development – should teachers be center staged (Lawton (2012 [1980]) or is this view an oversimplification based on false assumptions of a social democratic tradition (Whitty (1985, 2012 [1981])?

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3

R, Maharani Aulia, and Yulhendri Yulhendri. "Pengaruh Anggaran Pendidikan, Jumlah Guru dan Jumlah Kelas terhadap Partisipasi Pendidikan Sekolah Menegah Pertama di Kabupaten/Kota Provinsi Sumatera Barat." Jurnal Ecogen 3, no. 1 (March 5, 2020): 155. http://dx.doi.org/10.24036/jmpe.v3i1.8534.

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This study aims to determine and analyze: 1) The influence of the education budget on the gross enrollment rate of junior high school education, 2) The effect of the number of teachers on the gross enrollment rate of junior secondary school education, 3) the effect of the number of classes on the gross enrollment rate of school education junior secondary in regencies / cities in West Sumatra Province. This research is classified into descriptive and associative research. The data analysis technique used in this study in proving and testing the proposed hypothesis is a panel data regression model. The results of this study found that: 1) There is a negative and insignificant influence between the education budget on the gross enrollment rate of junior secondary education, 2) There is a negative and significant effect between the number of teachers on the gross enrollment rate of junior secondary education, 3) There is positive and significant effect between the number of classes on the junior high school education gross enrollment rate in the district / city of West Sumatra Province.Keywords: education budget, number of teachers, number of classes, rough participation rates

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4

Osei, George M. "Vocationalizing secondary education: the junior secondary schooling reform of 1987 in Ghana." Educational Review 59, no. 1 (February 2007): 71–85. http://dx.doi.org/10.1080/00131910600796991.

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5

Φέρμελη, Γ., and Α. Μαρκοπούλου-Διακαντώνη. "GEOSCIENCES IN THE CURICULLA AND STUDENTS BOOKS IN SECONDARY EDUCATION." Bulletin of the Geological Society of Greece 36, no. 2 (July 23, 2018): 639. http://dx.doi.org/10.12681/bgsg.16769.

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Geology does not exist, from 1997, as an independent discipline in greek secondary education. Geological subjects included in curriculum of "Geology-Geography" lesson in 1s t and 2n d grades of Junior High School as well geological issues included in optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management". There are three ways to introduce geosciences in Greek educational system: a)Through "Geology- geography" lesson and cross-thematic projects that suggested from cross-thematic curriculum and «Flexible zone» in Junior High School, b)Through optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management", and c)Through Environmental education projects in Junior High School and Lyceum.

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6

Scadding, Helen. "Junior Secondary Schools—an educational initiative in Ghana." Compare: A Journal of Comparative and International Education 19, no. 1 (January 1989): 43–48. http://dx.doi.org/10.1080/0305792890190105.

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7

Yeung, Alice H. W., Connie B. L. Chu, Samuel Kai-Wah Chu, and Charmaine K. W. Fung. "Exploring junior secondary students’ plagiarism behavior." Journal of Librarianship and Information Science 50, no. 4 (September 1, 2016): 361–73. http://dx.doi.org/10.1177/0961000616666625.

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Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.

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8

Fofana, Ibrahim Yahaya, and Stella Baindu Fortune. "Challenges of Curriculum Implementation in Junior Secondary Schools." SMART MOVES JOURNAL IJELLH 8, no. 11 (November 28, 2020): 183–215. http://dx.doi.org/10.24113/ijellh.v8i11.10853.

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Since the inception of Western Education in Sierra Leone, frantic efforts have been made to formulate policies in order to improve the quality of education. It has been acknowledged by various educationists that curriculum implementation is instrumental in improving the quality of education in any society. Therefore, it is seen as an approach which improves students’ academic achievements, equipping graduates with sufficient knowledge and skills for them to survive academically and socially in this modern world. On that note, the development of school curriculum is very significant in the life of a nation. The National School Curriculum as a program of learning is supposed to be a highly sensitive document as it contains the aspiration of the nation, preparing its citizens to face future challenges. It is supposed to be a document of hope. Notwithstanding the wide recognition and acceptance accorded the roles of curriculum as a career of national philosophy in Sierra Leonean Educational system, there seems to be challenges in the implementation of this important blue print. This could not be disassociated with inadequate trained and qualified teachers in the field/classroom; community/volunteer teachers unpaid; ill-trained and sometimes confused graduates and inadequate Teaching Learning Materials; lack of guidelines for the implementation of curriculum and the complexity of managing the curriculum coupled with inadequate training regarding curriculum implementation. Capacitation of teachers is essential in the successful implementation of any curriculum as they are the main role-players in promoting quality education. This and other related problems should be a cause for concern. By and large, the researcher is optimistic that although people are different and despite the negativity and inadequacies surrounding the curriculum, there is hope that with time and effort and given the total commitment of all stakeholders to implement the curriculum, success can be attained. Especially with the President’s (Retired Brigadier Julius Maada Bio’s) New Direction Agenda on education in Sierra Leone. Therefore, it can be concluded that the aim of the study and primary research questions which were explored, namely the Challenges towards Curriculum Implementation in Four Selected Junior Secondary Schools in Kpanga Chiefdom, Pujehun District, were adequately addressed and answered.

