CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: private school students</title> <meta name="description" content="Search results for: private school students"> <meta name="keywords" content="private 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 class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="private school students" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="private 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> 9038</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: private 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">8858</span> Autism Awareness Among School Students and the Violent Reaction of the Autist Toward Society in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naglaa%20Baskhroun%20Thabet%20Wasef">Naglaa Baskhroun Thabet Wasef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Specific education services for students with Autism remains in its early developmental stages in Egypt. In spite of many more children with autism are attending schools since The Egyptian government introduced the Education Provision for Students with Disabilities Act in 2010, the services students with autism and their families receive are generally not enough. This pointed study used Attitude and Reaction to Teach Students with Autism Scale to investigate 50 primary school teachers’ attitude and reaction to teach students with autism in the general education classroom. Statistical analysis of the data found that student behavior was the most noticeable factor in building teachers’ wrong attitudes students with autism. The minority of teachers also indicated that their service education did not prepare them to meet the learning needs of children with autism in special, those who are non-vocal. The study is descriptive and provides direction for increasing teacher awareness for inclusivity in Egypt. <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=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20activates" title=" sports activates"> sports activates</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20skills" title=" movement skills"> movement skills</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20attitude" title=" autism attitude"> autism attitude</a> </p> <a href="https://publications.waset.org/abstracts/183731/autism-awareness-among-school-students-and-the-violent-reaction-of-the-autist-toward-society-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183731.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">64</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">8857</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">8856</span> Characterizing Content Language Integrated Learning (CLIL) Teaching in an EFL Primary School: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfia%20Sari">Alfia Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of the Content Language Integrated Learning (CLIL) approach in Indonesia has shown positive impacts in several educational institutions. Several studies have proven the benefits of implementing the CLIL approach, including the development of students’ language and content subject knowledge. Interestingly, one primary school in Surabaya, Indonesia, has been successfully implementing the CLIL approach. The students achieved high content and language subject scores, and the school was accredited A. A study on how the CLIL approach was practiced is important to investigate how teachers implemented it and how students benefited from it. Therefore, this present study attempted to investigate the implementation of the CLIL approach in this school to characterize good practices that can be implemented in other schools. A case study was conducted to observe its implementation in the third-grade classes (English, Science, and Math) by using the Protocol for Language Arts Teaching Observation (PLATO). The findings indicated that the CLIL teaching in this school accommodated the content and language well (scores 3-4). The content and language were clearly integrated, and the teachers successfully carried out the subjects in English. Teachers offered students opportunities to listen, speak, read, and write using the target language. This study described some characteristics of CLIL teaching in primary school that can be used as examples for future CLIL teachers to integrate the content and language in their teaching practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CLIL" title="CLIL">CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT" title=" ELT"> ELT</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/186770/characterizing-content-language-integrated-learning-clil-teaching-in-an-efl-primary-school-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186770.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">49</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">8855</span> Correlation between Physical Fitness and Performance and Grade of Table Tennis of Middle School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yisong%20Cong">Yisong Cong</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Guo"> Mingming Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozan%20Wang"> Xiaozan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yizhi%20Zhang"> Yizhi Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Qingqing%20Yuan"> Qingqing Yuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is to test the correlation between the Physical Fitness (PF) of middle school students and their performance and sports grade of table tennis. Methods: 398 middle school students from Shanghai Tongji No.2 Middle School participated in the study, including 232 boys and 166 girls. Each participant participated in the Chinese Students’ Physical Fitness Test (CSPFT), including BMI, 50-meter running, vital capacity, sitting body flexion, standing long jump, 800-meter running, 1000-meter running, pull-ups, and sit-ups. Test scores were converted to a percentage score according to the CSPFT guidelines. In addition, each student participated in the Nation Junior Table Tennis grade test, and completed the table tennis sports grade assessment of 1-9. Results: There is a significant positive correlation between the scores of multiple PF tests and the total scores of table tennis, such as BMI (r = 0.15, p < 0.01), standing long jump (r = 0.15, p < 0.05), 800-meter run (r = 0.02, p <0.01); The scores of multiple PF are positively correlated with table tennis grade, such as vital capacity (r = 0.1, p < 0.01) and 50-meter running (r = 0.18, p < 0.05). At the same time, the sit-ups performance showed a significant negative correlation with the table tennis performance (r = -0.08, p < 0.01); There is no significant correlation between the other PF indicators and the performance and grade of table tennis. Conclusions: This study shows that there is a corresponding relationship between some PF indicators of middle school students and their table tennis performance and table tennis grade，but the specific form and reason of the relationship need to be further explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20students" title="middle school students">middle school students</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=table%20tennis%20grade" title=" table tennis grade"> table tennis grade</a>, <a href="https://publications.waset.org/abstracts/search?q=table%20tennis%20performance" title=" table tennis performance"> table tennis performance</a> </p> <a href="https://publications.waset.org/abstracts/126554/correlation-between-physical-fitness-and-performance-and-grade-of-table-tennis-of-middle-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126554.