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school</title> <meta name="description" content="Search results for: senior high school"> <meta name="keywords" content="senior high school"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="senior high school"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 22557</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: senior high school</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22557</span> Maintaining the Formal Type of West Java's Heritage Language with Sundanese Language Lesson in Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dinda%20N.%20Lestari">Dinda N. Lestari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sundanese language is one of heritage language in Indonesia that must be maintained especially the formal type of it because teenagers nowadays do not speak Sundanese language formally in their daily lives. To maintain it, Cultural and Education Ministry of Indonesia has input Sundanese language lesson at senior high school in West Java area. The aim of this study was to observe whether the existence of Sundanese language lesson in senior high school in the big town of Karawang, West Java - Indonesia give the contribution to the formal type of Sundanese language maintenance or not. For gathering the data, the researcher interviewed the senior high school students who have learned Sundanese language to observe their acquisition of it. As a result of the interview, the data was presented in qualitative research by using the interviewing method. Then, the finding indicated that the existence of Sundanese language in Senior High School also the educational program which is related to it, for instance, Kemis Nyunda seemed to do not effective enough in maintaining the formal type of Sundanese language. Therefore, West Java government must revise the learning strategy of it, including the role of the Sundanese language teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language" title="heritage language">heritage language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance%20and%20shift" title=" language maintenance and shift"> language maintenance and shift</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=Sundanese%20language" title=" Sundanese language"> Sundanese language</a>, <a href="https://publications.waset.org/abstracts/search?q=Sundanese%20language%20lesson" title=" Sundanese language lesson"> Sundanese language lesson</a> </p> <a href="https://publications.waset.org/abstracts/104192/maintaining-the-formal-type-of-west-javas-heritage-language-with-sundanese-language-lesson-in-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22556</span> Binary Logistic Regression Model in Predicting the Employability of Senior High School Graduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cromwell%20F.%20Gopo">Cromwell F. Gopo</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20L.%20Picar"> Joy L. Picar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to predict the employability of senior high school graduates for S.Y. 2018- 2019 in the Davao del Norte Division through quantitative research design using the descriptive status and predictive approaches among the indicated parameters, namely gender, school type, academics, academic award recipient, skills, values, and strand. The respondents of the study were the 33 secondary schools offering senior high school programs identified through simple random sampling, which resulted in 1,530 cases of graduates’ secondary data, which were analyzed using frequency, percentage, mean, standard deviation, and binary logistic regression. Results showed that the majority of the senior high school graduates who come from large schools were females. Further, less than half of these graduates received any academic award in any semester. In general, the graduates’ performance in academics, skills, and values were proficient. Moreover, less than half of the graduates were not employed. Then, those who were employed were either contractual, casual, or part-time workers dominated by GAS graduates. Further, the predictors of employability were gender and the Information and Communications Technology (ICT) strand, while the remaining variables did not add significantly to the model. The null hypothesis had been rejected as the coefficients of the predictors in the binary logistic regression equation did not take the value of 0. After utilizing the model, it was concluded that Technical-Vocational-Livelihood (TVL) graduates except ICT had greater estimates of employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school%20graduates" title=" senior high school graduates"> senior high school graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=Davao%20del%20Norte" title=" Davao del Norte"> Davao del Norte</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/151730/binary-logistic-regression-model-in-predicting-the-employability-of-senior-high-school-graduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22555</span> Transitioning Classroom Students to Working Learners: Lived Experiences of Senior High School Work Immersion Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rico%20Herrero">Rico Herrero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study looked into the different lived experiences of senior high school to work immersion and how they were able to cope up in the transition stage from being classroom students into immersion students in work immersion site. The participants of the study were the ten senior high school students from Punta Integrated School. Using interview guide questions, the researchers motivated the participants to reveal their thoughts, feelings, and experiences in the interviews via video recording. The researchers utilized the qualitative research design, but the approach used was grounded theory. The findings revealed the participants’ lived experiences on how to cope or overcome the transition stage during the work immersion program. They unanimously responded to the interview questions. And based on the themes that emerged from the testimonies of the Senior High School students, the classroom learners benefited a lot from authentic learning opportunity of immersion program. Work immersion provides the students the opportunity to learn and develop their skills/ competencies related to the field of specialization. The hands-on training provides them simulation of work. They realized that theoretical learning in school is not enough to be equipped to work. Immersion program also provides venue for values and standard transformation. Senior High School students felt a high demand of self-confidence at the beginning of their race. Good thing, self-esteem of an individual helps bring out one’s potential at its best. Students find it challenging to get along with people in all ages. But, the endeavour absolutely helps them to grow maturely. Participants also realized that it’s not easy to deal with time pressure. Hence, the immersion program taught them to learn about time management. Part of the best training is to expose the learners to the harsh reality. Despite of the things that the school had taught them, still, students realized that they are not yet ready to deal with the demands of work. Furthermore, they also found out that they need to develop an interpersonal skill to improve their human relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title="grounded theory">grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=lived%20experiences" title=" lived experiences"> lived experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20immersion" title=" work immersion"> work immersion</a> </p> <a href="https://publications.waset.org/abstracts/129071/transitioning-classroom-students-to-working-learners-lived-experiences-of-senior-high-school-work-immersion-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22554</span> Rationalizing the Utilization of Interactive Engagement Strategies in Teaching Specialized Science Courses of STEM and GA Strands in the Academic Track of Philippine Senior High School Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raul%20G.