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school students</title> <meta name="description" content="Search results for: secondary school students"> <meta name="keywords" content="secondary school students"> <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 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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="secondary school students"> <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> 10013</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: secondary school students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10013</span> Violence and Unintentional Injuries among Secondary School Students in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malakeh%20Zuhdi%20Malak">Malakeh Zuhdi Malak</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Taher%20Kalaldeh"> Mahmoud Taher Kalaldeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Jordan, no available data exists regarding violence and unintentional injuries among secondary school students aged 15-19 years. The purpose of this study was to assess the violence and unintentional injuries among those students, and to compare these two behaviors between male and female students. A descriptive cross-sectional design was carried out on randomly selected eight comprehensive secondary schools (four schools for females and four schools for males) from the public school educational directorate located in Amman. A modified Arabic version of the General School Health Survey questionnaire was used to measure violence and unintentional injuries. A sample of 750 secondary school students was studied. The findings showed that 26.8 % of students had been physically attacked. Overall, 43.3 % of students had been involved in a physical fight and 20.1% of them had been bullied. Overall, 45.3% of students were seriously injured. There was a difference between male and female students regarding to physical attack, physical fight, and serious injuries. In conclusion, it is necessary to develop effective training program in life skills for students that functions to reduce risk-taking behaviors that often leading to violence and unintentional injuries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20students" title="secondary school students">secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=unintentional%20injuries" title=" unintentional injuries"> unintentional injuries</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying" title=" bullying"> bullying</a> </p> <a href="https://publications.waset.org/abstracts/26417/violence-and-unintentional-injuries-among-secondary-school-students-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26417.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">372</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">10012</span> Collaborative Managerial Practices of Heads of Educational Institutions: Principals and Students Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Ahmed">Nasir Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to explore the managerial practices of secondary school principals in collaboration with different school stakeholder’s i.e. Teachers, students and school councils. The population of the study comprised 41 principals of government secondary schools, 249 Secondary school teachers (SSTs), 3360 students of 10th class and 300 members of the school councils of government secondary schools (both boys and girls) in Wazirabad, Pakistan. 50 percentage principals, 40 percentage SSTs, 3 percentage students and 15% members of the school councils were taken as a sample of the study. Data was collected through different four-questionnaire design on a ﬁve point rating scale. The questionnaires for teachers, students, and school councils were developed to see their involvement in school management. The questionnaire for the secondary school principals was designed to ﬁnd out to see their perceptions about the involvement of these stakeholders in school’s management. The results of the students indicated that, the remaining stakeholders were not cooperating with the school management. It was recommended that all the stakeholders be provided equal opportunities to take an active part in the school management. This may be based on a formal mechanism for the collaborative efforts of all the stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20stakeholders" title=" school stakeholders"> school stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20councils" title=" school councils"> school councils</a>, <a href="https://publications.waset.org/abstracts/search?q=managerial%20practices" title=" managerial practices"> managerial practices</a> </p> <a href="https://publications.waset.org/abstracts/38092/collaborative-managerial-practices-of-heads-of-educational-institutions-principals-and-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38092.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">281</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">10011</span> The Impact of School Environment and Peer Relation on Anti-Social Behaviour of Students in Science Secondary Schools in Katsina State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umar%20Mamman">Umar Mamman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the impact of school environment and peer relations on antisocial behaviour of the students of science secondary schools in Katsina State. The study sought to achieve the following objectives: to determine whether school influences antisocial behaviour among science secondary school students, and to determine whether peer relation influences anti-social behaviour among science secondary school students. The study population composed of all the students in science secondary schools in Katsina State. The study used a sample of 378 students and 18 teachers randomly selected from eleven science secondary schools in Katsina state. Three instruments were used to collect data for the study, thus: socio-economic status background questionnaire, antisocial process screening device (APSD), and inventory of parent and peer relationship questionnaire. The study findings revealed that school environment has significant effect on antisocial behaviour of the students in science secondary school (F (7, 372) = 52.08, p ≤ .01), and there is a significant effect of peer relation on antisocial behaviour of the students in science secondary school (F (7, 372) = 14.229, p ≤ .01). Based on these findings the following major recommendations were made: School environment should be made attractive and conducive for learning and character development. Teachers, as role model, should desist from indecent acts. School environment should be made learner-centered and friendly. Functional guidance and counselling outfits need to be provided in all secondary schools in Katsina state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20environment" title="school environment">school environment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20relation" title=" peer relation"> peer relation</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-social%20behaviour" title=" anti-social behaviour"> anti-social behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/8503/the-impact-of-school-environment-and-peer-relation-on-anti-social-behaviour-of-students-in-science-secondary-schools-in-katsina-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8503.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">357</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">10010</span> Differential Item Functioning in the Vocabulary Test of Grade 7 Students 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=Dave%20Kenneth%20Tayao%20Cayado">Dave Kenneth Tayao Cayado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20P.%20Magno"> Carlo P. Magno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The most common source of bias detected are those of gender and socioeconomic status. The present study investigated the Differential Item Functioning (DIF) or item bias between public and private school students in a vocabulary test. Studies on DIF were expanded by using the type of school as a source of bias. There were 200 participants in this study. 