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9

HARROP, ALEX, and JEREMY SWINSON. "Teachers' Questions in the Infant, Junior and Secondary School." Educational Studies 29, no. 1 (January 2003): 49–57. http://dx.doi.org/10.1080/03055690303265.

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10

West, Anne, and Andreas Varlaam. "Choosing a secondary school: parents of junior school children." Educational Research 33, no. 1 (March 1991): 22–30. http://dx.doi.org/10.1080/0013188910330103.

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11

ONO, YUTA, and ICHIKO SHOJI. "Senior-Junior (Senpai-Kohai) Relationships in Secondary School Activities." Japanese Journal of Educational Psychology 63, no. 4 (2015): 438–52. http://dx.doi.org/10.5926/jjep.63.438.

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12

Cheffou, Idi. "ASSESSING ADMINISTRATIVE STRATEGIES FOR ENHANCING PEACE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN THE AGADEZ REGION, NIGER REPUBLIC." Sokoto Educational Review 16, no. 2 (December 31, 2015): 12. http://dx.doi.org/10.35386/ser.v16i2.128.

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This study was carried out to assess administrative strategies for enhancing Peace Education (PE) in 29 Junior Secondary Schools in the region of Agadez, Niger Republic. The study was descriptive. Quantitative and non- parametric data that helped determine majority views were collected, tallied, converted into simple percentages and means using a calculator. Information from documents that were initially in French was translated into English. The research used a total population of 487 teachers and school administrators from 29 Junior Secondary Schools in the region of Agadez. All the 84 administrators from the 29 Junior Secondary Schools were included in the research as their number was small; 388 teachers were sampled out of 403 using the Research Advisors’ Sample Size Table and Simple Random Technique. The research instrument was a self-designed structured questionnaire titled Administrative Strategies for Enhancing Peace Education Questionnaire, which was validated and had a reliability index of .75. This paper dealt with the curriculum content that could enhance Peace Education in Junior Secondary Schools in the region of Agadez. The findings revealed that the Peace Education curriculum content was scanty. The study recommended, among others, that the Junior Secondary Schools Peace Education curriculum should be revised, and should therefore encompass relevant issues that would mould the students’ minds, issues that would help them to learn to live together and enhance mutual understanding in community; to this end, the Peace Education curriculum should mainstream Human Rights Education, Conflict Resolution Education, Disarmament Education, Development Education, International Education, Civics and any other type of education that is likely to bar the students from getting involved in violent conflict or even terrorism.

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13

Ng, JM, V. Sonti, S. Roberts, R. Harper, and S. Beer. "Education of junior doctors: making a difference in secondary care." Practical Diabetes International 25, no. 5 (June 2008): 177. http://dx.doi.org/10.1002/pdi.1241.

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14

Morin, Oleh. "LABOR EDUCATION OF YOUNGER SCHOOLCHILDREN IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION." Educational Discourse: collection of scientific papers, no. 10(1-2) (March 20, 2019): 83–92. http://dx.doi.org/10.33930/ed.2019.5007.10(1-2)-7.

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The article notes that the main element of the labor education of junior pupils is the practice of involving them in practical activity, which has to direct the nature of educational activity. Thus, the integration of elements of labor education into the content of all subject areas. Strengthening the effectiveness of labor education directly depends on the guideline, according to which each lesson is constructed in accordance with the conscious and specifically defined educational goal, not only the educational, but also the educational one.

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15

Achimugu, Lawrence. "The Relationship Between Students’ Achievement in Junior Secondary Physical and Health Education and Senior Secondary Physical Education." Teacher Education and Curriculum Studies 2, no. 4 (2017): 47. http://dx.doi.org/10.11648/j.tecs.20170204.12.

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16

Carr, Malcom, Valda Kirkwood, Barry Newman, and Ralph Birdwhistell. "Energy in three New Zealand secondary school junior science classrooms." Research in Science Education 17, no. 1 (December 1987): 117–28. http://dx.doi.org/10.1007/bf02357179.