%20Angeles">Raul G. Angeles</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Philippine government instituted major reforms in its educational system. The Department of Education pushes the K to 12 program that makes kindergarten mandatory and adds two years of senior high school to the country's basic education. In essence, the students’ stay in basic education particularly those who are supposedly going to college is extended. The majority of the students expressed that they will be taking the Academic Track of the Senior High School curriculum specifically the Science, Technology, Engineering and Mathematics (STEM) and General Academic (GA) strands. Almost certainly, instruction should match the students' styles and thus through this descriptive study a city survey was conducted to explore the teaching strategies preferences of junior high school students and teachers who will be promoted to senior high school during the Academic Year 2016-2017. This study was conducted in selected public and private secondary schools in Metro Manila. Questionnaires were distributed to students and teachers; and series of follow-up interviews were also carried out to generate additional information. Preferences of students are centered on employing innovations such as technology, cooperative and problem-based learning. While the students will still be covered by basic education their interests in science are sparking to a point where the usual teaching styles may no longer work to them and for that cause, altering the teaching methods is recommended to create a teacher-student style matching. Other effective strategies must likewise be implemented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title="curriculum development">curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20strategies" title=" effective teaching strategies"> effective teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/50006/rationalizing-the-utilization-of-interactive-engagement-strategies-in-teaching-specialized-science-courses-of-stem-and-ga-strands-in-the-academic-track-of-philippine-senior-high-school-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22553</span> Computer-Based versus Paper-Based Tests: A Comparative Study of Two Types of Indonesian National Examination for Senior High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faizal%20Mansyur">Faizal Mansyur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research is to find out whether there is a significant difference in the English language scores of senior high school students in the Indonesia National Examination for students tested by using computer-based and paper-based tests. The population of this research is senior high school students in South Sulawesi Province who sat the Indonesian National Examination for 2015/2016 academic year. The samples of this research are 800 students’ scores from 8 schools taken by employing the multistage random sampling technique. The data of this research is a secondary data since it is obtained from the education office for South Sulawesi. In analyzing the collected data, the researcher employed the independent samples T-Test with the help of SPSS v.24 program. The finding of this research reveals that there is a significant difference in the English language scores of senior high school students in the Indonesia National Examination for students tested by using computer-based and paper-based Tests (p < .05). Moreover, students tested by using PBT (Mean = 63.13, SD = 13.63) achieve higher score than those tested by using CBT (Mean = 46.33, SD = 14.68). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-based%20test" title="computer-based test">computer-based test</a>, <a href="https://publications.waset.org/abstracts/search?q=paper-based%20test" title=" paper-based test"> paper-based test</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20national%20examination" title=" Indonesian national examination"> Indonesian national examination</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a> </p> <a href="https://publications.waset.org/abstracts/84248/computer-based-versus-paper-based-tests-a-comparative-study-of-two-types-of-indonesian-national-examination-for-senior-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22552</span> The Age Difference in Social Skills Constructs for School Adaptation: A Cross-Sectional Study of Japanese Students at Elementary, Junior, and Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiroki%20Shinkawa">Hiroki Shinkawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Tadaaki%20Tomiie"> Tadaaki Tomiie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many interventions for social skills acquisition aim to decrease the gap between social skills deficits in the individual and normative social skills; nevertheless little is known of typical social skills according to age difference in students. In this study, we developed new quintet of Hokkaido Social Skills Inventory (HSSI) in order to identify age-appropriate social skills for school adaptation. First, we selected 13 categories of social skills for school adaptation from previous studies, and created questionnaire items through discussion by 25 teachers in all three levels from elementary schools to senior high schools. Second, the factor structures of five versions of the social skills scale were investigated on 2nd grade (n = 1,864), 4th grade (n = 1,936), 6th grade (n = 2,085), 7th grade (n = 2,007), and 10th grade (n = 912) students, respectively. The exploratory factor analysis showed that a number of constructing factors of social skills increased as one’s grade in school advanced. The results in the present study can be useful to characterize the age-appropriate social skills for school adaptation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title="social skills">social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20difference" title=" age difference"> age difference</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a> </p> <a href="https://publications.waset.org/abstracts/23635/the-age-difference-in-social-skills-constructs-for-school-adaptation-a-cross-sectional-study-of-japanese-students-at-elementary-junior-and-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22551</span> Confidence in Practice of Debate at Senior High School Student in Jakarta, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arista%20Mayang%20Sari%20Slamet">Arista Mayang Sari Slamet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to see the shape or behavior that shows the attitude of confidence in the practice of debate on science program students in Senior High School. This research is a descriptive qualitative study by explaining the forms of behavior of each indicator (there are ten indicators) confidence of Santrock. Data collection using interviews with Indonesian language teachers, direct observation, and documents. In this study, it was found that there is one item that is not visible indicator of the high school students of class X, which is the fourth item ‘Sitting with others in social activities’. This is caused by the forum examined are debating forum, so there is a social activity can’t be seen. The result of this study there are two students who do not show the behavior of confidence, their name is Dea and Audria (from the pro team). This indicates that the head of a pro team dominated the debate. The time for the debate is 45 minutes. Therefore all students in both of team can’t demonstrate their debate skill. In each team is only dominated by one student. The most common forms of confidence behavior are expressing opinion, look at the other person (speaker), and keeping eye contact with the other person. This indicates that the attitude of confidence by looking at the other person makes them more confident about their opinion. The most uncommon indicators is to direct or instruct to the other person. This shows that the attitude of self-confidence shown by the students isn’t lead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=debate" title=" debate"> debate</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakarta" title=" Jakarta"> Jakarta</a> </p> <a href="https://publications.waset.org/abstracts/82354/confidence-in-practice-of-debate-at-senior-high-school-student-in-jakarta-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22550</span> Gains and Drawbacks in the Delivery of Senior High School Sports Track Program: The Lived Experiences of Physical Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Steffany%20Anne%20Poblador">Steffany Anne Poblador</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruben%20Jr.%20Tagare"> Ruben Jr. Tagare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Philippine Education System is now undergoing transition as a result of the implementation of Republic Act 10533, commonly referred to as the Enhanced Basic Education Act. Since its implementation in 2013, researchers have been examining the initial impact of this transition; however, investigations into the gains and drawbacks of the Philippine Senior High School Sports Track Program based on teachers’ assessment were scarcely adequate. As a result, this research used a Qualitative Phenomenology Research Design to elicit information on the gains and drawbacks faced by these instructors. Focus group discussions, in-depth interviews, and extensive field observation were conducted with participants from selected schools in Cotabato Province. During the triangulation of the data, five (5) significant themes for gains and six (6) concerns from the research participants emerged. The findings were then used to provide recommendations for a more effective implementation of the Sports Track Program in the Philippine Senior High School program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20gains%20and%20drawbacks" title="teachers’ gains and drawbacks">teachers’ gains and drawbacks</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippine%20K%20to%2012%20problems" title="Philippine K to 12 problems">Philippine K to 12 