100 came from a public secondary school and 100 came from a private secondary school. The vocabulary skills of students were measured using a standardized vocabulary test for grade 7 students. Using DIF, specifically the Rasch-Welch approach, it was found that out of 24 items, 12 were biased for a specific group. The vocabulary skills on the use of slang, idiomatic expression, personification, collocations, and partitive relations were biased for private schools while the use of slang and homonymous words were biased for public school students. The analysis debunked the trend that private school students are outperforming public school students in terms of academic achievement. It was revealed that there are some competencies that private school students are having difficulty and vice versa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20item%20functioning" title="differential item functioning">differential item functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20bias" title=" item bias"> item bias</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school%20students" title=" public school students"> public school students</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20school%20students" title=" private school students"> private school students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/98866/differential-item-functioning-in-the-vocabulary-test-of-grade-7-students-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98866.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">191</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">10009</span> Relative Influence of Self-Regulation, Emotional Intelligence, Self-Efficacy, and Goal Orientation on School Engagement among Public Secondary School Students in Ibadan, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogunremi%20Beatrice">Ogunremi Beatrice</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluwole%20David%20Adebayo"> Oluwole David Adebayo </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Public secondary school students are face with some challenges from the parents, government and teachers in school. Some of the challenges that arises from the parents are lack of attention and adequate communication. From the government are unavailability of useful instructional materials, competent and professionally trained teachers for each subject the students do in school. The challenges that arise from the teachers most often are mismanagement of time, inability to understand the capacity of the student and lack class management and follow up. This study investigated self-regulation, emotional intelligence, self-efficacy and goal orientation as predictors of school engagement among public secondary school students in Ibadan. A structured questionnaire was administered on 258 students from six mixed secondary schools in Ibadan. Pearson Product Moment Correlation method was used for data analysis. Four hypothesis were raised and answered, the results showed there is positive and significant relationships between school engagement among public secondary school students and each of the independent variable: Self-regulation, Emotional intelligence, Self-efficacy, Goal orientation. On the basis of these findings, it was recommended that the parents have to encourage their children on how to be goal oriented ,build their self-efficacy skill, to be self-regulated and emotionally intelligent in order to be effective in school and be able to increase their intellectual ability. <p class="card-text"><strong>Keywords:</strong> <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=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20orientation" title=" goal orientation"> goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20engagement" title=" school engagement"> school engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a> </p> <a href="https://publications.waset.org/abstracts/26504/relative-influence-of-self-regulation-emotional-intelligence-self-efficacy-and-goal-orientation-on-school-engagement-among-public-secondary-school-students-in-ibadan-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26504.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">485</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">10008</span> Knowledge, Attitude and Compliance of Secondary School Students Towards School Discipline Policy in Ibadan North Local Government Area of Oyo State, Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Yakubu">S. Yakubu</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20A.%20Isah"> E. A. Isah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the objectives of the school discipline policy is to instill discipline among students. However, despite the availability of this policy in various secondary schools in Nigeria, there seem to be numerous cases of indiscipline among students, which has become a source of concern to all stakeholders in the education sector. In an attempt to proffer possible solutions to this unending challenge, the study investigated the influence of knowledge and attitude on compliance of secondary school students towards school discipline policy in Ibadan North Local Government Area of Oyo State, Nigeria. The descriptive survey research design was employed to collect the requisite data. The multi-stage sampling procedure was adopted to select 570 respondents as the sample for the study. The data collected were analyzed using statistical measures of Mean, Standard deviation and Pearson Product Moment Correlation. The findings of the study showed that knowledge and compliance of school discipline policy among secondary school students in Ibadan North Local Government Area of Oyo State were significantly related (r =0.330, p<0.05). The study also revealed a significant relationship between attitude and compliance of school discipline policy among secondary school students in Ibadan North Local Government Area of Oyo State (r = 0.593, p<0.05). Based on the findings, it was recommended that school rules and regulations should be emphasized and given more awareness for easy compliance. Also, students should be encouraged to portray a positive attitude towards their respective rules and regulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=compliance" title=" compliance"> compliance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20discipline%20policy" title=" school discipline policy"> school discipline policy</a> </p> <a href="https://publications.waset.org/abstracts/121121/knowledge-attitude-and-compliance-of-secondary-school-students-towards-school-discipline-policy-in-ibadan-north-local-government-area-of-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121121.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">186</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">10007</span> The Application of Mapping, Practicing, Using Strategy with Instructional Materials Based on the School Curriculum toward the English Achievement of Indonesian EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eny%20Syatriana">Eny Syatriana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English proficiency of Indonesian secondary school students is below standard. The low proficiency may come from poor teaching materials that do not meet the students’ need. The main objective for English teachers is to improve the English proficiency of the students. The purpose of this study is to explore the application Mapping, Practicing, Using (MPU) strategy with Instructional Materials Based on the School Curriculum toward the English achievement of Indonesian EFL Students. This paper is part my dissertation entitles 'Designing instructional materials for secondary school students based on the school curriculum' consisting of need analysis, design, development, implementation, and evaluation; this paper discusses need analysis and creates a model of creating instructional materials through deep discussion among teachers of secondary schools. The subject consisted of six English teachers and students of three classes at three different secondary schools in Makassar, South Sulawesi, Indonesia. Pretest and posttest design were administered to see the effectiveness of the MPU strategy. Questionnaires were administered to see the teachers and students’ perception toward the instructional materials. The result indicates that the MPU strategy is effective in improving the English achievement; instructional materials with different strategies improve the English achievement of the students. Both teachers and students argue that the presented instructional materials are effective to be used in the teaching and learning process to increase the English proficiency of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=proficiency" title="proficiency">proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20secondary%20school%20students" title=" English for secondary school students"> English for secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a> </p> <a href="https://publications.waset.org/abstracts/44027/the-application-of-mapping-practicing-using-strategy-with-instructional-materials-based-on-the-school-curriculum-toward-the-english-achievement-of-indonesian-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44027.