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17

Liang, Weihong, and Changsong Ma. "Modelling the Spatial Distribution Differences of Compulsory Education Resource." Discrete Dynamics in Nature and Society 2021 (October 18, 2021): 1–8. http://dx.doi.org/10.1155/2021/8342789.

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This paper aimed to explore the difference in the spatial distribution of compulsory education resource allocation. Raw data were collected from the 2020 China Statistical Yearbook (county/district level) and Guangxi Province Statistical Yearbook of China. Data analysis was conducted using the entropy method, comprehensive evaluation method, K-means clusters analysis, analysis of variance, and spatial statistical analysis (Moran’s I index). It was determined that there were significant differences in the spatial distribution of compulsory education. The equilibrium degree to mandatory education resource allocation was divided into three classes: high level, medium level, and low level, and each class presented a spatial aggregation effect in the spatial distribution. Compared with the primary schools, the equilibrium degree of junior secondary school was higher. However, the equilibrium fluctuation of junior secondary schools was more significant among different counties/districts. The equilibrium of educational resources of junior secondary schools in the urban areas was higher than that in the rural areas, but there was no significant difference for the primary school.

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18

Dart, Gareth, Tiroyaone Nkanotsang, Ose Chizwe, and Lily Kowa. "Albinism in Botswana junior secondary schools - a double case study." British Journal of Special Education 37, no. 2 (July 16, 2010): 77–86. http://dx.doi.org/10.1111/j.1467-8578.2010.00465.x.

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19

Oyetunji, Christianah. "Reorienting Leadership Styles for Sustainable Education." Journal of Teacher Education for Sustainability 13, no. 2 (January 1, 2011): 59–69. http://dx.doi.org/10.2478/v10099-011-0014-0.

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Reorienting Leadership Styles for Sustainable Education This paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a job and studies and that a participatory leadership style promotes sustainable education in schools. These findings can be useful for education policy makers, school administrators and researchers seeking to promote sustainable improvement in education.

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20

Mokibelo, Eureka. "Using Portfolio Assessment at Lower Secondary Education in Setswana Language Lessons." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 1059. http://dx.doi.org/10.17507/jltr.0905.21.

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This study examined practices in academic progress record keeping at Junior Secondary Schools in Botswana in the Setswana language programme. Using the qualitative approach it was observed that students’ academic progress at Junior Secondary Schools were recorded in scheme books with marks written at the back of it, either after an exercise or after writing monthly tests with no evidence produced when necessary during conferencing. The recordings did not show parents, educational officials and learners students’ academic strengths and weaknesses in a particular skill they were supposed to develop in the teaching and learning processes. The study involved in-service teachers at Junior Secondary Schools who were furthering their education at the University of Botswana. A questionnaire with open ended questions and interviews were used to collect data from the participants. Data were analyzed using the grounded theory by considering thematic statements that emerged from key research questions. The findings indicated that the measures used for academic records by teachers were not systematic and effective. The study recommends portfolio assessment not as a means to an end, but as a strategy that can be adopted and used to develop a systematic way of keeping students’ academic records and monitoring their academic growth and development progress.

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21

Xu, Wenjing, and Qun Meng. "The Development of Mathematical Model Consciousness in Junior Secondary Students: A Lesson Study of the Instruction of Congruent Triangles." Science Insights Education Frontiers 14, no. 1 (January 30, 2023): 1991–2012. http://dx.doi.org/10.15354/sief.23.or088.

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The Compulsory Education Course Standards for Mathematics 2022 have highlighted the educational objectives of junior secondary mathematics by emphasizing the development of mathematical competence and practical learning. Model consciousness, as one of the fundamental mathematical competencies to be developed at the junior secondary level, can facilitate students’ comprehension of the universal application of mathematics. Teachers of mathematics in junior high school should construct effective classroom activities based on the cognitive qualities of their students in order to enhance their mathematical model consciousness and comprehension of the substance of mathematics knowledge. This paper is a lesson study of the education of Congruent Triangles, and its purpose is to investigate strategies for fostering mathematical model consciousness among junior high school pupils.

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22

SAHRONI, Siti, and Abdul Madjid LATIEF. "PROGRAM EVALUATION - STRENGTHENING CHARACTER EDUCATION IN INTEGRATED ISLAMIC JUNIOR SECONDARY SCHOOL." JKP | Jurnal Kepemimpinan Pendidikan 2, no. 1 (June 11, 2019): 152–64. http://dx.doi.org/10.22236/jkpuhamka.v2i1.3803.