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">8854</span> Effect of Oral-Written Mode of Assessing Senior Secondary School Two English Language Students’ Achievement in Descriptive Essay</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwabukola%20Oluwaseyi%20Oduntan">Oluwabukola Oluwaseyi Oduntan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English Language plays a central and strategic role in the school system because almost all the school subjects are taught using the English language. However, students’ achievement in this subject at senior secondary school is not encouraging. Therefore, this study examined the effects of oral-written mode of assessment on senior secondary school students’ achievement in a descriptive essay. It also examined the moderating effects of students’ gender and class on students’ achievement in a descriptive essay. The study adopted a pretest-posttest, control group, quasi-experimental design with a 2x2x3 factorial matrix. The participant consisted of 140 Senior Secondary II students drawn from four intact classes from four schools randomly selected from four Local Government Areas randomly selected from Oyo town in Oyo State. Two schools were assigned each to the treatment group and the control group. The following instruments were used for the study: Descriptive Essay Achievement Test (r = 0.78); Descriptive Achievement Test Marking Scheme; Check List of Oral-Written Assessment and Teachers’ Instructional Guide on Descriptive Essay (r = 0.81). Seven null hypotheses guided the study and tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance, Estimated Marginal Means and Scheffe post-hoc test. The result revealed that treatment had a significant main effect on students’ achievement in descriptive essay (F(1,127) = 25.407, P < .05, η2 = .167). Students exposed to oral-written assessment had a higher achievement scores ((x ) ̅= 36.15) than those exposed to written assessment ((x ) ̅= 28.55). There was no significant main effect of gender on students’ achievement in descriptive essay (F₍₁, ₁₂₇₎ = .349, P > .05, η2 = .003). The result also revealed that the effects of class was not significant on students’ students’ achievement in descriptive essay (F₍₁, ₁₂₇₎ = .679, P > .05, η2 = .006). Oral-written mode of assessment enhanced students’ achievement in a descriptive essay. It is, therefore, recommended that teachers and curriculum developers should adopt the use of oral-written assessment for better improvement of students’ achievement in a descriptive essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class" title="class">class</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=oral-written%20assessment" title=" oral-written assessment"> oral-written assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20assessment" title=" written assessment"> written assessment</a> </p> <a href="https://publications.waset.org/abstracts/92996/effect-of-oral-written-mode-of-assessing-senior-secondary-school-two-english-language-students-achievement-in-descriptive-essay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92996.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">328</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">8853</span> High School Youth and College Freshmen Comparison Towards the Psychological Health Status under the Influence of Sleep Hygiene and Quality from a Chinese Second-Tier City Sample during the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ziyu%20Zhang">Ziyu Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xuanyu%20Ren"> Xuanyu Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Fei%20Wu"> Fei Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Qinfei%20Lu"> Qinfei Lu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongmei%20Li"> Yongmei Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinyue%20Zhi"> Xinyue Zhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Adolescents experience a critical period of physical and psychological growth. Few studies focus on the influence of sleep hygiene on psychological health from the high school period to freshmen year. Also, the influence of the COVID-19 pandemic has public health significance. Methods: Totally 698 students from high school and college were included in the manuscript, and a cross-sectional procedure was conducted; the objective was to make the epidemiological comparison of the social phobia/depression prevalence and discuss the effects of potential determinants. Results: Psychological problems, including social phobia and depression, are prevalent, especially among high school students, with gender differences. The current results indicated that the association between sleep status and social phobia is most obvious among high school students, while the higher MMR risk was found both for high school social phobia students and college depressive freshmen. Moreover, the interaction between social phobia and depression was also obvious for both populations. Conclusions: Psychological problems, including social phobia and depression, are more prevalent among high school girls when compared with their male and freshmen peers. Important influenced factors for the risk of psychological problems among the two populations were different, but media multitasking status should be paid attention to for both. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20health" title=" psychological health"> psychological health</a>, <a href="https://publications.waset.org/abstracts/search?q=epidemiology" title=" epidemiology"> epidemiology</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20culture" title=" social culture"> social culture</a> </p> <a href="https://publications.waset.org/abstracts/161259/high-school-youth-and-college-freshmen-comparison-towards-the-psychological-health-status-under-the-influence-of-sleep-hygiene-and-quality-from-a-chinese-second-tier-city-sample-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161259.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">73</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">8852</span> Implementing Teacher Students’ Coaching in Practical Periods of University Teacher Education: The Significance of Training Cultures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahm%20Sibylle">Rahm Sibylle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The core element in most European teacher training concepts consists in practical periods where teacher students may review the chosen profession before going on to their theoretical studies. In Germany, teacher students learn in practical studies about everyday teaching and learning in schools. Teacher students appreciate opportunities to explore school practice and to feel responsible for students’ learning. In practical studies, teacher students often idealize their teacher mentors (and consequently tend to imitate their teaching style) or contrarily feel disappointed about school practice. Concepts of empowerment through practical experience in school-based academic teacher training have to be developed. Our Swiss-German research project COPRA (Coaching in practical periods; funded by the Swiss National Science Foundation (SNF) and the German Research Foundation (DFG), aims at gaining resilient results about the effectiveness of (peer) coaching in practical school periods. To explore innovative ways of accompanying novice teachers in practical periods we consider different cultures of teacher training institutions. School cultures, including teachers’ beliefs and teaching traditions involve different training cultures as starting positions for our intervention study. In our qualitative study, we describe typologies of teacher training institutions by analyzing group discussions with teacher students, mentor teachers and university lecturers concerning participation, cooperation, and relationships. In our paper, we present the design of our intervention study, our coaching concept as well as typologies of teacher training cultures. We discuss opportunities for teacher students to learn through domain-specific (peer) coaching on the background of these typologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20%28practical%20periods%29" title="teacher training (practical periods)">teacher training (practical periods)</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20students%27%20coaching" title=" teacher students' coaching"> teacher students' coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20cultures%20%28typologies%29" title=" training cultures (typologies)"> training cultures (typologies)</a>, <a href="https://publications.waset.org/abstracts/search?q=COPRA%20%28coaching%20in%20practical%20periods%29" title=" COPRA (coaching in practical periods)"> COPRA (coaching in practical periods)</a> </p> <a href="https://publications.waset.org/abstracts/69867/implementing-teacher-students-coaching-in-practical-periods-of-university-teacher-education-the-significance-of-training-cultures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69867.