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">332</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">10006</span> Analysing Stem Student Interests in Developing Critical Thinking Skills in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ramzan">Muhammad Ramzan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM Education and Critical Thinking Skills are important 21st-century skills. STEM Education is necessary to promote secondary school students’ critical thinking skills. These skills are critical for teachers to respond to students. Pakistan is in the preliminary stages of integrating STEM Education in institutions like other developing countries. Unfortunately, most secondary school students in Pakistan are unaware of STEM Education and teachers are not applying critical thinking skills in classrooms. The study's objectives mainly deal with; to identify the importance of STEM Education in the teaching-learning process; to find out the factors affecting critical thinking skills that can develop interest in students in STEM Education and suggestions on how to improve critical thinking skills in students regarding STEM Education. This study was descriptive. The population of the study was secondary school students. Data was collected from 200 secondary school students through a questionnaire. The research results show that critical thinking skills develop interest in students towards STEM Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title="STEM education">STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20process" title=" teaching and learning process"> teaching and learning process</a> </p> <a href="https://publications.waset.org/abstracts/186778/analysing-stem-student-interests-in-developing-critical-thinking-skills-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186778.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">43</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">10005</span> Attitudes of Secondary School Students towards Biology in Birnin Kebbi Metropolis, Kebbi State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20A.%20Libata">I. A. Libata</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was carried out to determine the attitudes of Secondary School Students towards Biology in Birnin Kebbi metropolis. The population of the study is 2680 SS 2 Secondary School Students in Birnin Kebbi metropolis. Proportionate random sampling was used in selecting the samples. Oppinnionnaire was the only instrument used in the study. The instrument was subjected to test-retest reliability. The reliability index of the instrument was 0.69. Overall scores of the Students were analyzed and a mean score was determined, the mean score of students was 85. There were no significant differences between the attitudes of male and female students. The results also revealed that there was significant difference between the attitude of science and art students. The results also revealed that there was significant difference between the attitude of public and private school students. The study also reveals that majority of students in Birnin Kebbi Metropolis have positive attitudes towards biology. Based on the findings of this study, the researcher recommended that teachers should motivate students, which they can do through their teaching styles and by showing them the relevance of the learning topics to their everyday lives. Government and the school management should create the learning environment that helps motivate students not only to come to classes but also want to learn and enjoy learning Biology. <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=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Birnin-Kebbi" title=" Birnin-Kebbi"> Birnin-Kebbi</a>, <a href="https://publications.waset.org/abstracts/search?q=metropolis" title=" metropolis"> metropolis</a> </p> <a href="https://publications.waset.org/abstracts/19224/attitudes-of-secondary-school-students-towards-biology-in-birnin-kebbi-metropolis-kebbi-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19224.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">400</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">10004</span> Personal Variables and Students’ Perception of School Security in Secondary Schools in Calabar Municipality, Cross River State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Bassey%20Ejue">James Bassey Ejue</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorn%20Cklaimz%20Enamhe"> Dorn Cklaimz Enamhe</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Francis%20Ejue"> Helen Francis Ejue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the influence of personal variables such as sex, type of school, and parental socio-economic status on secondary school students’ perception of school security. To guide the study, three null hypotheses were formulated. The research design adopted was the survey design, and a 20-item instrument was constructed and validated by the researchers through a test-retest procedure. The sample size for the study comprised 2,198 students made up of male and female students selected through a stratified random sampling technique. This was drawn from a study population of 21,988, made up of 12,635 students and 9353 students from public and private secondary schools, respectively. Data were analyzed using an independent t-test statistical tool. The findings showed that female students were more fearful in their perception of school security; the students in private schools perceived school to be more insecure than those in public schools; and the students from high parental socio-economic status are more associated with the perception of school as insecure than the ones from low parental socio-economic status. Based on these findings, it was recommended that, among others, more reassuring measures be put in place to check school security for females, for those in private schools, and for those from high parental socio-economic status. School counsellors should also be guided accordingly in designing intervention strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20variables" title="personal variables">personal variables</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20security" title=" school security"> school security</a> </p> <a href="https://publications.waset.org/abstracts/174697/personal-variables-and-students-perception-of-school-security-in-secondary-schools-in-calabar-municipality-cross-river-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174697.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">77</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">10003</span> A Study on the Factors Affecting Student Behavior Intention to Attend Robotics Courses at the Primary and Secondary School Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingwen%20Shan">Jingwen Shan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to explore the key factors affecting the robot program learning intention of school students, this study takes the technology acceptance model as the theoretical basis and invites 167 students from Jiading District of Shanghai as the research subjects. In the robot course, the model of school students on their learning behavior is constructed. By verifying the causal path relationship between variables, it is concluded that teachers can enhance students’ perceptual usefulness to robotics courses by enhancing subjective norms, entertainment perception, and reducing technical anxiety, such as focusing on the gradual progress of programming and analyzing learner characteristics. Students can improve perceived ease of use by enhancing self-efficacy. At the same time, robot hardware designers can optimize in terms of entertainment and interactivity, which will directly or indirectly increase the learning intention of the robot course. By changing these factors, the learning behavior of primary and secondary school students can be more sustainable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TAM" title="TAM">TAM</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20behavior%20intentions" title=" learning behavior intentions"> learning behavior intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=robot%20courses" title=" robot courses"> robot courses</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20and%20secondary%20school%20students" title=" primary and secondary school students"> primary and secondary school students</a> </p> <a href="https://publications.waset.org/abstracts/107126/a-study-on-the-factors-affecting-student-behavior-intention-to-attend-robotics-courses-at-the-primary-and-secondary-school-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107126.