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This article aims to evaluate the success of Strengthening Character Education Program implemented in Integrated Islamic Junior Secondary School at Depok. The descriptive qualitative evaluation was used throughout the study. Using naturalistic approach, the evaluator collected the data through observation, in-depth interviews and relevant document study. Interviews were conducted with the foundation chief, principals, vice principals, teachers, parents, and students. This research concludes that the implementation of the Program run as expected. During implementation, the principal was assisted by his vice principal and teachers in planning, organizing, supervising, and controlling the curricula, student activities, and infrastructures. The implementation results in improved student character as intended by the objective of the program. It is expected that this endeavor can be maintained with better and improved facilities.

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Caldwell, Janet H., and Gerald A. Goldin. "Variables Affecting Word Problem Difficulty in Secondary School Mathematics." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 187–96. http://dx.doi.org/10.5951/jresematheduc.18.3.0187.

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The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

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24

Saka, Owodunni Adewale. "Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?" Asian Journal of University Education 17, no. 1 (March 8, 2021): 33. http://dx.doi.org/10.24191/ajue.v17i1.8727.

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The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

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25

Sullivan, Peter, Angie Mornane, Vaughan Prain, Chris Campbell, Craig Deed, Sue Drane, Michael Faulkner, Andrea McDonough, and Caroline Smith. "Junior Secondary Students' Perceptions of Influences on Their Engagement with Schooling." Australian Journal of Education 53, no. 2 (August 2009): 176–91. http://dx.doi.org/10.1177/000494410905300206.

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Various explanations and solutions have been proposed over the last decade in relation to the implications of students' apparent lack of engagement with middle years schooling in Australia. This article reports on responses to a questionnaire by 333 Year 8 students (aged about 13, in the second year of high school) on perceptions of factors relating to their engagement with the academic curriculum. While the majority of students reported a strong sense of the importance of, and opportunities in, schooling, and saw English, mathematics and science connected to those opportunities, this orientation was not matched by corresponding positive engagement with these same subjects. There was diversity in the responses of students, and it is recommended that schools take steps to identify individual students' perceptions of factors influencing their engagement, and where appropriate, deal with those perceptions.

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26

Lai, Pui-Kwong, Keith B. Lucas, and Ed V. Burke. "Science concept learning by English as second language junior secondary students." Research in Science Education 25, no. 1 (March 1995): 115–24. http://dx.doi.org/10.1007/bf02356464.

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27

Arifin, Yusuf. "STRATEGY IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS AT THE POTENTIAL JUNIOR HIGH SCHOOL IN BANDUNG." Journal Of Educational Experts (JEE) 2, no. 1 (March 30, 2019): 65. http://dx.doi.org/10.30740/jee.v2i1p65-74.

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The purpose of this study was to determine 1) the condition of the existing SMP potential in achieving the National Education Standards (SNP), 2) analyze the gap / gap between the real conditions Potential SMP with National Education Standards, 3) formulate an implementation strategy of the National Education Standards to Potential Junior High School. The unit of analysis in this study is 6 Potential Secondary Schools in the city of Bandung, which are in cluster 1 (1 Junior High School), cluster 2 (2 Junior High School) and cluster 3 (3 Junior High Schools). The results showed the level of the gap between the real conditions Potential Secondary Schools in Bandung with National Education Standards are as follows: standard financing is the largest gap compared with other standard is 59.2%. The next largest gap in a sequence is the standard of infrastructure (46.1%), the standard process (39.6%), the standard assessment (29.7%), teachers and education personnel standards (25%), the standard management (23.3 %), content standards (23.2%), and the smallest value of the average gap is competency standards (11%).

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Efendi, Muhamad, Suryadi Suryadi, and Ma’ruf Akbar. "THE EFFECTS OF SCHOOL SELF-EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA." Journal of Education Research in Administration and Management (JERAM) 2, no. 1 (January 10, 2018): 143. http://dx.doi.org/10.29061/jeram.v2i1.84.