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">246</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">8851</span> A Study of Patriotism through History Education in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Razak%20Bin%20Ahmad">Abdul Razak Bin Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Mahzan%20Awang"> Mohd Mahzan Awang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Appreciation of patriotism value is important for every student to be able to become a quality citizen and good for the country. Realizing this situation, Malaysia has introduced history education for primary school students since 2014. One of the aims is to provide basic knowledge on patriotism as well as to promote patriotic behaviour among school pupils. In order to examine the relationship between the students’ knowledge and their behaviour, a survey study was carried out. A set of questionnaire was designed and developed based prior studies on history education and patriotism. The sample of this survey was 153 primary school students aged 12 years old (Standard Six). Data collected and analysed using SPSS (Statistical Package for The Social Science 20.0). The results showed that the level of knowledge and patriotism practise at the moderate levels. Inferential statistic results revealed that there is no significant difference between genders with regards to patriotism knowledge and patriotism practice through history education subject. Results also demonstrated that there is a significant relationship between knowledge and the practice of patriotism values among the students. This means that knowledge on patriotism is important for promoting patriotic behaviour and practice in primary schools. This study implies that teaching students to understand and comprehend the concept of patriotism is vital to promote patriotic behaviour among students. Therefore, teachers should master pedagogical skills and good content knowledge on patriotism as mechanisms to promote effective learning in history education subjects. creativity in teaching history education subjects is also needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20education" title="history education">history education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=patriotism%20values" title=" patriotism values"> patriotism values</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/71788/a-study-of-patriotism-through-history-education-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71788.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">382</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">8850</span> Teachers’ and Students’ Reactions to a Guided Reading Program Designed by a Teachers’ Professional Learning Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yea-Mei%20Leou">Yea-Mei Leou</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiu-Hsung%20Huang"> Shiu-Hsung Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20C.%20Shen"> T. C. Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin-Ya%20Fang"> Chin-Ya Fang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study were to explore how to establish a professional learning community for English teachers at a junior high school, and to explore how teachers and students think about the guided reading program. The participants were three experienced English teachers and their ESL seventh-grade students from three classes in a junior high school. Leveled picture books and worksheets were used in the program. Questionnaires and interviews were used for gathering information. The findings were as follows: First, most students enjoyed this guided reading program. Second, the teachers thought the guided reading program was helpful to students’ learning and the discussions in the professional learning community refreshed their ideas, but the preparation for the teaching was time-consuming. Suggestions based on the findings were provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20students" title="ESL students">ESL students</a>, <a href="https://publications.waset.org/abstracts/search?q=guided%20reading" title=" guided reading"> guided reading</a>, <a href="https://publications.waset.org/abstracts/search?q=leveled%20books" title=" leveled books"> leveled books</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning%20community" title=" professional learning community"> professional learning community</a> </p> <a href="https://publications.waset.org/abstracts/6750/teachers-and-students-reactions-to-a-guided-reading-program-designed-by-a-teachers-professional-learning-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6750.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">377</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">8849</span> The Perception of ‘School’ as a Positive Support Factor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeliz%20Yaz%C4%B1c%C4%B1">Yeliz Yazıcı</a>, <a href="https://publications.waset.org/abstracts/search?q=Alev%20Erenler"> Alev Erenler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School is an institution designed to provide learning, teaching places and environments under guidance of selected teachers. School is not just a place or institution but it is a place where complex and living structures are alive and always changing. It is also an undeniable fact that schools have shaped the ideas, future, society as well as the students and their lives. While this is the situation, schools having academic excellence is considered as successful ones. Academic excellence is a composition of excellence in teachers, management and physical environment, also. This is the general perception of the authorities and parents when the excellence is the point but the school is a developing and supporting organism. In this concept, the main aim of this study is to compare student and teacher perceptions of school as a ‘positive support factor’. The study is designed as a quantitative and qualitative design and a questionnaire is applied to both teachers and students via online and face to face meetings. It is aimed to define the perceptions of the participants related to the school as a positive support factor. It means the role of school in establishing self-efficacy, shaping and acquiring the behavior etc. Gathered data is analyzed via SPSS program and the detailed discussion is carried in the frame of the related literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20support%20factor" title="positive support factor">positive support factor</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher%20perception" title=" student teacher perception"> student teacher perception</a> </p> <a href="https://publications.waset.org/abstracts/79430/the-perception-of-school-as-a-positive-support-factor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79430.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">174</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">8848</span> Predictors of School Drop out among High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osman%20Zorbaz">Osman Zorbaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Selen%20Demirtas-Zorbaz"> Selen Demirtas-Zorbaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Ulas"> Ozlem Ulas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The factors that cause adolescents to drop out school were several. One of the frameworks about school dropout focuses on the contextual factors around the adolescents whereas the other one focuses on individual factors. It can be said that both factors are important equally. In this study, both adolescent’s individual factors (anti-social behaviors, academic success) and contextual factors (parent academic involvement, parent academic support, number of siblings, living with parent) were examined in the term of school dropout. The study sample consisted of 346 high school students in the public schools in Ankara who continued their education in 2015-2016 academic year. One hundred eighty-five the students (53.5%) were girls and 161 (46.5%) were boys. In addition to this 118 of them were in ninth grade, 122 of them in tenth grade and 106 of them were in eleventh grade. Multiple regression and one-way ANOVA statistical methods were used. First, it was examined if the data meet the assumptions and conditions that are required for regression analysis. After controlling the assumptions, regression analysis was conducted. Parent academic involvement, parent academic support, number of siblings, anti-social behaviors, academic success variables were taken into the regression model and it was seen that parent academic involvement (t=-3.023, p < .01), anti-social behaviors (t=7.038, p < .001), and academic success (t=-3.718, p < .001) predicted school dropout whereas parent academic support (t=-1.403, p > .05) and number of siblings (t=-1.908, p > .05) didn’t. The model explained 30% of the variance (R=.557, R2=.300, F5,345=30.626, p < .001). In addition to this the variance, results showed there was no significant difference on high school students school dropout levels according to living with parents or not (F2;345=1.183, p > .05). Results discussed in the light of the literature and suggestion were made. As a result, academic involvement, academic success and anti-social behaviors will be considered as an important factors for preventing school drop-out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-social%20behavior" title=" anti-social behavior"> anti-social behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20academic%20involvement" title=" parent academic involvement"> parent academic involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20academic%20support" title=" parent academic support"> parent academic support</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20dropout" title=" school dropout"> school dropout</a> </p> <a href="https://publications.waset.org/abstracts/71126/predictors-of-school-drop-out-among-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71126.