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">151</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">10002</span> Academic Skills Enhancement in Secondary School Students Undertaking Tertiary Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20White">Richard White</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20Drabble"> Anne Drabble</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20O%E2%80%99Neill"> Maureen O’Neill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The University of the Sunshine Coast (USC) offers secondary school students in the final two years of school (Years 11 and 12, 16 – 18 years of age) an opportunity to participate in a program which provides an accelerated pathway to tertiary studies. Whilst still at secondary school, the students undertake two first year university subjects that are required subjects in USC undergraduate degree programs. The program is called Integrated Learning Pathway (ILP) and offers a range of disciplines, including business, design, drama, education, and engineering. Between 2010 and 2014, 38% of secondary students who participated in an ILP program commenced undergraduate studies at USC following completion of secondary school studies. The research reported here considers “before and after” literacy and numeracy competencies of students to determine what impact participation in the ILP program has had on their academic skills. Qualitative and quantitative data has been gathered via numeracy and literacy testing of the students, and a survey asking the students to self-evaluate their numeracy and literacy skills, and reflect on their views of these academic skills. The research will enable improved targeting of teaching strategies so that students will acquire not only course-specific learning outcomes but also collateral academic skills. This enhancement of academic skills will improve undergraduate experience and improve student retention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20skills%20enhancement" title="academic skills enhancement">academic skills enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerated%20pathways" title=" accelerated pathways"> accelerated pathways</a>, <a href="https://publications.waset.org/abstracts/search?q=improved%20teaching" title=" improved teaching"> improved teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20retention" title=" student retention"> student retention</a> </p> <a href="https://publications.waset.org/abstracts/49299/academic-skills-enhancement-in-secondary-school-students-undertaking-tertiary-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49299.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">308</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">10001</span> Analysis of Secondary School Students' Perceptions about Information Technologies through a Word Association Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fetah%20Eren">Fetah Eren</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Celik"> Ismail Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Oguz%20Akturk"> Ahmet Oguz Akturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to discover secondary school students’ perceptions related to information technologies and the connections between concepts in their cognitive structures. A word association test consisting of six concepts related to information technologies is used to collect data from 244 secondary school students. Concept maps that present students’ cognitive structures are drawn with the help of frequency data. Data are analyzed and interpreted according to the connections obtained as a result of the concept maps. It is determined students associate most with these concepts—computer, Internet, and communication of the given concepts, and associate least with these concepts—computer-assisted education and information technologies. These results show the concepts, Internet, communication, and computer, are an important part of students’ cognitive structures. In addition, students mostly answer computer, phone, game, Internet and Facebook as the key concepts. These answers show students regard information technologies as a means for entertainment and free time activity, not as a means for education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=word%20association%20test" title="word association test">word association test</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20structure" title=" cognitive structure"> cognitive structure</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a> </p> <a href="https://publications.waset.org/abstracts/11758/analysis-of-secondary-school-students-perceptions-about-information-technologies-through-a-word-association-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11758.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">413</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">10000</span> Family Support in Combating Extreme Stress: The Experience of Entrance Examinations Candidates in Greek Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marianna%20De%20Almeida">Marianna De Almeida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Greek secondary education is a highly selective system with regard to the access of students to Greek universities. Since access from elementary to lower secondary education and afterward to upper secondary education is rather liberal and almost free of selective mechanisms, the basic selection process comes after graduating from upper secondary school into play when students go through a highly selective process for university entry. This structure is responsible for the experience of extreme stress on the part of the candidates during a period of at least two years before the entrance examination leading to a radical change in students' everyday life routines. Instead of the school being an important agent for academic and psychological support, it seems that other agents, such as the informal private preparatory school and the student's families, take on the supportive role. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress" title="stress">stress</a>, <a href="https://publications.waset.org/abstracts/search?q=entrance%20examinations" title=" entrance examinations"> entrance examinations</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20support" title=" family support"> family support</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a> </p> <a href="https://publications.waset.org/abstracts/162770/family-support-in-combating-extreme-stress-the-experience-of-entrance-examinations-candidates-in-greek-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162770.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">68</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">9999</span> Environmental Variables as Determinants of Students Achievement in Biology Secondary Schools in South West Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayeni%20Margaret%20Foluso">Ayeni Margaret Foluso</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20A.%20Omotayo"> K. A. Omotayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the impact of selected environmental variables as determinants of students’ achievements in biology in secondary schools. The selected environmental variables are class size and laboratory adequacy. The purpose was to find out whether these environmental variables can bring about improvement in the learning of biology by Senior Secondary School Students. The study design used was descriptive research of the survey type. Two instruments were used that is, Biology Achievement Test and School Environment Questionnaire .The population of the study consisted of all Biology students in both public and private Senior Secondary Schools class III (SSIII) in all the three selected states in South West Nigeria. A sample of 900 Biology students and 45 Biology Teachers from both public and private Senior Secondary Schools Class III were used. Two research hypotheses were generated for the study. The data collected were subjected to both descriptive statistics of mean and standard deviation; and the inferential statistics of regression Analyses was employed to test the hypotheses formulated. From the results, it was revealed that the selected environmental variables had influence on the students’ achievement in biology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20variables" title="environmental variables">environmental variables</a>, <a href="https://publications.waset.org/abstracts/search?q=determinants" title=" determinants"> determinants</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20science" title=" school science"> school science</a> </p> <a href="https://publications.waset.org/abstracts/41204/environmental-variables-as-determinants-of-students-achievement-in-biology-secondary-schools-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41204.