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THE EFFECTS OF SCHOOL SELF-`EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA MUHAMAD EFENDI Education Management Study Program, postgraduate faculty, State University of Jakarta, Indonesia ABSTRACT The purpose of this study is to find out the effects of school self-evaluation, quality policy, quality planning, and quality improvement on the quality assurance of State Junior Secondary Schools in Jakarta. The population of this study is two hundred and eighty nine state junior secondary schools. Empirical data was drawn from the research sample were collected by using questionnaires that have been checked for validity and reliability distributed to one hundred and sixty five state junior secondary schools. The data was analyzed using statistical package for social science (SPSS V.20) and Microsoft Excel package and it was presented in tables and bar graphs. The results of this study revealed: 1) Three factors have a significant direct positive effect on quality assurance are quality policy, quality planning, and quality improvement of State Junior Secondary Schools in Jakarta. 2) School self-evaluation has a significant direct positive effect on quality policy, quality planning, and quality improvementof State Junior Secondary Schools in Jakarta.3) The Quality policy has a significant direct effect on quality planning, and quality planning has a significant direct effect on quality of State Junior Secondary Schools in Jakarta. The researcher recommended the deployment of a culture of school self-evaluation activities, and all stakeholder play an active role in supporting the quality policy established by the school leadership and implement the quality plan as planned and educators to always improve the quality of learning and teaching in order to improve the quality of education in school. Keywords: Quality assurance, School Self-evaluation, Quality policy, Quality planning, Quality improvement.

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Wonu, Nduka, and Orolobo Paul-Worika. "Enhancing Metacognitive Knowledge of Cognition among Junior Secondary Students with Mathematics Disability in Everyday Arithmetic." American Journal of Educational Research 7, no. 2 (February 24, 2019): 153–60. http://dx.doi.org/10.12691/education-7-2-6.

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30

Trysińska, Magdalena. "Kompetencje tekstotwórcze uczniów klas pierwszych szkół ponadgimnazjalnych… i ponadpodstawowych – próba porównania." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 12, no. 330 (December 16, 2021): 419–33. http://dx.doi.org/10.24917/20820909.12.29.

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The article presents the results of the study of students’ language competences who attend the first secondary school classes. In 2019, as a result of the education reform, two groups of students started their education in the first grades: junior high school graduates and eight-grade primary school graduates. Pre-secondary education in the case of students leaving primary school lasted a year shorter. Both groups took the exam at the end of lower junior high school or elementary school, respectively, and studied according to a different core curriculum. During the study, it was assumed that thanks to the education that lasted a year longer and was based on a different core curriculum, lower secondary school students should achieve better results in terms of creating an argumentative text and in terms of selected language skills. Both groups of students wrote the same test to confirm or reject the thesis. The results of the study showed that both groups of students achieved comparable results. In some areas, younger students have even outranked junior high school students. At the same time, it turned out that the lower stage of education was completed by students with very different competences. Both among junior high school and primary school students there are very good and very weak students, while in the group of junior high school students there is a large percentage of very weak students. This may prove that for many students three years of lower secondary school were a waste of time, and the last two years of primary school were enough to master the tested skills.

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Jacob, Ogunode Niyi. "An Investigation into the Challenges Facing Administration of STEM Education in Gwagwalada Universal Basic Education Junior Secondary Schools in FCT, Nigeria." International Journal on Research in STEM Education 2, no. 1 (May 29, 2020): 59–78. http://dx.doi.org/10.31098/ijrse.v2i1.200.

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This study aimed to investigate the challenges facing the administration of STEM Education in Gwgwalada junior secondary schools of FCT, Nigeria. The study employed a descriptive survey design. The instruments used for data collection were questionnaires titled:' Challenges facing Administration of STEM Education Questionnaire” (CFASEQ).The sample for the study comprised of 200 teachers. A simple random sampling method was used to select the sample. One hypothesis and three research instruments were used for the study. Test and retest were employed to determine the reliability of the instrument. Simple percentages were employed to analyze the data collected and a chi-square test was used to test the hypothesis. The study revealed that challenges are facing the administrations of STEM Education in Gwagwalada junior secondary schools and these challenges include; inadequate infrastructural facilities, shortage of science teachers, lack of instructional materials, lack of motivation, inadequate fund, poor supervision, high population, poor capacity development program for science teachers and negative attitude of students towards STEM education. The result also revealed that100% of the respondents agreed that the implications of the challenge facing the administration of STEM Education are responsible for poor implementation of STEM education in Gwagwalada junior secondary schools of FCT, Nigeria. From the finding, it was recommended that the government increase the funding of education and give more priority to STEM Education.

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Poon, Kin-Keung, and Chi-Keung Leung. "Pilot study on algebra learning among junior secondary students." International Journal of Mathematical Education in Science and Technology 41, no. 1 (January 15, 2010): 49–62. http://dx.doi.org/10.1080/00207390903236434.

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Zhu, Cuicui. "Exploration of the Motivation of Secondary Vocational Education Under the Background of “Diversion”—Based on a Case Study of Impoverished Junior High School Students in Northwest Rural Areas of China." Asian Social Science 18, no. 9 (August 31, 2022): 42. http://dx.doi.org/10.5539/ass.v18n9p42.