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">284</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">8847</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">8846</span> E-teaching Barriers: A Survey from Shanghai Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liu%20Dan">Liu Dan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It was considered either unnecessary or impossible for primary school students to implement online teaching until last year. A large number of E-learning or E-teaching researches have been focused on adult-learners, andragogy and technology, however, primary school education, it is facing many problems that need to be solved. Therefore, this research is aimed at exploring barriers and influential factors on online teaching for K-12 students from teachers’ perspectives and discussing the E-pedagogy that is suitable for primary school students and teachers. Eight hundred and ninety-six teachers from 10 primary schools in Shanghai were invited to participate in a questionnaire survey. Data were analysed by hierarchical regression, and the results stress the significant three barriers by teachers with online teaching: the existing system is deficient in emotional interaction, teachers’ attitude towards the technology is negative and the present teacher training is lack of systematic E-pedagogy guidance. The barriers discovered by this study will help the software designers (E-lab) develop tools that allow for flexible and evolving pedagogical approaches whilst providing an easy entry point for cautious newcomers, so that help the teachers free to engage in E-teaching at pedagogical and disciplinary levels, to enhance their repertoire of teaching practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20teaching%20barriers%20%28OTB%29" title="online teaching barriers (OTB)">online teaching barriers (OTB)</a>, <a href="https://publications.waset.org/abstracts/search?q=e-teaching" title=" e-teaching"> e-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/140556/e-teaching-barriers-a-survey-from-shanghai-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140556.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">201</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">8845</span> The Impact of Scaffolding on Motivation of Vocational Special Education Students in Kakamega Program for Persons with Hearing Impaired in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20W.%20Mbogani">J. W. Mbogani</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20A.%20Bunyasi"> B. A. Bunyasi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The special skills for five students in the vocational class in Kakamega program for Hearing impaired were identified within one term period of the Kenyan education system. Three students were identified as having a liking for tailoring. The remaining two students did not show any interest in any vocational subject. The three students were attached to two professionals in practicing general tailors within the school vicinity for scaffolding purposes. The students were allowed to attend general classes under the normal curriculum and were withdrawn after eleven in the morning for tailoring classes. The students were then monitored with the guideline of a checklist. The purpose of monitoring was to establish whether the behavior of the students reflected a motivated student. It was established that two of them improved in their school attendance in terms of regularity, punctuality and responsibility accomplishment. The third student ended up attending only tailoring classes. The socialization aspect of the two students improved a lot. They also tended to identify more with the teachers than their fellow students. We recommend that learners with special needs in education should be subjected to the normal curriculum. They may benefit more and attain a skill that could help them economically. Further study should also be done to in several institutions involving learners in other classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=general%20tailoring" title="general tailoring">general tailoring</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=term" title=" term"> term</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20class" title=" vocational class"> vocational class</a> </p> <a href="https://publications.waset.org/abstracts/121721/the-impact-of-scaffolding-on-motivation-of-vocational-special-education-students-in-kakamega-program-for-persons-with-hearing-impaired-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121721.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">139</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">8844</span> The Comparison of of Stress Level between Students with Parents and Those without Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hendeh%20Majdi">Hendeh Majdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Arzjani"> Zahra Arzjani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed at the comparison of level of stress between students had parents and those without parents by descriptive-analytical study. To do research number of 128 questionnaires (64 students with parents and 64 students without parents) were distributed among high school in Ray city, Tehran province through classified sampling. The results showed that level of stress in stud tent without parents has been effective and the most important proposal is that necessity study should be considered in decreasing level of stress in students without parent. <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=students%20with%20parents" title=" students with parents"> students with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=without%20parents" title=" without parents"> without parents</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20city" title=" Ray city"> Ray city</a> </p> <a href="https://publications.waset.org/abstracts/3833/the-comparison-of-of-stress-level-between-students-with-parents-and-those-without-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3833.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">499</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">8843</span> Differences and Similarities between Concepts of Good, Great, and Leading Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/abstracts/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Good, great, and leading teachers are experienced and respected role models, who are innovative, organized, collaborative, trustworthy, and confident facilitators of learning. They model integrity, have strong interpersonal and communication skills, display the highest level of professionalism, a commitment to students, and expertise, and demonstrate a passion for student learning while taking the initiative as influential change agents. Usually, we call them teacher(s) leaders by integrating three notions such as good, great, and leading in a one-teacher leader. Here are described essences of three concepts: ‘good teacher,’ ‘great teacher,’ and teacher leader’ as they are inseparable in teaching practices, teacher’s professional life, and educational interactions with students, fellow teachers, school administration, students’ families and school communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=great%20teacher" title="great teacher">great teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20teacher" title=" good teacher"> good teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=leading%20teacher" title=" leading teacher"> leading teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/154354/differences-and-similarities-between-concepts-of-good-great-and-leading-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154354.