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">488</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">9998</span> Is School Misbehavior a Decision: Implications for School Guidance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20C.%20F.%20Sun">Rachel C. F. Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the predictive effects of moral competence, prosocial norms and positive behavior recognition on school misbehavior among Chinese junior secondary school students. Results of multiple regression analysis showed that students were more likely to misbehave in school when they had lower levels of moral competence and prosocial norms, and when they perceived their positive behavior being less likely recognized. Practical implications were discussed on how to guide students to make the right choices to behave appropriately in school. Implications for future research were also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20competence" title="moral competence">moral competence</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20behavior%20recognition" title=" positive behavior recognition"> positive behavior recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20norms" title=" prosocial norms"> prosocial norms</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20misbehavior" title=" school misbehavior"> school misbehavior</a> </p> <a href="https://publications.waset.org/abstracts/8919/is-school-misbehavior-a-decision-implications-for-school-guidance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8919.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">384</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">9997</span> A Qualitative Case Study Exploring Zambian Mathematics Teachers' Content Knowledge of Functions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priestly%20Malambo">Priestly Malambo</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonja%20Van%20Putten"> Sonja Van Putten</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanlie%20Botha"> Hanlie Botha</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerrit%20Stols"> Gerrit Stols</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relevance of what is content is taught in tertiary teacher training has long been in question. This study attempts to understand how advanced mathematics courses equip student teachers to teach functions at secondary school level. This paper reports on an investigation that was conducted in an African university, where preservice teachers were purposefully selected for participation in individual semi-structured interviews after completing a test on functions as taught at secondary school. They were asked to justify their reasoning in the test and to explain functions in a way that might bring about understanding of the topic in someone who did not know how functions work. These were final year preservice mathematics teachers who had studied advanced mathematics courses for three years. More than 50% of the students were not able to explain concepts or to justify their reasoning about secondary school functions in a coherent way. The results of this study suggest that the study of advanced mathematics does not automatically enable students to teach secondary school functions, and that, although these students were able to do advanced mathematics, they were unable to explain the working of functions in a way that would allow them to teach this topic successfully. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title="secondary school">secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20reasoning" title=" mathematical reasoning"> mathematical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=student-teachers" title=" student-teachers"> student-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=functions" title=" functions"> functions</a> </p> <a href="https://publications.waset.org/abstracts/75944/a-qualitative-case-study-exploring-zambian-mathematics-teachers-content-knowledge-of-functions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75944.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">254</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">9996</span> Impact of Four Reading and Library Factors on the Grade Average of Ugandan Secondary School Students: A Quantitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valeda%20Dent">Valeda Dent</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores reading and library factors related to secondary school student academic outcomes in rural areas in Uganda. This mixed methods study utilized quantitative data collected as part of a more extensive project to explore six student factors in relation to students’ school, library, and home environments. The Kitengesa Community Library in Uganda (www.kitengesalibrary.org) served as the site for this study. The factors explored for this study include reading frequency, library use frequency, library access, overall grade average (OGA), and presence and type of reading materials in the home. Results indicated that both reading frequency and certain types of reading materials read for recreational purposes are correlated with higher OGA. Reading frequency was positively correlated with student OGA for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rural%20village%20libraries" title="rural village libraries">rural village libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20students" title=" secondary school students"> secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a> </p> <a href="https://publications.waset.org/abstracts/41644/impact-of-four-reading-and-library-factors-on-the-grade-average-of-ugandan-secondary-school-students-a-quantitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41644.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">230</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">9995</span> Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Goh%20Yung%20Hong">Goh Yung Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the effects of gamification on lower secondary school students’ motivation and engagement in the classroom. Two-group posttest-only experimental design were employed to study the influence of gamification teaching method (GTM) when compared with conventional teaching method (CTM) on 60 lower secondary school students. The Student Engagement Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used to assess students’ intrinsic motivation and engagement level towards the respective teaching method. Finding indicates that students who completed the GTM lesson were significantly higher in intrinsic motivation to learn than those from the CTM. Although the result were insignificant and only marginal difference in the engagement mean, GTM still show better potential in raising student’s engagement in class when compared with CTM. This finding proves that the GTM is likely to solve the current issue of low motivation to learn and low engagement in class among lower secondary school students in Malaysia. On the other hand, despite being not significant, higher mean indicates that CTM positively contribute to higher peer support for learning and better teacher and student relationship when compared with GTM. As a conclusion, gamification approach is flexible and can be adapted into many learning content to enhance the intrinsic motivation to learn and to some extent, encourage better student engagement in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conventional%20teaching%20method" title="conventional teaching method">conventional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification%20teaching%20method" title=" gamification teaching method"> gamification teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/18234/effects-of-gamification-on-lower-secondary-school-students-motivation-and-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18234.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">526</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">9994</span> Smoking, Bullying, and Being Bullied among Secondary School Students: Their Associations with Attachment Styles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruziana%20Masiran">Ruziana Masiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamidin%20Awang"> Hamidin Awang</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheah%20Y.%20T.