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The society generally regards the students who choose the secondary vocational school as the students who failed the high school entrance examination. Based on interviews and on-site observations of poor junior high school students and their parents in a rural junior high school in Northwest China, the paper summarizes the four major motivations for rural poor students to enter secondary vocational schools under the background of today’ s high school entrance examination diversion. The cost of educational choices and compromises, the influence of peer groups, and individual interests are motivated by school, family, peer, and individual motives, respectively. In view of the current fierce competition in education in China, the disparity of educational resources between regions and the embarrassed family background, the decision to enter secondary vocational school is the result of the interaction between the macro-structure and micro-situation of poor rural junior high school students. In conclusion, promotion to secondary vocational education is a reasonable choice for many rural families. Therefore, in order to meet the survival and development needs of the disadvantaged rural poor students and their families, and make vocational education truly a channel for their upward mobility, it is necessary to strengthen the publicity of vocational education, change the concept of discrimination against vocational education, and at the same time strive to improve vocational education.

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Arua, Arua E., and Comfort E. Arua. "The Reading Behavior of Junior Secondary Students During School Holidays in Botswana." Journal of Adolescent & Adult Literacy 54, no. 8 (May 2011): 589–99. http://dx.doi.org/10.1598/jaal.54.8.4.

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Adeyemi, Michael Bamidele, and Richard Tabulawa. "AIDS and Related Issues: the views of junior secondary teachers in Botswana." Educational Studies 19, no. 2 (January 1993): 227–34. http://dx.doi.org/10.1080/0305569930190207.

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HA, Amy Sau Ching, and David P. JOHNS. "Physical Education Teacher Effectiveness: Junior Secondary Student Perspectives on Influential Learning Factors." Asian Journal of Physical Education & Recreation 4, no. 1 (June 1, 1998): 17–23. http://dx.doi.org/10.24112/ajper.41197.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to identify and examine the potential determinants of junior secondary school students views on physical education teachers qualities affecting their learning. Students (N= 1,540), 791 males and 749 females were randomly selected from thirteen secondary schools of the territory for the study. Data were obtained from an 18-item response questionnaire developed and modified by the investigators. Results showed that teachers fairness, variety of teaching technique, subject knowledge, organizational skills, and teachers emotion were found to be the most influencing factors to students learning. Whilst male students indicated that time/space allotment should be accented in physical education classes, female students concerned more about teachers emotion. ANOVA tests on grade and gender found that secondary three males required better discipline during instructions while secondary one females expected precise explanation/demonstration as well as corrective feedback. Results of the study implied that contemporary physical education teachers must assume a wide range of roles to effect the desired change in student behavior. To be an effective teacher, it is necessary to apply a conscious effort in order to acquire the skills, attitudes and personal dispositions which respond to student needs.本研究旨在調查初中學生對體育教師的專業素質在學習上之影響。研究對象爲本地1,540名中一至中三男、女學生。研究結果顯示學生認爲教師的(一)公正持平(二)教學技巧多元化(三)本科知識(四)組織能力及(五)控制個人情緒等因素最能影響其學習。現代體育教師的角色漸趨多元化，教師應從不同角度瞭解學生在學習上的需要，務求達致優質教育的目標。

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Ho, Kwok Keung. "The Need of Boarding Education for Junior Secondary Students in Hong Kong." Special Services in the Schools 12, no. 1-2 (December 31, 1996): 137–47. http://dx.doi.org/10.1300/j008v12n01_09.

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TSVETKOVA, Marina S., and Vladimir M. KIRYUKHIN. "International School in Informatics “Junior” for IOI Training." Olympiads in Informatics 12 (May 15, 2018): 187–93. http://dx.doi.org/10.15388/ioi.2018.16.

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In 2018 the IOI will celebrate its thirtieth anniversary. Over these three decades, not only the world secondary school Olympiads in informatics community have been formed, which covers more than 80 countries from all continents, but a formation of an united methodological space of the school Informatics started also. This space allows many countries today to develop school computer science education, using the experience of other countries, materials from the IOI conference journal, sites of computer science contests, and other Internet resources. This article describes a model for organizing an international training event for juniors – International School in Informatics “Junior” – ISIJ.

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Bamidele Adeyemi, Michael, and Lewis Asimeng-Boahene. "Democracy and Social Studies Education at the Junior Secondary School Level in Botswana." Pastoral Care in Education 19, no. 2 (June 2001): 15–20. http://dx.doi.org/10.1111/1468-0122.00194.

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Adeyemi, Michael B., K. Boikhutso, and P. Moffat. "Teaching and Learning of Citizenship Education at the Junior Secondary Level in Botswana." Pastoral Care in Education 21, no. 2 (June 2003): 35–40. http://dx.doi.org/10.1111/1468-0122.00260.