problems</a>, <a href="https://publications.waset.org/abstracts/search?q=K%20to%2012%20transition%20years" title=" K to 12 transition years"> K to 12 transition years</a>, <a href="https://publications.waset.org/abstracts/search?q=favorable%20experiences" title=" favorable experiences"> favorable experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a> </p> <a href="https://publications.waset.org/abstracts/138843/gains-and-drawbacks-in-the-delivery-of-senior-high-school-sports-track-program-the-lived-experiences-of-physical-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22549</span> Internet Use and Academic Procrastination Behavior in High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endah%20Mastuti">Endah Mastuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Prihastuti%20Sudaryono"> Prihastuti Sudaryono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development of Internet usage and technology influences the academic behavior of students in high schools. One of the consequences is the emergence of academic procrastination behavior. Academic procrastination behavior is students’ procrastinate behavior in completing assignments. This study aimed to see whether there are differences in the duration of using the internet with academic procrastinate behavior among high school students in Surabaya. The number of research subject is 498 high school students. Instruments of the research are academic procrastination scale and duration of the internet usage questionnaire. The results from One Way Anova shows F value 0.241 with a significance level of 0.868 This demonstrates that there is no difference between the duration of the use of the Internet with academic procrastination behavior in high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20procrastination" title="academic procrastination">academic procrastination</a>, <a href="https://publications.waset.org/abstracts/search?q=duration%20of%20internet%20usage" title=" duration of internet usage"> duration of internet usage</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a> </p> <a href="https://publications.waset.org/abstracts/62382/internet-use-and-academic-procrastination-behavior-in-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62382.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22548</span> Juvenile Delinquency of Senior High School Students in Surabaya, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Herdina%20Indrijati">Herdina Indrijati </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to describe teenager delinquency behavior (Juvenile Delinquency) of senior high school students in Surabaya, Indonesia. Juvenile Delinquency is a broad range of behaviors start from socially unacceptable behavior (overreact in school), violation (escape from home) to crimes (like stealing). This research uses quantitative descriptive method using 498 students who come from 8 different schools in Surabaya as subjects. Juvenile Delinquency behavior form questionnaire has been completed by subjects and was used to measure and describe the behavior. The result of this research is presented in statistic descriptive forms. Result shows that 169 subjects skip school, 55 subjects get out of home without parent’s permission, 110 subjects engage in smoking behavior, 74 subjects damage other people properties, 32 subjects steal, 16 subjects exploit others and 7 subjects engage in drug abuse. Frequency of the top five mentioned behavior are 1-10 times. It is also found that subject’s peers are most likely to be the victim of Juvenile Delinquency. The reasons teenagers engage in Juvenile Delinquency include (1) feeling tired, bored or lazy – that contributes to their skip school behavior (2) Having a lot of problem with parents - contrives them to run away from home, (3) accidentally damage other people’s properties, (4) financial problems – force them to steal and exploit, (5) feeling like having a lot of life problems – that makes them do drugs (6) trying smoking for experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=juvenile%20delinquency" title="juvenile delinquency">juvenile delinquency</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/62187/juvenile-delinquency-of-senior-high-school-students-in-surabaya-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22547</span> Evidence from the Ashanti Region in Ghana: A Correlation Between Principal Instructional Leadership and School Performance in Senior High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Blessing%20Dwumah%20Manu">Blessing Dwumah Manu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20Wallin"> Dawn Wallin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore school principal instructional leadership capabilities (Robinson, 2010) that support school performance in senior high schools in Ghana’s Northern Region. It explores the ways in which leaders (a) use deep leadership content knowledge to (b) solve complex school-based problems while (c) building relational trust with staff, parents, and students as they engage in the following instructional leadership dimensions: establishing goals and expectations; resourcing strategically; ensuring quality teaching; leading teacher learning and development and ensuring an orderly and safe environment (Patuawa et al, 2013). The proposed research utilizes a constructivist approach to explore the experiences of 18 school representatives (including principals, deputy principals, department heads, teachers, parents, and students) through an interview method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title="instructional leadership">instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20content%20knowledge" title=" leadership content knowledge"> leadership content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=solving%20complex%20problems" title=" solving complex problems"> solving complex problems</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20relational%20trust%20and%20school%20performance" title=" building relational trust and school performance"> building relational trust and school performance</a> </p> <a href="https://publications.waset.org/abstracts/167970/evidence-from-the-ashanti-region-in-ghana-a-correlation-between-principal-instructional-leadership-and-school-performance-in-senior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22546</span> Competence on Learning Delivery Modes and Performance of Physical Education Teachers in Senior High Schools in Davao</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juvanie%20C.%20Lapesigue">Juvanie C. Lapesigue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Worldwide school closures result from a significant public health crisis that has affected the nation and the entire world. It has affected students, educators, educational organizations globally, and many other aspects of society. Academic institutions worldwide teach students using diverse approaches of various learning delivery modes. This paper investigates the competence and performance of physical education teachers using various learning delivery modes, including Distance learning, Blended Learning, and Homeschooling during online distance education. To identify the Gap between their age generation using various learning delivery that affects teachers' preparation for distance learning and evaluates how these modalities impact teachers’ competence and performance in the case of a pandemic. The respondents were the Senior High School teachers of the Department of Education who taught in Davao City before and during the pandemic. Purposive sampling was utilized on 61 Senior High School Teachers in Davao City Philippines. The result indicated that teaching performance based on pedagogy and assessment has significantly affected teaching performance in teaching physical education, particularly those Non-PE teachers teaching physical education subjects. It should be supplied with enhancement training workshops to help them be more successful in preparation in terms of teaching pedagogy and assessment in the following norm. Hence, a proposed unique training design for non-P.E. Teachers has been created to improve the teachers’ performance in terms of pedagogy and assessment in teaching P.E subjects in various learning delivery modes in the next normal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20delivery%20modes" title=" learning delivery modes"> learning delivery modes</a>, <a href="https://publications.waset.org/abstracts/search?q=P.E%20teachers" title=" P.E teachers"> P.E teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20competence" title=" teaching competence"> teaching competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a> </p> <a href="https://publications.waset.org/abstracts/161646/competence-on-learning-delivery-modes-and-performance-of-physical-education-teachers-in-senior-high-schools-in-davao" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22545</span> English Language Performance and Emotional Intelligence of Senior High School Students of Pit-Laboratory High School </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a