%20Jun"> Cheah Y. T. Jun</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Fauziah%20Hashim"> Nor Fauziah Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Archana%20Premkumar"> Archana Premkumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Feizel%20Aisiddiq"> Mohd. Feizel Aisiddiq</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Fakharuddin"> Mohd. Fakharuddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk behaviours among secondary school students are common and show an increasing trend over the years. Existing attachment styles between the students and their parents influence the psychosocial development of this group of population hence contributing to the adoption of risk behaviours. The aim of this study was to determine the associations between three risk behaviours; smoking, bullying and being bullied among secondary school students and their styles of attachment to parents in a district in Malaysia. Using multistage simple random sampling, a cross-sectional study was designed with the level of significance, α set at 0.05. The validated self-administered Inventory of Parent and Peer Attachment (IPPA) and Youth Risk Behaviours Surveillance Questionnaire focusing on smoking and bullying were utilized. Secondary school students aged 13 to 17 years old from ten schools in the district of Hulu Langat, Malaysia were sampled. Prevalence of smoking was 15.8%, bullying 8.5% and being bully victims 19.0%. It was found that male gender was a significant risk factor for smoking (p < 0.001), while being Chinese (OR=0.156, 95%CI=0.029-0.837, p=0.030) and having married parents (OR=0.490, 95%CI=0.302-0.796, p=0.490) are protective against smoking. Students with insecure attachment to mothers (OR=1.650, 95%CI=1.018-2.675, p=0.042) and fathers (OR=2.039, 95%CI=1.285-3.234, p=0.002) are at 1.6 and 2 times risk respectively to smoke compared to those with secure attachment. The odds of male students bullying is almost twice than that for female students (OR=2.017, 95%CI=1.416-2.873, p < 0.001), and the odds of being bullied is 1.5 times higher for male students (OR=1.519, 95%CI=1.183-1.950, p=0.001). Those who are insecurely attached to fathers are at 1.8 times higher risk to be bullies (OR=1.867, 95%CI=1.272-2.740, p < 0.001) and 1.5 times higher risk to be bullied (OR=1.546, 95%CI=1.026-2.329, p=0.037). In conclusion, insecure attachment shows a strong association with smoking, bullying and being bullied among secondary school students in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment%20styles" title="attachment styles">attachment styles</a>, <a href="https://publications.waset.org/abstracts/search?q=bullied" title=" bullied"> bullied</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying" title=" bullying"> bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=insecure%20attachment" title=" insecure attachment"> insecure attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20behaviours" title=" risk behaviours"> risk behaviours</a>, <a href="https://publications.waset.org/abstracts/search?q=smoking%20and%20attachment" title=" smoking and attachment"> smoking and attachment</a> </p> <a href="https://publications.waset.org/abstracts/60450/smoking-bullying-and-being-bullied-among-secondary-school-students-their-associations-with-attachment-styles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60450.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">332</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">9993</span> Perceived Causes of Mathematics Phobia Amongst Senior Secondary School Students in Yenagoa Metropolis, Bayelsa State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iniye%20Irene%20Wodi">Iniye Irene Wodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kennedy%20B.%20Gibson"> Kennedy B. Gibson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students’ poor performance in mathematics in both internal and external examinations has been a source of concern to researchers in Nigeria. The cause of this has been attributed to both teachers and students. To this end, this study sought to find out students’ perceptions of teachers’ attributes as a cause of mathematics phobia among secondary school students in Bayelsa State Nigeria. The population of the study comprised of all students of senior secondary schools in Yenagoa metropolis. A sample of 120 students was drawn from this population using clustering and simple random sampling techniques. The instrument for data collection was a researcher constructed questionnaire titled Mathematics Phobia Questionnaire (MPQ). Data were analysed, and the results revealed that students perceived teachers’ attributes such as methods and styles of teaching, difficulty in communication, etc. as causes of mathematics phobia among students in senior secondary schools in Bayelsa State. Based on the result, it was therefore recommended that mathematics teachers should be retrained periodically in order to learn new and innovative ways of teaching mathematics to prevent its phobia among students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20phobia" title="mathematics phobia">mathematics phobia</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20attributes" title=" teacher attributes"> teacher attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20method" title=" teaching method"> teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20style" title=" teaching style"> teaching style</a> </p> <a href="https://publications.waset.org/abstracts/115635/perceived-causes-of-mathematics-phobia-amongst-senior-secondary-school-students-in-yenagoa-metropolis-bayelsa-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115635.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">112</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">9992</span> Effects of Classroom Management Strategies on Students’ Well-Being at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saba%20Latif">Saba Latif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is about exploring the Impact of Classroom Management Techniques on students’ Well-being at the secondary level. The objectives of the study are to identify the classroom management practices of teachers and their impact on students’ achievement. All secondary schools of Lahore city are the population of study. The researcher randomly selected ten schools, and from these schools, two hundred students participated in this study. Data has been collected by using Classroom Management and Students’ Wellbeing questionnaire. Frequency analysis has been applied. The major findings of the study are calculated as follows: The teacher’s instructional activities affect classroom management. The secondary school students' seating arrangement can influence the learning-teaching process. Secondary school students strongly disagree with the statement that the large size of the class affects the teacher’s classroom management. The learning environment of the class helps students participate in question-and-answer sessions. All the activities of the teachers are in accordance with practices in the class. The discipline of the classroom helps the students to learn more. The role of the teacher is to guide, and it enhances the performance of the teacher. The teacher takes time on disciplinary rules and regulations of the classroom. The teacher appreciates them when they complete the given task. The teacher appreciates teamwork in the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20management" title="classroom management">classroom management</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a> </p> <a href="https://publications.waset.org/abstracts/180567/effects-of-classroom-management-strategies-on-students-well-being-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180567.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">51</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">9991</span> A Study on Pakistani Students’ Attitude towards Learning Mathematics and Science at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aroona%20Hashmi">Aroona Hashmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student’s success in Mathematics and Science depends upon their learning attitude towards both subjects. It also influences the participation rate of the learner. The present study was based on a survey of high school students about their attitude towards Mathematics and Science at Secondary level. Students of the both gender constitute the population of this study. Sample of the study was 276 students and 20 teachers from 10 Government schools from Lahore District. Questionnaire and interview were selected as tool for data collection. The results showed that Pakistani students’ positive attitude towards learning Mathematics and Science. There was a significance difference between the students’ attitude towards learning Mathematics and no significance difference was found in the students’ attitude towards learning Science at Secondary level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20level" title=" secondary level"> secondary level</a> </p> <a href="https://publications.waset.org/abstracts/22275/a-study-on-pakistani-students-attitude-towards-learning-mathematics-and-science-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22275.