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">147</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">8842</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">8841</span> Modeling in the Middle School: Eighth-Grade Students’ Construction of the Summer Job Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neslihan%20Sahin%20Celik">Neslihan Sahin Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Eraslan"> Ali Eraslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematical model and modeling are one of the topics that have been intensively discussed in recent years. In line with the results of the PISA studies, researchers in many countries have begun to question how much students in school-education system are prepared to solve the real-world problems they encounter in their future professional lives. As a result, many mathematics educators have begun to emphasize the importance of new skills and understanding such as constructing, Hypothesizing, Describing, manipulating, predicting, working together for complex and multifaceted problems for success in beyond the school. When students increasingly face this kind of situations in their daily life, it is important to make sure that students have enough experience to work together and interpret mathematical situations that enable them to think in different ways and share their ideas with their peers. Thus, model eliciting activities are one of main tools that help students to gain experiences and the new skills required. This research study was carried on the town center of a big city located in the Black Sea region in Turkey. The participants were eighth-grade students in a middle school. After a six-week preliminary study, three students in an eighth-grade classroom were selected using criterion sampling technique and placed in a focus group. The focus group of three students was videotaped as they worked on a model eliciting activity, the Summer Job Problem. The conversation of the group was transcribed, examined with students’ written work and then qualitatively analyzed through the lens of Blum’s (1996) modeling processing cycle. The study results showed that eighth grade students can successfully work with the model eliciting, develop a model based on the two parameters and review the whole process. On the other hand, they had difficulties to relate parameters to each other and take all parameters into account to establish the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20school" title="middle school">middle school</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling" title=" modeling"> modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=summer%20job%20problem" title=" summer job problem"> summer job problem</a> </p> <a href="https://publications.waset.org/abstracts/26300/modeling-in-the-middle-school-eighth-grade-students-construction-of-the-summer-job-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26300.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">337</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">8840</span> Cyber Security Situational Awareness among Students: A Case Study in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yunos%20Zahri">Yunos Zahri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ab%20Hamid%20R.%20Susanty"> Ab Hamid R. Susanty</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Mustaffa"> Ahmad Mustaffa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the need for a national baseline study on understanding the level of cyber security situational awareness among primary and secondary school students in Malaysia. The online survey method was deployed to administer the data collection exercise. The target groups were divided into three categories: Group 1 (primary school aged 7-9 years old), Group 2 (primary school aged 10-12 years old), and Group 3 (secondary school aged 13-17 years old). A different questionnaire set was designed for each group. The survey topics/areas included Internet and digital citizenship knowledge. Respondents were randomly selected from rural and urban areas throughout all 14 states in Malaysia. A total of 9,158 respondents participated in the survey, with most states meeting the minimum sample size requirement to represent the country’s demographics. The findings and recommendations from this baseline study are fundamental to develop teaching modules required for children to understand the security risks and threats associated with the Internet throughout their years in school. Early exposure and education will help ensure healthy cyber habits among millennials in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyber%20security%20awareness" title="cyber security awareness">cyber security awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security%20education" title=" cyber security education"> cyber security education</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security" title=" cyber security"> cyber security</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20students" title=" school students"> school students</a> </p> <a href="https://publications.waset.org/abstracts/62928/cyber-security-situational-awareness-among-students-a-case-study-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62928.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">8839</span> Canadian High School Students' Attitudes and Perspectives Towards People With Disabilities, Autism, and ADHD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khodi%20Morgan">Khodi Morgan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kasey%20Crowe"> Kasey Crowe</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Morgan"> Amanda Morgan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Canadian High School Students' Attitudes & Perspectives Towards People With Disabilities, Autism, and ADHD. Objective: To survey Canadian high school students' regarding their attitudes and perspectives towards people with disabilities and explore how age, gender, and personal experience with disability may impact these views. Methods A survey was developed using the standardized Attitude Toward Persons With Disability Scale as its base, with the addition of questions specifically about Autism and Attention Deficit Hyperactivity Disorder (ADHD). The survey also gathered information about the participants’ age and gender and whether or not they, or a close family member, had any disabilities. Participants were recruited at a public Canadian high school by fellow student researchers. Results A total of 219 (N=219) students ranging from 13 - 19 years old participated in the study (m= 15.9 years of age). Gender was equally split, with 44% male, 42% female and 14% undeclared. Experience with disability was common amongst participants, with 25% self-identifying as having a personal disability and 48% claiming to have a close family member with a disability. Exploratory trends indicated that females, and people with self-identified disabilities, and people with close family members with disabilities trended towards having more positive attitudes toward persons with disabilities. This poster will report upon these trends and explore in more depth how personal factors such as age, gender and personal disability status impact high school students attitudes toward persons with disability in general and in regards to Autism and ADHD specifically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20research" title=" community research"> community research</a>, <a href="https://publications.waset.org/abstracts/search?q=acceptance" title=" acceptance"> acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</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/168335/canadian-high-school-students-attitudes-and-perspectives-towards-people-with-disabilities-autism-and-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168335.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">74</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">8838</span> L2 Reading in Distance Education: Analysis of Students' Reading Attitude and Interests</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Junithesmer">Ma. Junithesmer</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Rosales"> D. Rosales</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is a baseline description of students’ attitude and interests about L2 reading in a state university in the Philippines that uses distance education as a delivery mode. Most research conducted on this area dealt with the analysis of reading in a traditional school set-up. For this reason, this research was written to discover if there are implications as regards students’ preferences, interests and attitude reveal about L2 reading in a non-traditional set-up. To form the corpus of this study, it included the literature and studies about reading, preferred technological devices, titles of books and authors, reading medium traditional/ print and electronic books that juxtapose with students’ interest and feelings when reading at home and in school; and their views about their strengths and weaknesses as readers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20reading" title=" L2 reading"> L2 reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20attitude" title=" reading attitude"> reading attitude</a> </p> <a href="https://publications.waset.org/abstracts/47342/l2-reading-in-distance-education-analysis-of-students-reading-attitude-and-interests" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47342.