second language is widely spoken in the Philippines. In fact, it is used as a medium of instruction in school. However, Filipino students, in general, are still not proficient in the use of the language. Since it plays a very crucial role in the learning and comprehension of some subjects in the school where important key concepts and in English, it is imperative to look into other factors that may affect such concern. This study may post an answer to the said concern because it aimed to investigate the association between a psychological construct, known as emotional intelligence, and the English language performance of the 55 senior high school students. The study utilized a descriptive correlational method to determine the significant relationship of variables with preliminary data, like GPA in English subject as baseline information of their performance. Results revealed that the respondents had an average GPA in the English subject; however, improving from their first-year high school level to the fourth year. Their English performance resulted to an above average level with a notable higher performance in the speaking test than in the written. Further, a strong correlation between English performance and emotional intelligence was manifested. Based on the findings, it can be concluded that students with higher emotional intelligence their English language performance is expected to be the same. It can be said further that when students’ emotional intelligence (EI components) is facilitated well through various classroom activities, a better English performance would just be spontaneous among them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20performance" title="English language performance">English language performance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=EI%20components" title=" EI components"> EI components</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20literacy" title=" emotional literacy"> emotional literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20competence" title=" emotional quotient competence"> emotional quotient competence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20outcomes" title=" emotional quotient outcomes"> emotional quotient outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20and%20beliefs" title=" values and beliefs"> values and beliefs</a> </p> <a href="https://publications.waset.org/abstracts/32583/english-language-performance-and-emotional-intelligence-of-senior-high-school-students-of-pit-laboratory-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22544</span> Application of Basic Principles of Educational Administration for the Enhancement of Senior Secondary School Principals in Kano State Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Auwal">Ibrahim Auwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on senior secondary education towards the development of younger generation in general terms, and specifically for the enhancement of senior secondary school principals. Investigation was made to correlate between principals’ application of basic principles of educational administration and principals’ productivity in senior secondary schools in Kano State. The instrument used to collect relevant data was self designed Observation Inventory for School Principals (OISP). The observation inventory items were scrutinized by experts from the School of Education Federal College of Education Kano to ascertain the contents validity, and the reliability coefficient was 0.83. Using purposive sampling technique, 30 schools were chosen from 85 senior secondary schools in Kano state and 30 principals were deliberately sampled due to their small number. Pearson Product Moment Correlation (r) Coefficient was used to test the hypothesis generated for the study. The results of the analysis showed that principals’ application of basic principles of educational administration was significantly correlated with principals’ productivity and it promote the performance of the students. Based on the findings, it was recommended that, government should in as much as possible encourage school principals to obtain degrees in relevant and specialized areas in education specifically educational administration and planning so as to get all the necessary knowledge and skills of leader ship procedures that will definitely promote teachers morale, improve students’ academic performance and enhances principals’ productivity in senior secondary schools in Kano State. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=principles%20of%20educational%20administration" title="principles of educational administration">principles of educational administration</a>, <a href="https://publications.waset.org/abstracts/search?q=principals%20of%20senior%20secondary%20schools" title=" principals of senior secondary schools"> principals of senior secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Kano" title=" Kano"> Kano</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a> </p> <a href="https://publications.waset.org/abstracts/15271/application-of-basic-principles-of-educational-administration-for-the-enhancement-of-senior-secondary-school-principals-in-kano-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22543</span> The Culture of Journal Writing among Manobo Senior High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessevel%20Montes">Jessevel Montes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored on the culture of journal writing among the Senior High School Manobo students. The purpose of this qualitative morpho-semantic and syntactic study was to discover the morphological, semantic, and syntactic features of the written output through morphological, semantic, and syntactic categories present in their journal writings. Also, beliefs and practices embedded in the norms, values, and ideologies were identified. The study was conducted among the Manobo students in the Senior High Schools of Central Mindanao, particularly in the Division of North Cotabato. Findings revealed that morphologically, the features that flourished are the following: subject-verb concordance, tenses, pronouns, prepositions, articles, and the use of adjectives. Semantically, the features are the following: word choice, idiomatic expression, borrowing, and vernacular. Syntactically, the features are the types of sentences according to structure and function; and the dominance of code switching and run-on sentences. Lastly, as to the beliefs and practices embedded in the norms, values, and ideologies of their journal writing, the major themes are: valuing education, family, and friends as treasure, preservation of culture, and emancipation from the bondage of poverty. This study has shed light on the writing capabilities and weaknesses of the Manobo students when it comes to English language. Further, such an insight into language learning problems is useful to teachers because it provides information on common trouble-spots in language learning, which can be used in the preparation of effective teaching materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=morpho-semantic%20and%20syntactic%20analysis" title=" morpho-semantic and syntactic analysis"> morpho-semantic and syntactic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Manobo%20Senior%20High%20School" title=" Manobo Senior High School"> Manobo Senior High School</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/124185/the-culture-of-journal-writing-among-manobo-senior-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22542</span> Transitivity Analysis in Reading Passage of English Text Book for Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elitaria%20Bestri%20Agustina%20Siregar">Elitaria Bestri Agustina Siregar</a>, <a href="https://publications.waset.org/abstracts/search?q=Boni%20Fasius%20Siregar"> Boni Fasius Siregar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper concerned with the transitivity in the reading passage of English textbook for Senior High School. The six types of process were occurred in the passages with percentage as follows: Material Process is 166 (42%), Relational Process is 155 (39%), Mental Process is 39 (10%), Verbal Process is 21 (5%), Existential Process is 13 (3), and Behavioral Process is 5 (1%). The material processes were found to be the most frequently used process type in the samples in our corpus (41,60 %). This indicates that the twenty reading passages are centrally concerned with action and events. Related to developmental psychology theory, this book fits the needs of students of this age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transitivity" title="transitivity">transitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=types%20of%20processes" title=" types of processes"> types of processes</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20passages" title=" reading passages"> reading passages</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20psycholoy" title=" developmental psycholoy"> developmental psycholoy</a> </p> <a