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">472</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">9990</span> My Voice My Well-Being: A Participatory Research Study with Secondary School Students in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saira%20Hossain">Saira Hossain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Well-being commonly refers to the concept that equates to a good life. Similarly, student well-being can be understood as a notion of a good life at school. What constitutes a good life at school for students? – is an emerging question that poses huge interest in this area of research. Student well-being is not only associated with a student’s socio-emotional and academic development at school but also success in life after school as an adult. Today, student well-being is a popular agenda for educators, policymakers, teachers, parents, and most importantly, for students. With the emergence of student well-being, student's voice in matters important to them at school is increasingly getting priority. However, the coin has another side too. Despite the growing importance of understanding student well-being, it is still an alien concept in countries like Bangladesh. The education system of Bangladesh is highly rigid, centralized, and exam-focused. Student's academic achievement has been given the utmost priority at school, whereas their voice, as well as their well-being, is grossly neglected in practice. In this regard, the study set out to explore students' conceptualization of well-being at school in Bangladesh. The study was qualitative. It employed a participatory research approach to elicit the views of 25 secondary school students of aged 14-16 in Bangladesh to explore the concept of well-being. Data analysis was conducted following the thematic analysis technique. The results suggested that student conceptualized well-being as a multidimensional concept with multiple domains, including having, being, relating, feeling, thinking, functioning, and striving. The future implication of the study findings is discussed. Additionally, the study also underscores the implication of the participatory approach as a research technique to explore students' opinion in Bangladesh, where there exists a culture of silence regarding the student's voice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title="Bangladesh">Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20research" title=" participatory research"> participatory research</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20well-being" title=" student well-being"> student well-being</a> </p> <a href="https://publications.waset.org/abstracts/112708/my-voice-my-well-being-a-participatory-research-study-with-secondary-school-students-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112708.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">9989</span> Investigation of the Influence of Student’s Characteristics on Mathematics Achievement in Junior Secondary School in Ibadan, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Babatunde%20Kasim%20Oladele">Babatunde Kasim Oladele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This current study investigated students’ characteristics as factors that influence Mathematics Achievement of junior secondary school students. The study adopted a descriptive survey design. The population of the study was one hundred and twenty-three (123) JSS students of secondary schools in Ibadan North Local Government in Oyo State. A Mathematics achievement test and three questionnaires on student’s self-efficacy belief, attitude, and learning style were the instruments used. Prior to the administration of the constructed mathematics achievement test, 100-item mathematics was subjected to the expert review, and items analysis was carried out. Fifty items were retained. The Cronbach Alpha reliability coefficients of the instruments were 0.71, 0.76, and 0.83, respectively. Collected data were analysed using the frequency count, percentages, mean, standard deviation, and Path Analysis in Amos SPSS Version 20. Students characteristics: gender, age, self-efficacy, attitude and learning style had positive direct effects on students’ achievement in Mathematics as indicated by their respective beta weights (β = 0.36, 0.203, 0.92, 0.079, 0.69 p < 0.05). Consequently, the study concluded that student’s characteristics (Age, gender, and learning style) explained a significant part of the variability in students’ achievement in Mathematics. <p class="card-text"><strong>Keywords:</strong> <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=students%E2%80%99%20characteristics" title=" students’ characteristics"> students’ characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=junior%20secondary%20school" title=" junior secondary school"> junior secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibadan" title=" Ibadan"> Ibadan</a> </p> <a href="https://publications.waset.org/abstracts/105309/investigation-of-the-influence-of-students-characteristics-on-mathematics-achievement-in-junior-secondary-school-in-ibadan-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105309.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">332</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">9988</span> Algorithmic Skills Transferred from Secondary CSI Studies into Tertiary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piroska%20Bir%C3%B3">Piroska Biró</a>, <a href="https://publications.waset.org/abstracts/search?q=M%C3%A1ria%20Csernoch"> Mária Csernoch</a>, <a href="https://publications.waset.org/abstracts/search?q=J%C3%A1nos%20M%C3%A1th"> János Máth</a>, <a href="https://publications.waset.org/abstracts/search?q=K%C3%A1lm%C3%A1n%20Abari"> Kálmán Abari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Testing the first year students of Informatics at the University of Debrecen revealed that students start their tertiary studies in programming with a low level of programming knowledge and algorithmic skills. The possible reasons which lead the students to this very unfortunate result were examined. The results of the test were compared to the students’ results in the school leaving exams and to their self-assessment values. It was found that there is only a slight connection between the students’ results in the test and in the school leaving exams, especially at intermediate level. Beyond this, the school leaving exams do not seem to enable students to evaluate their own abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep%20and%20surface%20approaches" title="deep and surface approaches">deep and surface approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20abilities" title=" metacognitive abilities"> metacognitive abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20and%20algorithmic%20skills" title=" programming and algorithmic skills"> programming and algorithmic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leaving%20exams" title=" school leaving exams"> school leaving exams</a>, <a href="https://publications.waset.org/abstracts/search?q=tracking%20code" title=" tracking code"> tracking code</a> </p> <a href="https://publications.waset.org/abstracts/23618/algorithmic-skills-transferred-from-secondary-csi-studies-into-tertiary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23618.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">384</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">9987</span> The Relationship between Mobile Phone Usage and Secondary School Students’ Academic Performance: Work Experience at an International School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20N.%20P.