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">345</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">8837</span> Select Communicative Approaches and Speaking Skills of Junior High School Students</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> Speaking English, as a medium of instruction among students who are non-native English speakers poses a real challenge to achieve proficiency, especially so if it is a requirement in most communicative classroom instruction. It becomes a real burden among students whose English language orientation is not well facilitated and encouraged by teachers among national high schools. This study, which utilized a descriptive-correlational research, examined the relationship between the select communicative approaches commonly utilized in classroom instruction to the level of speaking skills among the identified high school students. Survey questionnaires, interview, and observations sheets were researcher instruments used to generate salient information. Data were analyzed and treated statistically utilizing weighted mean speaking skills levels and Pearson r to determine the relationship between the two identified variables of the study. Findings revealed that the level of English speaking skills of the high school students is just average. Further, among the identified speaking sub-skills, namely, grammar, pronunciation and fluency, the students were considered above average level. There was also a clear relationship of some communicative approaches to the respondents’ speaking skills. Most notable among the select approaches is that of role-playing, compared to storytelling, informal debate, brainstorming, oral reporting, and others. It may be because role-playing is the most commonly used approach in the classroom. This implies that when these high school students are given enough time and autonomy on how they could express their ideas or comprehension of some lessons, they are shown to have a spontaneous manner of expression, through the maximization of the second language. It can be concluded further that high school students have the capacity to express ideas even in the second language, only if they are encouraged and well-facilitated by teachers. Also, when a better communicative approach is identified and better implemented, thus, will level up students’ classroom engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20approaches" title="communicative approaches">communicative approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20playing" title=" role playing"> role playing</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a> </p> <a href="https://publications.waset.org/abstracts/82193/select-communicative-approaches-and-speaking-skills-of-junior-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82193.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">177</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">8836</span> The Role of Individual Educational Plans in Helping Cycle One Attention Deficit Hyperactivity Students on the Behavioral Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lama%20Bendak">Lama Bendak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parents and teachers face major problems dealing with attention deficit hyperactivity students. One solution is by changing the school to a less restrictive one or leaving school for good. The purpose of this study is to highlight the importance and role of individual educational plans (IEP) in helping cycle one ages six to nine attention deficit hyperactivity disorder (ADHD) students on the behavioral level. We have adopted the qualitative approach experimental where the total number of the students in our field of study was 66 from four schools. We have limited our study to cycle one students; that is grades 1, 2 and 3, whose ages range from 5.5 to 8.5. We divided the students into two groups where the controlled group was 36 students, and the experimental group was 30 students. The measuring instrument or tool that we used in our study is The SNAP-IV Teacher and Parents Rating Scale and was filled by class teachers. We did the pretest during the first trimester of the school year. Then we applied the Individual Educational Plans IEP's for two trimesters. Then we did the posttest and submitted the results for analysis, where we used the ANCOVA. The results of this study showed that the IEP's efficacy in helping ADHD students on the behavioral aspect showed statistical differences and varied depending on the initial level of difficulty of the student. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%20hyperactivity%20disorder" title="attention deficit hyperactivity disorder">attention deficit hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20educational%20plans" title=" individual educational plans"> individual educational plans</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20charts" title=" behavioral charts"> behavioral charts</a>, <a href="https://publications.waset.org/abstracts/search?q=SNAP-IV%20teacher%20and%20parents%20rating%20scale" title=" SNAP-IV teacher and parents rating scale"> SNAP-IV teacher and parents rating scale</a> </p> <a href="https://publications.waset.org/abstracts/42734/the-role-of-individual-educational-plans-in-helping-cycle-one-attention-deficit-hyperactivity-students-on-the-behavioral-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42734.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">287</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">8835</span> The Analysis of Gizmos Online Program as Mathematics Diagnostic Program: A Story from an Indonesian Private School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shofiayuningtyas%20Luftiani">Shofiayuningtyas Luftiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Some private schools in Indonesia started integrating the online program Gizmos in the teaching-learning process. Gizmos was developed to supplement the existing curriculum by integrating it into the instructional programs. The program has some features using an inquiry-based simulation, in which students conduct exploration by using a worksheet while teachers use the teacher guidelines to direct and assess students’ performance In this study, the discussion about Gizmos highlights its features as the assessment media of mathematics learning for secondary school students. The discussion is based on the case study and literature review from the Indonesian context. The purpose of applying Gizmos as an assessment media refers to the diagnostic assessment. As a part of the diagnostic assessment, the teachers review the student exploration sheet, analyze particularly in the students’ difficulties and consider findings in planning future learning process. This assessment becomes important since the teacher needs the data about students’ persistent weaknesses. Additionally, this program also helps to build student’ understanding by its interactive simulation. Currently, the assessment over-emphasizes the students’ answers in the worksheet based on the provided answer keys while students perform their skill in translating the question, doing the simulation and answering the question. Whereas, the assessment should involve the multiple perspectives and sources of students’ performance since teacher should adjust the instructional programs with the complexity of students’ learning needs and styles. Consequently, the approach to improving the assessment components is selected to challenge the current assessment. The purpose of this challenge is to involve not only the cognitive diagnosis but also the analysis of skills and error. Concerning the selected setting for this diagnostic assessment that develops the combination of cognitive diagnosis, skills analysis and error analysis, the teachers should create an assessment rubric. The rubric plays the important role as the guide to provide a set of criteria for the assessment. Without the precise rubric, the teacher potentially ineffectively documents and follows up the data about students at risk of failure. Furthermore, the teachers who employ the program of Gizmos as the diagnostic assessment might encounter some obstacles. Based on the condition of assessment in the selected setting, the obstacles involve the time constrain, the reluctance of higher teaching burden and the students’ behavior. Consequently, the teacher who chooses the Gizmos with those approaches has to plan, implement and evaluate the assessment. The main point of this assessment is not in the result of students’ worksheet. However, the diagnostic assessment has the two-stage process; the process to prompt and effectively follow-up both individual weaknesses and those of the learning process. Ultimately, the discussion of Gizmos as the media of the diagnostic assessment refers to the effort to improve the mathematical learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title="diagnostic assessment">diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Gizmos%20online%20program" title=" Gizmos online program"> Gizmos online program</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20analysis" title=" skills analysis"> skills analysis</a> </p> <a href="https://publications.waset.org/abstracts/58332/the-analysis-of-gizmos-online-program-as-mathematics-diagnostic-program-a-story-from-an-indonesian-private-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58332.