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Fletcher, Jonathan A. "The appraisal of mathematics teachers in Ghana." Journal of Educational Management 3 (November 1, 2000): 38–66. http://dx.doi.org/10.47963/jem.v3i.385.

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Many mathematics teachers in Ghanaian secondary schools have little or no training in the teaching of mathematics, yet they teach the subject because of the shortage of mathematics teachers in Ghana. Such teachers and their trained counterparts, need professional help to enable them guide pupils learn the subject effectively and efficiently especially since the duration for pre-university education in Ghana has been cut by about five. This study aimed to; 1. Examine the nature of teacher appraisal in Ghana . 2. Examine the validity of existing methods of teacher appraisal in Ghana. 3. Determine which variables influence Ghanaian mathematics teachers' views about teacher appraisal and its ability to help them improve their competence of teaching mathematics. Of the 441 secondary mathematics teachers who participated in the study, 193 taught the subject at the junior secondary level and 248 taught it at the senior secondary level. In addition, 44 Ghana Education Service Officials and six heads of secondary schools who appraise mathematics teachers were sampled. Methods used included questionnaires, interviews and observation of appraisers at work. Highly significant relationships were found between mathematics teachers' perceived professional support and appraisal experience, mathematics teaching experience and professional status at the senior secondary level, and between received support and appraisal experience at the junior secondary level. The results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perception of the potential of the teacher appraisal system in Ghana to help them to improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system than their junior secondary counterparts. The study also showed that many education officials who appraise mathematics teachers have little or no training in secondary school mathematics teaching or its appraisal, yet the appraisal system for both formative and summative purposes require these officers to both "help " mathematics teachers improve their work and make judgements about their performance. These findings led to the conclusion that the teacher appraisal system in the Ghana Education Service is not valid. The implications of the findings are discussed.

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Salihu, Jamilu Ja’afar, and I. D. Abubakar. "EFFECTS OF EDUCATIONAL FIELD TRIPS ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA." Education, Sustainability And Society 3, no. 2 (April 10, 2020): 41–44. http://dx.doi.org/10.26480/ess.02.2020.41.44.

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The study examined the Effects of Educational Field Trips on Social Studies Students’ Academic Achievement in Junior Secondary Schools in Kaduna State, Nigeria. The design of the study was the non-equivalent pre-test post-test control group type of quasi experiment. The population of the study consisted of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria numbering 26,322. Also, 120 students were purposively sampled from JSSII in the following schools: Government Junior Secondary School Tudun-Jukun, Zaria, Government Junior Secondary School, Awai, Government Junior Secondary School, Aba and Government Junior Secondary School Muchiya, Sabon-Gari. The data collection instrument was Social Studies Achievement Test (SOSAT). The content and construct validity was ascertained by experts in Social Studies, language and test and measurement. The reliability coefficient index power of the instrument stood at 0.81 determined using Pearson Product Moment Correlation Coefficient (PPMC). The data analysis tools were mean and standard deviation used in answering the question posed while t-test independent samples was used in testing the null hypothesis postulated at 0.05 alpha. The study found that there exist significant difference between the mean academic achievement scores of students taught Social Studies using educational field trip (experimental) and those who were taught with lecture method (control). In the light of the foregoing, the study recommended that teachers in the Kaduna State should be encouraged to adopt educational field trip in teaching Social Studies in order to enhance students’ academic achievement.

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Prabawani, Bulan, Sudharto P. Hadi, Irina Safitri Zen, Teuku Afrizal, and Dinalestari Purbawati. "Education for Sustainable Development as Diffusion of Innovation of Secondary School Students." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 84–97. http://dx.doi.org/10.2478/jtes-2020-0007.

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AbstractEducation for sustainable development (ESD) is essential to study in order to understand environmental changes from the perspective of student character building. This concept is the main foundation that refers to individual personality as a medium to build excellent capacity from an early age. At adolescent age, children experience a period with high emotional growth that encourages changes in attitudes and behavior patterns towards the surrounding environment. This exploratory study aimed at describing the relationship between environmental knowledge and studentsí attitudes and behaviors, along with challenging factors as the moderating variable, involving 320 participants from two junior high schools in two cities in Central Java, Indonesia. The data were analyzed using partial least square Smartpls v3.0. This study found that junior high school students had low environmental and social knowledge, but there was a good attitude and behavior tendency concerning the environment. The studentsí knowledge significantly influenced environmentally-friendly attitudes and behaviors, especially the social environment that the obstacles also became a significant moderating variable. Thus, schools and related parties should develop programs to increase the studentsí study orientation towards the environment and to have a collective awareness of the environment, specifically the ability to analyze and synthesize the surroundings.