href="https://publications.waset.org/abstracts/50606/transitivity-analysis-in-reading-passage-of-english-text-book-for-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22541</span> The Attitudes of Senior High School Students Toward Work Immersion Programs of Nazareth School of National University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kim%20Katherine%20Castillo">Kim Katherine Castillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelson%20John%20Datubatang"> Nelson John Datubatang</a>, <a href="https://publications.waset.org/abstracts/search?q=Terrence%20Phillip%20Dy"> Terrence Phillip Dy</a>, <a href="https://publications.waset.org/abstracts/search?q=Norelie%20Hampac"> Norelie Hampac</a>, <a href="https://publications.waset.org/abstracts/search?q=Reichen%20Crismark%20Martinez"> Reichen Crismark Martinez</a>, <a href="https://publications.waset.org/abstracts/search?q=Nina%20Faith%20Pantinople"> Nina Faith Pantinople</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Dante%20Santos%20II"> Jose Dante Santos II</a>, <a href="https://publications.waset.org/abstracts/search?q=Marchel%20Ann%20Santos"> Marchel Ann Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophia%20Abigail%20Santiago"> Sophia Abigail Santiago</a>, <a href="https://publications.waset.org/abstracts/search?q=Zyrill%20Xsar%20San%20Juan"> Zyrill Xsar San Juan</a>, <a href="https://publications.waset.org/abstracts/search?q=Aira%20Mae%20Tagao"> Aira Mae Tagao</a>, <a href="https://publications.waset.org/abstracts/search?q=Crystal%20Kylla%20Viagedor"> Crystal Kylla Viagedor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Work Immersion Program was implemented to help students gain abundant work-related experiences while on-site; additionally, the program aims to help students improve their competencies and interpersonal skills as they are given the option to join the workforce if they ever choose to do so after senior high school. The work immersion experience posed diverse challenges for students, spanning personal, financial, engagement, environmental, and equipment-related domains. These included the need for assistance in time management, transportation expenses, and procurement of materials. Furthermore, students faced difficulties in independent task completion and encountered suboptimal work environments. Addressing these multifaceted obstacles is crucial to optimize the educational outcomes of work immersion programs. In addition to the challenges, several other issues have been identified, including the absence of standardized work immersion programs across schools and industries, the challenges in securing appropriate work immersion placements, the necessity for enhanced monitoring and evaluation of program effectiveness, and the limited availability of field programs aligned with students' chosen courses. Furthermore, there is a lack of comprehensive information regarding the attitudes of Senior High School students toward work immersion programs within their respective schools. This study aims to investigate the attitudes of senior high school students at Nazareth School of National University towards work immersion programs, with a focus on identifying factors that influence their perception and participation, including collegiality and expectations. By exploring the students' attitudes, the research endeavors to enhance the school's work immersion programs and contribute to the overall educational experience of the students. This study addresses challenges related to work immersion programs, focusing on six subtopics: Work Immersion, Work Immersion in the Philippines, Students' Attitudes, Factors Affecting Students' Attitudes, Effectiveness of Work Immersion for Senior High School Students, and Students' Perception and Willingness to Participate. Using a descriptive research design, the study examines the attitudes of senior high school students at Nazareth School of National University in Manila. Data was collected from 100 students, representing different academic strands, through a 35-item researcher-made survey. Descriptive statistics, including measures of central tendency and variability, will be used to analyze the data using JASP, providing valuable insights into the students' attitudes toward work immersion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20outcomes" title=" educational outcomes"> educational outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20immersion%20programs" title=" work immersion programs"> work immersion programs</a> </p> <a href="https://publications.waset.org/abstracts/167521/the-attitudes-of-senior-high-school-students-toward-work-immersion-programs-of-nazareth-school-of-national-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22540</span> Assessing the Leadership Succession Plan in Faith-Based Senior High Schools in Ghana and Its Associated Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20E.%20Cobbinah">J. E. Cobbinah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most challenging issues confronting schools is good leadership succession planning. Experts argue that, although the idea of leadership succession planning is one of the strategies or practices that can help sustain improvement and promote continuity of good leadership, seem to have been neglected in many schools over the years. Appointment of head teachers in senior high schools is based on long service or one’s ability to demonstrate his/her competence in a leadership selection interview. There is no clear and well-structured leadership succession plan, before leadership position is filled, while school leadership succession planning seem to be an issue that nobody talks about. In faith-based schools the issue is even worse, because religious groups impose whoever they consider strong in the faith on schools as leaders, irrespective of the individual competence, ability to take up challenges associated with individuals’ preparedness to take up leadership position. Therefore, the present study examined the nature (including type) of leadership succession plans in faith-based senior high schools and its associated challenges. Convergent mixed method design was employed to effectively achieve the objectives of the study. The data collection strategies involved the use of interviews, questionnaires, and reviews of secondary data. The data was gathered from students, school leaders (head teachers, deputy heads, and head of departments), selected parents teachers associated members, school management committee members and members from school governors. The results show that governors of faith-based schools are making efforts to enhance education quality, by making school leadership accountable, the absence and the neglect of clear, and well-structured leadership succession plan has some negative outcomes. Unsustainable students’ academic performance, lack of support from existing staffs and senior leaders and lack of support in the implementation of school improvement plan. It would be concluded that, faith-based schools should focus on leadership competence and abilities in the selection process of potential school leaders to achieve a good succession plan rather than appointing leaders who are affiliates of one’s faith. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title="school leadership">school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=succession%20planning" title=" succession planning"> succession planning</a>, <a href="https://publications.waset.org/abstracts/search?q=faith-based%20schools" title=" faith-based schools"> faith-based schools</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20governors" title=" school governors"> school governors</a> </p> <a href="https://publications.waset.org/abstracts/70922/assessing-the-leadership-succession-plan-in-faith-based-senior-high-schools-in-ghana-and-its-associated-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22539</span> The Analysis of Cultural Diversity in EFL Textbook for Senior High School in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soni%20Ariawan">Soni Ariawan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to explore the cultural diversity highlighted in EFL textbook for Senior High School grade 10 in Indonesia. The visual images are selected as the data and qualitatively analysed using content analysis. The reason to choose visual images because images are not always neutral and they might impact teaching and learning process. In the current study, cultural diversity aspects are focused on religion (Muslim, Protestant, Catholic, Hindu, Buddhist, Confucian), gender (male, female, unclear), ethnic (Melanesian, Austronesian, Foreigner) and socioeconomic (low, middle, high, undetermined) diversity as the theoretical framework. The four aspects of cultural diversity are sufficiently representative to draw a conclusion in investigating Indonesian culture representation in EFL textbook. The finding shows that cultural diversity is not proportionally reflected in the textbook, particularly in the visual images. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20textbook" title="EFL textbook">EFL textbook</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20images" title=" visual images"> visual images</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/abstracts/80298/the-analysis-of-cultural-diversity-in-efl-textbook-for-senior-high-school-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22538</span> Everyday-Life Vocabulary: A Missing Component in Iranian EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasser%20Aminifard">Yasser Aminifard</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamdollah%20Askari"> Hamdollah Askari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating any difference between Iranian senior high school students' performance on Academic Words (AWs) and Everyday-Life Words (ELWs). To this end, in the first phase, a number of 120 male senior high school students were randomly selected from among twelve high schools in Gachsaran to serve as the participants of the study. In the second phase, using purposive sampling, six high school teachers holding an MA in TEFL and with over twenty years of teaching experience were interviewed. Two multiple-choice tests, each comprising 40 items, were given to the participants in order to determine their performance on AWs and ELWs and follow-up semi-structured interviews were conducted to explore teachers' opinions about participants' performance on the two tests. To analyze the data, a paired-samples t-test was carried out to compare the results of both tests and the interviews were also transcribed to pinpoint important themes. The results of the t-test indicated that the participants performed significantly better on AWs than on ELWs. Additionally, results of the interviews boiled down to the fact that the English textbooks designed for Iranian high school students are fundamentally flawed on the grounds that there is a mismatch between students' real language learning needs and what is presented to them as "teaching-to-the-test" materials via these books. Finally, the implications and suggestions for further research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=everyday-life%20words" title="everyday-life words">everyday-life words</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20words" title=" academic words"> academic words</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=washback" title="washback">washback</a> </p> <a href="https://publications.waset.org/abstracts/15992/everyday-life-vocabulary-a-missing-component-in-iranian-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22537</span> An Investigation of Food Quality and Risks in Thailand: A Case of Inbound Senior Tourists</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Wongleedee">Kevin Wongleedee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Food quality and risks are major concerns for inbound senior tourists when visiting tourist destinations in Thailand. The purposes of this study were to investigate food quality and risks perceived by inbound senior tourists. This paper drew upon data collection from an inbound senior tourist survey conducted in Thailand during summer 2013. Summer time in Thailand is a high season for inbound tourists. It is also a high risk period in which a variety food safety issues and incidents have often occurred. The survey was structured primarily to obtain inbound senior tourists’ concerns toward a variety of food quality and risks they encountered during their trip in Thailand. A total of 400 inbound senior tourists were elicited as data input for mean and standard deviation. The findings revealed that inbound tourists rated the overall food quality at a high level and the three most important perceived food risks were 1) unclean physical cooking facility, 2) toxic chemical handling, and 3) unclean water. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20quality" title="food quality">food quality</a>, <a href="https://publications.waset.org/abstracts/search?q=inbound%20senior%20tourists" title=" inbound senior tourists"> inbound senior tourists</a>, <a href="https://publications.waset.org/abstracts/search?q=risks" title=" risks"> risks</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand "> Thailand </a> </p> <a href="https://publications.waset.org/abstracts/9918/an-investigation-of-food-quality-and-risks-in-thailand-a-case-of-inbound-senior-tourists" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22536</span> Critical Reflection in Teaching and Learning Mathematics towards Perspective Transformation: Practices in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arturo%20Tobias%20Calizon%20Jr.">Arturo Tobias Calizon Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the practices in critical reflection being employed in teaching and learning mathematics in public and private schools for students to achieve perspective transformation in psychological, convictional and behavioral dimensions. There were 1,969 senior high school and college student-respondents selected at random from 33 schools. Process reflection is most commonly practiced in both public and private schools. Convictional dimension of perspective transformation is most frequently achieved. There is no significant difference in practices of process reflection between senior high school and college students. However, there is a significant difference in perspective transformation in behavioral dimension achieved by students from public and private schools. Also, there are significant differences in psychological, convictional and behavioral dimensions of perspective transformation achieved by senior high school and college students. There is a high and significant relationship between critical reflection practices and perspective transformation of students. The researcher concludes that there are teaching strategies that facilitate critical thinking, and there are learning activities that alter perspective of students about mathematics as an abstract field. The researcher further concludes that consistent use of appropriate teaching and learning activities could bring about perspective transformation in students with success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title="critical reflection">critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective%20transformation" title=" perspective transformation"> perspective transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20reflection" title=" process reflection"> process reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=convictional%20dimension" title=" convictional dimension"> convictional dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20mathematics" title=" teaching and learning mathematics"> teaching and learning mathematics</a> </p> <a href="https://publications.waset.org/abstracts/94566/critical-reflection-in-teaching-and-learning-mathematics-towards-perspective-transformation-practices-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22535</span> Effect of Cooperative Learning Strategy on Mathematics Achievement and Retention of Senior Secondary School Students of Different Ability Levels in Taraba State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Onesimus%20Bulus%20Shiaki">Onesimus Bulus Shiaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effect of cooperative learning strategy on mathematics achievement and retention among senior secondary school students of different abilities in Taraba State Nigeria. Cooperative learning strategy could hopefully contribute to students’ achievement which will spur the teachers to develop strategies for better learning. The quasi-experimental of pretest, posttest and control group design was adopted in this study. A sample of one hundred and sixty-four (164) Senior Secondary Two (SS2) students were selected from a population of twelve thousand, eight hundred and seventy-three (12,873) SS2 Students in Taraba State. Two schools with equivalent mean scores in the pre-test were randomly assigned to experimental and control groups. The experimental group students were stratified according to ability levels of low, medium and high. The experimental group was guided by the research assistants using the cooperative learning instructional package. After six weeks post-test was administered to the two groups while the retention test was administered two weeks after the post-test. The researcher developed a 50-item Mathematics Achievement Test (MAT) which was validated by experts obtaining the reliability coefficient of 0.87. Mean scores and standard deviations were used to answer the research questions while the Analysis of Co-variance (ANCOVA) was used to test the hypotheses. Major findings from the statistical analysis showed that cooperative learning strategy has a significant effect on the mean achievement of students as well as retention among students of high, medium and low ability in mathematics. However, cooperative learning strategy has no effect on the interaction of ability level and retention. Based on the results obtained, it was therefore recommended that the adoption of the use of cooperative learning strategy in the teaching and learning of mathematics in senior secondary schools be initiated, maintained and sustained for the benefit of senior secondary school students in Taraba State. Periodic Government sponsored in-service training in form of long vacation training programme, workshops, conferences and seminars on the nature, scope, and use of cooperative learning strategy should be organized for senior secondary school mathematics teachers in Taraba state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ability%20level" title="ability level">ability level</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20achievement" title=" mathematics achievement"> mathematics achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/96515/effect-of-cooperative-learning-strategy-on-mathematics-achievement-and-retention-of-senior-secondary-school-students-of-different-ability-levels-in-taraba-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96515.