%20Wedikandage">L. N. P. Wedikandage</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Razmi%20Zahir"> Mohamed Razmi Zahir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology is a global imperative because of its contributions to human existence and because it has improved global socioeconomic relations. As a result, the mobile phone has become the most important mode of communication today. Smartphones, Internet-enabled devices with built-in computer software and applications, are one of the most significant inventions of the twenty-first century. Technology is advantageous to many people, especially those involved in education. It is an important learning tool for today's schoolchildren. It enables students to access online learning platforms and course resources and interact digitally. Senior secondary students, in particular, have some of the most expensive and sophisticated mobile phones, tablets, and iPads capable of connecting to the internet and various social media platforms, other websites, and so on. At present, the use of mobile phones' potential for effective teaching and learning is growing. This is due to the benefits of mobile learning, including the ability to share knowledge without any limits in space or Time and the capacity to facilitate the development of critical thinking, participatory learning, problem-solving, and the development of lifelong communication skills. However, it is yet unclear how mobile devices may affect education and how they may affect opportunities for learning. As a result, the purpose of this research was to ascertain the relationship between mobile phone usage and the academic Performance of secondary-level students at an international school in Sri Lanka. The study's sample consisted of 523 secondary-level students from an international school, ranging from Form 1 to Upper 6. For the study, a survey research design and questionnaires were used. Google Forms was used to create the students' survey. There were three hypotheses tested to find out the relationship between mobile phone usage and academic preference. The findings show that there is a positive relationship between mobile phone usage and academic performance among secondary school students (the number of students obtaining simple passes is significantly higher when mobile phones are being used for more than 7 hours), no relationship between mobile phone usage and academic performance among secondary school students of different parents' occupations, and a relationship between the frequency of mobile phone usage and academic performance among secondary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone" title="mobile phone">mobile phone</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20level" title=" secondary level"> secondary level</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20schools" title=" international schools"> international schools</a> </p> <a href="https://publications.waset.org/abstracts/161952/the-relationship-between-mobile-phone-usage-and-secondary-school-students-academic-performance-work-experience-at-an-international-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161952.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">85</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">9986</span> Efficiency of Secondary Schools by ICT Intervention in Sylhet Division of Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azizul%20Baten">Azizul Baten</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamrul%20Hossain"> Kamrul Hossain</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah-Al-Zabir"> Abdullah-Al-Zabir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to develop an appropriate stochastic frontier secondary schools efficiency model by ICT Intervention and to examine the impact of ICT challenges on secondary schools efficiency in the Sylhet division in Bangladesh using stochastic frontier analysis. The Translog stochastic frontier model was found an appropriate than the Cobb-Douglas model in secondary schools efficiency by ICT Intervention. Based on the results of the Cobb-Douglas model, it is found that the coefficient of the number of teachers, the number of students, and teaching ability had a positive effect on increasing the level of efficiency. It indicated that these are related to technical efficiency. In the case of inefficiency effects for both Cobb-Douglas and Translog models, the coefficient of the ICT lab decreased secondary school inefficiency, but the online class in school was found to increase the level of inefficiency. The coefficients of teacher’s preference for ICT tools like multimedia projectors played a contributor role in decreasing the secondary school inefficiency in the Sylhet division of Bangladesh. The interaction effects of the number of teachers and the classrooms, and the number of students and the number of classrooms, the number of students and teaching ability, and the classrooms and teaching ability of the teachers were recorded with the positive values and these have a positive impact on increasing the secondary school efficiency. The overall mean efficiency of urban secondary schools was found at 84.66% for the Translog model, while it was 83.63% for the Cobb-Douglas model. The overall mean efficiency of rural secondary schools was found at 80.98% for the Translog model, while it was 81.24% for the Cobb-Douglas model. So, the urban secondary schools performed better than the rural secondary schools in the Sylhet division. It is observed from the results of the Tobit model that the teacher-student ratio had a positive influence on secondary school efficiency. The teaching experiences of those who have 1 to 5 years and 10 years above, MPO type school, conventional teaching method have had a negative and significant influence on secondary school efficiency. The estimated value of σ-square (0.0625) was different from Zero, indicating a good fit. The value of γ (0.9872) was recorded as positive and it can be interpreted as follows: 98.72 percent of random variation around in secondary school outcomes due to inefficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=efficiency" title="efficiency">efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20frontier%20analysis" title=" stochastic frontier analysis"> stochastic frontier analysis</a> </p> <a href="https://publications.waset.org/abstracts/148681/efficiency-of-secondary-schools-by-ict-intervention-in-sylhet-division-of-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148681.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">151</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">9985</span> Practical Problems as Tools for the Development of Secondary School Students’ Motivation to Learn Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article discusses plausible reasoning use for solution to practical problems. Such reasoning is the major driver of motivation and implementation of mathematical, scientific and educational research activity. A general, practical problem solving algorithm is presented which includes an analysis of specific problem content to build, solve and interpret the underlying mathematical model. The author explores the role of practical problems such as the stimulation of students' interest, the development of their world outlook and their orientation in the modern world at the different stages of learning mathematics in secondary school. Particular attention is paid to the characteristics of those problems which were systematized and presented in the conclusions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20problem" title=" practical problem"> practical problem</a> </p> <a href="https://publications.waset.org/abstracts/64007/practical-problems-as-tools-for-the-development-of-secondary-school-students-motivation-to-learn-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64007.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">299</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">9984</span> Parental Expectations and Student Performance in Secondary School Mathematics Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daya%20Weerasinghe">Daya Weerasinghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental expectations often differ to that of their children and the influence and involvement of parents, at home, may affect the student performance in the classroom. This paper presents results from a survey of Asian and European background secondary school mathematics students (N=128) in Melbourne, Australia. Student responses to survey questions were analysed using confirmatory factor analysis, followed by t-tests and ANOVA. The aim of the analysis was to identify similarities and differences in parental expectations in relation to ethnicity, gender, and the year level of the students. The notable findings from the analysis showed no significant difference (at 0.05 level) in parental expectations and student performance, in relation to ethnicity or gender. Conversely, there was a significant difference in both parental expectations and student performance between year 7 and year 12 students. Further, whilst there was a significant difference in parental expectations between year 7 and year 11 students, the students’ performances were not significantly different. The results suggest further research may be needed to understand the parental expectations and student performance between the lower and upper secondary school mathematics students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20background" title="ethnic background">ethnic background</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20expectations" title=" parental expectations"> parental expectations</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=year%20level" title=" year level"> year level</a> </p> <a href="https://publications.waset.org/abstracts/41425/parental-expectations-and-student-performance-in-secondary-school-mathematics-education" 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