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Udofia, Nsikak-Abasi. "Development and Validation of a Project Package for Junior Secondary School Basic Science." Universal Journal of Educational Research 2, no. 2 (February 2014): 126–33. http://dx.doi.org/10.13189/ujer.2014.020204.

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Uwameiye, Raymond, and M. Onyewadume. "Work visits in the south-western nigerian junior secondary schools: a neglected challenge?" Journal of Vocational Education & Training 51, no. 4 (December 1999): 573–83. http://dx.doi.org/10.1080/13636829900200108.

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Cheng, May May-hung. "Identifying Strategies to Support Junior Secondary Students to Engage in Scientific Investigation Tasks." Canadian Journal of Science, Mathematics and Technology Education 8, no. 2 (July 22, 2008): 99–120. http://dx.doi.org/10.1080/14926150802169222.

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Lo *, Joe Tin‐Yau. "The junior secondary history curricula in Hong Kong and Shanghai: a comparative study." Comparative Education 40, no. 3 (August 2004): 343–61. http://dx.doi.org/10.1080/0305006042000274836.

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Jekayinfa, Olatunji James, Olajumoke Olayemi Salami, Funmilayo Elizabeth Olu-Ajayi, and Seun Owonuwa. "Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria." British Journal of Education 10, no. 8 (July 1, 2022): 31–43. http://dx.doi.org/10.37745/bje.2013/vo10.n8pp3143.

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This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Secondary School external examination. The data was analysed using descriptive statistics i.e. mean and standard deviation to answer the four research questions raised. The findings were that 1. teachers’ qualifications have major influence on students’ performance in Mathematics.2. teachers’ qualifications have major influence on students’ performance in Basic Science 3. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Mathematics & 4. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Basic Science. The study recommended among others that appropriate education authorities and stakeholders should ensure that qualified teachers with relevant qualifications only are those allowed to teach each subject and that teachers with lower qualifications should be made to further their education to obtain higher qualifications for higher teaching skills.

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Boymurodov, Shukhrat T. "REFORMS IN THE FIELD OF SECONDARY SPECIAL EDUCATION IN UZBEKISTAN AND ITS IMPORTANCE." JOURNAL OF LOOK TO THE PAST 4, no. 3 (March 30, 2021): 30–36. http://dx.doi.org/10.26739/2181-9599-2021-3-5.

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In the second half of the twentieth century, the education system was separated from the progressive achievements of world civilization and the historical roots of our people. Radical changes in the system of secondary special education in Uzbekistan, changes in the system, democratic changes in the country and the requirements of a market economy, the creation of a legal framework for educational institutions, the acceleration of educational reforms issues were analyzedIndex Terms: Secondary Education, Secondary Special Education, Vocational Training, Teachers, Education Reform, Education Law, National Training Program, Junior Specialist.

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Sugiharti, Lilik. "Education Performance and the Determinants of Secondary School Enrolment in Indonesia." GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.5(3) Jul-Sep 2017 5, no. 3 (July 5, 2017): 33–42. http://dx.doi.org/10.35609/gjbssr.2017.5.3(5).

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Objective - The development in education sector as one form of human capital development has been implemented in Indonesia. Some government programs have been attempted as an alternative solution to improve the quality of education. Methodology/Technique - The paper calculates and analyses an education inequality in Indonesia from 2005 to 2012, and the logit model conducted to estimate the probability of school attendance particularly in secondary school, both in junior and high school. Findings - The result was very significant which is in term of enrolment rate, the primary education was more equal. However, the data found that the enrolment rate of secondary school was lower than the primary school which was 89.29% of junior school, and 68.45% of high school in 2012. In general there has been education performance improvements in Indonesia during 2005 to 2012.There was a magnitude decrease of education Gini index from 0.353 in 2005 to 0.318 in 2012. In term of location, using the education Lorenz curve it was found that the education inequality was higher in rural than in urban area. There was a strong negative correlation between Mean Years of Schooling and the education Gini index, increasing the mean years of schooling, the education performance will be more equal. Moreover, gender of a child, household characteristics, i.e. father's education, mother's education, poverty status, and geographic location of households, in rural and urban area had a strong and significant effects on secondary school enrolment in Indonesia. Novelty - The study uses Gini index, Lorenz Curve and Logit model to determine educational performance. Type of Paper: Empirical Keywords: School Enrolment; Gini Index; Lorenz Curve; Education Inequality; Logit Model; Indonesia. JEL Classification: I20, I21, I23.

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