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22534</span> Study on the Influence of ‘Sports Module’ Teaching on High School Students’ Physical Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoming%20Zeng">Xiaoming Zeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozan%20Wang"> Xiaozan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Qinping%20Xu"> Qinping Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shaoxian%20Wang"> Shaoxian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research Purpose: In 2017, the high school physical education and health curriculum standard advocates modular teaching. This study aims to explore the impact of ‘sports module’ teaching on the physical quality of high school students. Research methods: 800 senior high school students (400 in the experimental group and 400 in the control group) were randomly divided into two groups. The experimental group carried out modular teaching of physical education, and the control group carried out conventional teaching mode for one semester. Before and after the experiment, the physical fitness of the subjects was tested, including vital capacity, 50 meters, standing long jump, sitting forward bending. Results: After the experiment, the vital capacity (t = -4.007, p < 0.01), 50 meters (t = 2.638, p < 0.01) and standing long jump (t = -4.067, p < 0.01) of the experimental group were significantly improved. High school sports modular teaching has special characteristics. It attaches great importance to the independent development of students' personality. Students can choose their favorite modules to develop various skills and actively participate in various sports activities in the classroom. The density and intensity of sports are greatly improved. Students' speed (50m run), cardiopulmonary endurance (vital capacity), sensitivity, and strength (standing long jump) scores are greatly improved and obviously improved in nature. But at the same time, it was found that the students' sitting forward flexion did not show significant improvement, which was caused by the lack of relevant equipment in school and the students' inattention to stretching after exercise or not doing regular exercise to promote flexibility. Conclusion: (1) ‘Sports module’ teaching can effectively improve the physical quality of high school students. It is mainly manifested in cardiopulmonary function, speed, and explosive power. (2) In the future, ‘sports module’ teaching should give full play to its advantages and add courses to improve students' flexibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=module%20teaching" title="module teaching">module teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20quality" title=" physical quality"> physical quality</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school%20student" title=" senior high school student"> senior high school student</a>, <a href="https://publications.waset.org/abstracts/search?q=sports" title=" sports"> sports</a> </p> <a href="https://publications.waset.org/abstracts/126590/study-on-the-influence-of-sports-module-teaching-on-high-school-students-physical-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22533</span> English Writing Anxiety in Debate Writing among Japanese Senior High School EFL Learners: Sources, Effects and Implication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Lita%20Sudo">Maria Lita Sudo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The debate is an effective tool in cultivating critical thinking skills in English classes. It involves writing evidence-based arguments about a resolution in a form of constructive speech and oral discussion using constructive speech, which will then be attacked and defended. In the process of writing, EFL learners may experience anxiety, an emotional problem that affects writing achievement and cognitive processing. Thus, this study explored the sources and effect of English writing anxiety in the context of debate writing with a view to providing EFL teachers pedagogical suggestions in alleviating English writing anxiety in debate writing. The participants of this study are 95 Japanese senior high school EFL learners and 3 Japanese senior high school English teachers. In selecting the participants, opportunity sampling was employed and consent from Japanese English teachers was sought. Data were collected thru (1) observation (2) open-ended questionnaire and (3) semi-structured interview. This study revealed that not all teachers of English in the context of this study recognize the existence of English writing anxiety among their students and that the very nature of the debate, in general, may also be a source of English writing anxiety in the context of debate writing. The interview revealed that English writing anxiety affects students’ ability to retrieve L2 vocabulary. Further, this study revealed different sources of writing anxiety in debate writing, which can be categorized into four main categories: (1) L2 linguistic ability-related factors (2) instructional –related factors, (3) interpersonal-related factors, and (4) debate- related factors. Based on the findings, recommendations for EFL teachers and EFL learners in managing writing anxiety in debate writing are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=debate" title="debate">debate</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20writing%20anxiety" title=" English writing anxiety"> English writing anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=sources" title=" sources"> sources</a> </p> <a href="https://publications.waset.org/abstracts/114901/english-writing-anxiety-in-debate-writing-among-japanese-senior-high-school-efl-learners-sources-effects-and-implication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22532</span> The Influence of Mathematic Learning Outcomes towards Physics Ability in Senior High School through Authentic Assessment System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Nurul%20Safitri">Aida Nurul Safitri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosita%20Sari"> Rosita Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics is science, which in its learning there are some product such as theory, fact, concept, law and formula. So that to understand physics lesson students not only need a theory or concept but also mathematical calculation to solve physics problem through formula or equation. This is can be taken from mathematics lesson which obtained by students. This research is to know the influence of mathematics learning outcomes towards physics ability in Senior High School through authentic assessment system. Based on the researches have been discussed, is obtained that mathematic lesson have an important role in physics learning but it according to one aspect only, namely cognitive aspect. In Indonesia, curriculum of 2013 reinforces displacement in the assessment, from assessment through test (measuring the competence of knowledge based on the result) toward authentic assessment (measuring the competence of attitudes, skills, and knowledge based on the process and results). In other researches are mentioned that authentic assessment system give positive responses for students to improve their motivation and increase the physics learning in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title="authentic assessment">authentic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20of%202013" title=" curriculum of 2013"> curriculum of 2013</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic" title=" mathematic"> mathematic</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/39581/the-influence-of-mathematic-learning-outcomes-towards-physics-ability-in-senior-high-school-through-authentic-assessment-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22531</span> Interactions within the School Setting and Their Potential Impact on the Wellbeing or Educational Success of High Ability Students: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Burkett-McKee">Susan Burkett-McKee</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruce%20Knight"> Bruce Knight</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Vanderburg"> Michelle Vanderburg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The wellbeing