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">182</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">8834</span> The Active Role of Teacher's in Managing Effective Classroom Environment for High School Students from the Viewpoint of the Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majda%20Ibrahim%20Aljaroudi">Majda Ibrahim Aljaroudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jwaher%20Alburake"> Jwaher Alburake</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to identify the active role of the teacher in the management of the effective classroom environment for high school students from the viewpoint of the teachers, and to identify whether there were statistically significant differences between the averages of the respondents regarding the active role of the high school teachers in managing effective classroom environment in Riyadh, and also the total score depending on the variables of the study (qualifications, years of experience, training and development programs). This study used the descriptive survey approach where a questionnaire has been built and consisted of (35) items about five areas as a tool to measure the teacher's role in the management of effective classroom environment for high school students. The study population consisted of (1313) high school teachers in the government schools in south of Riyadh. It consisted of (70) teachers who were selected randomly. It used the appropriate statistical methods to analyze data by using statistical packages (SPSS). The study found the following results: • Most of the study sample members agreed on their role in the effective classroom environment management for high school students in government schools in Riyadh with an average (3.91 out of 5), which falls in the fifth category of Quintet scale (from 3.41 to 4.20) that refers to the option "often". • There are statistically significant differences between the mean responses of the study sample about the active role of the teacher in the effective classroom environment management for high school students regarding the concept of order in the classroom depending on the variable of years of experience for the benefit of teachers who have over 10 years of experience. There are statistically significant differences between the mean responses of the study sample about the teacher's active role in the effective classroom environment management for high school students regarding the educational process for maintaining the order in the classroom depending on the variable of training and development programs for the benefit of the teachers who have more than (5) courses. Due to the results of the study the researcher recommended a number of recommendations to improve the teacher's role in the effective classroom environment management for high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20management" title="effective management">effective management</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20sciences" title=" pedagogical sciences"> pedagogical sciences</a> </p> <a href="https://publications.waset.org/abstracts/14911/the-active-role-of-teachers-in-managing-effective-classroom-environment-for-high-school-students-from-the-viewpoint-of-the-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14911.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">442</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">8833</span> Public-Private Partnership for Community Empowerment and Sustainability: Exploring Save the Children’s 'School Me' Project in West Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gae%20Hee%20Song">Gae Hee Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to address the evolution of public-private partnerships for mainstreaming an evaluation approach in the community-based education project. It examines the distinctive features of Save the Children’s School Me project in terms of empowerment evaluation principles introduced by David M. Fetterman, especially community ownership, capacity building, and organizational learning. School Me is a Save the Children Korea funded-project, having been implemented in Cote d’Ivoire and Sierra Leone since 2016. The objective of this project is to reduce gender-based disparities in school completion and learning outcomes by creating an empowering learning environment for girls and boys. Both quasi-experimental and experimental methods for impact evaluation have been used to explore changes in learning outcomes, gender attitudes, and learning environments. To locate School Me in the public-private partnership framework for community empowerment and sustainability, the data have been collected from School Me progress/final reports, baseline, and endline reports, fieldwork observations, inter-rater reliability of baseline and endline data collected from a total of 75 schools in Cote d’Ivoire and Sierra Leone. The findings of this study show that School Me project has a significant evaluation component, including qualitative exploratory research, participatory monitoring, and impact evaluation. It strongly encourages key actors, girls, boys, parents, teachers, community leaders, and local education authorities, to participate in the collection and interpretation of data. For example, 45 community volunteers collected baseline data in Cote d’Ivoire; on the other hand, three local government officers and fourteen enumerators participated in the follow-up data collection of Sierra Leone. Not only does this public-private partnership improve local government and community members’ knowledge and skills of monitoring and evaluation, but the evaluative findings also help them find their own problems and solutions with a strong sense of community ownership. Such community empowerment enables Save the Children country offices and member offices to gain invaluable experiences and lessons learned. As a result, empowerment evaluation leads to community-oriented governance and the sustainability of the School Me project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20empowerment" title="community empowerment">community empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=Cote%20d%E2%80%99Ivoire" title=" Cote d’Ivoire"> Cote d’Ivoire</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment%20evaluation" title=" empowerment evaluation"> empowerment evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=public-private%20partnership" title=" public-private partnership"> public-private partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=save%20the%20children" title=" save the children"> save the children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20me" title=" school me"> school me</a>, <a href="https://publications.waset.org/abstracts/search?q=Sierra%20Leone" title=" Sierra Leone"> Sierra Leone</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability "> sustainability </a> </p> <a href="https://publications.waset.org/abstracts/114759/public-private-partnership-for-community-empowerment-and-sustainability-exploring-save-the-childrens-school-me-project-in-west-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114759.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">125</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">8832</span> Research on the Correlation between College Students' Physical Fitness and Running Habits: Data Mining of Smart Phone Sports App</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Guo">Mingming Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozan%20Wang"> Xiaozan Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The purpose of this study is to examine the correlation between the physical fitness of Chinese college students and their daily running habits (RH). Methods: A total of 718 college students from East China Normal University participated in this study (385 boys and 333 girls). Each participant participated in the Chinese Students’ Physical Fitness Test during the 2018-2019 school year. In addition, each student is also required to use the app to record all their running results during each run during the 2018-2019 school year. Researchers can query and export all running records through the app's management platform. Results: (1) The total number of kilometers run by the students showed a significant negative correlation with their vital capacity (VC), sitting body flexion (SBF), and long jump (LJ) (rᵥ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=running%20habits" title=" running habits"> running habits</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a> </p> <a href="https://publications.waset.org/abstracts/126514/research-on-the-correlation-between-college-students-physical-fitness-and-running-habits-data-mining-of-smart-phone-sports-app" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126514.