and educational success of high ability students are interrelated concepts with each potentially hindering or enhancing the other. A student’s well-being and educational success are also influenced by intrapersonal and interpersonal factors. This presentation begins with an exploration of the literature pertinent to the wellbeing and educational success of this cohort before an ecological perspective is taken to discuss research into the impact of interactions within the school context. While the literature consistently states that interactions exchanged between high ability students and school community members impact the students’ wellbeing or educational success, no consensus has been reached about whether the impact is positive or negative. Findings from the review shared in this presentation inform an interpretative phenomenological study involving senior secondary students enrolled in inclusive Australian schools to highlight, from the students’ perspective, the ways school-based interactions impact their wellbeing or educational success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20success" title="educational success">educational success</a>, <a href="https://publications.waset.org/abstracts/search?q=interactions" title=" interactions"> interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20review" title=" literature review"> literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/84482/interactions-within-the-school-setting-and-their-potential-impact-on-the-wellbeing-or-educational-success-of-high-ability-students-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84482.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22530</span> The Relationship between School Belonging, Self-Efficacy and Academic Achievement in Tabriz High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Pari">F. Pari</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Fathiazar"> E. Fathiazar</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Hashemi"> T. Hashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pari"> M. Pari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to examine the role of self-efficacy and school belonging in the academic achievement of Tabriz high school students in grade 11. Therefore, using a random cluster method, 377 subjects were selected from the whole students of Tabriz high schools. They filled in the School Belonging Questionnaire (SBQ) and General Self-Efficacy Scale. Data were analyzed using correlational as well as multiple regression methods. Findings demonstrate self-efficacy and school belonging have significant roles in the prediction of academic achievement. On the other hand, the results suggest that considering the gender variable there is no significant difference between self-efficacy and school belonging. On the whole, cognitive approaches could be effective in the explanation of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a> </p> <a href="https://publications.waset.org/abstracts/3828/the-relationship-between-school-belonging-self-efficacy-and-academic-achievement-in-tabriz-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22529</span> Aggressive Behaviour and Its Association with Substance Use Disorder among Senior Secondary School Students in Ilesha, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Famurewa%20Olumide%20Joseph">Famurewa Olumide Joseph</a>, <a href="https://publications.waset.org/abstracts/search?q=Akinsulore%20Adesanmi"> Akinsulore Adesanmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study investigated aggressive behaviour and its association with substance use disorder among senior secondary school students in Ilesha, Nigeria. Participants were three hundred and seventy-five (375) comprising (212) females and (163) males of senior secondary school students in Ilesa East and Ilesa West; who were randomly selected among the population of students from the schools. The mean age of the respondents was 14.61 years (S.D = 1.16), with 311 (82.9%) between 14 – 16 years. Female respondents were 212 (56.5%), while male respondents were 163 (43.5%). A cross sectional design was adopted. Three instruments were used for data collection. Buss Perry Aggression Questionnaire, Alcohol Use Disorder Identification Test (AUDIT) and Drug Abuse Screening Test (DAST). It was hypothesized that aggressive behaviour will be associated with substance use disorder among senior secondary school students in Ilesa East and Ilesa West. The result indicated that the overall prevalence of substance use disorder was 16.0%. Chi-Square test exploring the association between aggressive behaviour and substance use disorder shows that there is a significant association between aggressive behaviour and substance use disorder (χ2 =8.55, p =0.014). Results also showed that emotional problem (χ2 (2) =13.0; p = 0.001) was statistically significant while current medications intake (χ2 (2) =2.03; p =0.362) and overall wellbeing (χ2 (4) =2.49; p =0.646) were not statistically significant. There is an inverse association between prosocial behaviour and aggressive behaviour (r= -0.037, p>0.05). This indicates that as the level of prosocial behaviour increases, the level of aggressive behaviour among respondents decreases. However, alcohol use had no correlation with aggressive behaviour (r=0.070, p>0.05). Among the implications stated is that factors such as emotional symptoms, conduct problems, hyperactivity, peer problem and drug use contributed to the prevalence of aggressive behaviour among students. Suggestions for further studies were equally made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggressive%20behaviour" title="aggressive behaviour">aggressive behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=alcohol" title=" alcohol"> alcohol</a>, <a href="https://publications.waset.org/abstracts/search?q=prevalence" title=" prevalence"> prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=substance%20use%20disorder%20%28SUD%29" title=" substance use disorder (SUD)"> substance use disorder (SUD)</a> </p> <a href="https://publications.waset.org/abstracts/166581/aggressive-behaviour-and-its-association-with-substance-use-disorder-among-senior-secondary-school-students-in-ilesha-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22528</span> Graduate Tracer Study as Basis for Career Pathing Program & Placement Test in Las Piñas City Technical-Vocational High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Ann%20Cristine%20R.%20Olgado">Mary Ann Cristine R. Olgado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This tracer study aimed to track down the TVL-ICT and EIM graduates of Las Piñas City Technical-Vocational High School as they pursue their career path and incorporated the evidence-based insights from this study as the basis for informed career pathing program and the implementation of placement exams for incoming senior high school students. The researcher utilized a graduate tracer study (GTS) using a descriptive research method employing a quanti-qualitative research design to gather data on the demographic and academic profiles of the respondents, chosen career paths, and the relevance and significance of their senior high school (SHS) track/strand to their chosen career paths. Findings revealed a diverse range of career paths pursued by SHS graduates, with a majority opting for higher education. However, there was a notable mismatch between SHS tracks/strands and higher education programs, highlighting the need for improved career paths and guidance. The study also assessed the relevance of SHS education to graduates' current jobs, with mixed results indicating areas for improvement. Despite challenges, graduates generally perceived their SHS education positively, particularly in providing hands-on experiences and relevant skills. The study concluded by emphasizing the importance of aligning SHS tracks/strands with future career paths by enhancing career pathing and guidance services to better support students in making informed decisions about their careers and incorporating assessments for personal interests and aptitudes could assist students in making more informed decisions about their career paths. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20pathing" title="career pathing">career pathing</a>, <a href="https://publications.waset.org/abstracts/search?q=EIM" title=" EIM"> EIM</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20tracer%20study" title=" graduate tracer study"> graduate tracer study</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20exam" title=" placement exam"> placement exam</a>, <a href="https://publications.waset.org/abstracts/search?q=TVL" title=" TVL"> TVL</a> </p> <a href="https://publications.waset.org/abstracts/191116/graduate-tracer-study-as-basis-for-career-pathing-program-placement-test-in-las-pinas-city-technical-vocational-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">33</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20high%20school&page=2">2</a></li> <li class="page-item"><a class="page-link" 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