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">139</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">8831</span> Teachers' Accessibility to and Utilization of Electronic Media for Teaching Basic Science and Technology in Ilorin Metropolis, Kwara, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taibat%20Busari">Taibat Busari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic media has created new options for enhancing education. It has long been providing innovative methods for arousing students’ attention in learning and improves teachers’ performance in disseminating instructional contents. However, the advancement of electronic media has increased the flexibility, availability, accessibility and improved communications among students-students, students-teacher, and teacher-students. This study investigated: (i) teachers’ accessibility to, and utilization of electronic media for teaching basic science and technology in Ilorin metropolis; (ii) the influence of school proprietorship on teachers’ access to and utilization of electronic media for teaching and; the influence of teachers’ gender on the use of electronic media. The research was a descriptive design using the survey method. The study sample was drawn for private and public secondary schools in Ilorin Metropolis. The respondents were 285 basic science and technology teachers, which comprised of 146 males and 139 females. A structured researcher designed questionnaire was used to gather data for the study. Pilot study was carried out on mini sample of 20 basic science and technology teachers in five schools which are not part of the study’s population. It was then subjected to Cronbach’s Alpha and yielded the values 0.794 for availability, 0.730 for accessibility and 0.84 for utilization of electronic media. The research questions were answered using mean and percentage while research hypotheses one and two was tested using t- test. The findings of the study showed that: (i) electronic media are available for teaching basic science and technology; (ii) teachers’ had access to electronic media for teaching; (iii) teachers’ utilized electronic media for teaching basic science and technology; (iv) there was no significant difference between teachers’ utilization of electronic media for teaching; (v) there was no significant difference between teachers’ utilization of electronic media for teaching based on school proprietorship. The study, therefore, concluded that teachers’ had access to electronic media and utilized it for teaching purposes. Gender had no influence on teachers’ access to and utilization on electronic media for teaching and also, school proprietorship had no influence on access and utilization of electronic media for teaching. Based on findings it was recommended that electronic media should be made available and utilized in all schools across the nation to improve the learning rate of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20media" title="electronic media">electronic media</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20science%20and%20technology" title=" basic science and technology"> basic science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20accessibility" title=" teachers' accessibility"> teachers' accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/108689/teachers-accessibility-to-and-utilization-of-electronic-media-for-teaching-basic-science-and-technology-in-ilorin-metropolis-kwara-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108689.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">156</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">8830</span> Perceived Role of Business School in Developing Leadership in Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ranala%20Nirmala">Ranala Nirmala</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajanala%20Krishna%20Gopal"> Rajanala Krishna Gopal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Business schools train management graduates to join the industry in managerial positions. Most of the managerial positions require leadership competency and while some of the business schools have leadership development as a course, many assume leadership development among students through their curriculum. While literature supports the need for leadership development among students, there are few studies which explored the role of department and leadership skills in business management students. This paper is based on an empirical study of students of a university based business school and explored the relationship between the perceived role of department, including the faculty, infrastructure, etc on the leadership skills and potential of the students. Students have been administered an instrument that captured different leadership aspects of the students and the data was reduced into fourteen dimensions including leadership skills perceived by student, role of department in developing leadership skills, leadership potential of students, etc. Anova and regression analysis are the primary statistical tools were used (using SPSS 17.0) and the results revealed that there is a significant relationship between the student perceptions of their leadership potential and the role of department, the faculty, the curriculum, etc. This study supports introducing focused courses in management curriculum to promote leadership among students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students" title="students">students</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20education" title=" management education"> management education</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20of%20institution" title=" role of institution"> role of institution</a> </p> <a href="https://publications.waset.org/abstracts/27011/perceived-role-of-business-school-in-developing-leadership-in-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27011.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">487</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">8829</span> The Unspoken Learning Landscape of Indigenous Peoples (IP) Learners: A Process Documentation and Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ailene%20B.%20Anonuevo">Ailene B. Anonuevo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to evaluate the quality of life presently available for the IP students in selected schools in the Division of Panabo City. This further explores their future dreams and current status in classes and examines some implications relative to their studies. The study adopted the mixed methodology and used a survey research design as the operational framework for data gathering. Data were collected by self-administered questionnaires and interviews with sixty students from three schools in Panabo City. In addition, this study describes the learners’ background and school climate as variables that might influence their performance in school. The study revealed that an IP student needs extra attention due to their unfavorable learning environment. The study also found out that like any other students, IP learners yearns for a brighter future with the support of our government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IP%20learners" title="IP learners">IP learners</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20landscape" title=" learning landscape"> learning landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20climate" title=" school climate"> school climate</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/52341/the-unspoken-learning-landscape-of-indigenous-peoples-ip-learners-a-process-documentation-and-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52341.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> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=6" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=6">6</a></li> <li class="page-item active"><span class="page-link">7</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=301">301</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=302">302</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=private%20school%20students&page=8" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>