scholarly journals The Use of Local Context Learning Material in Integrated Teaching and Learning Instruction at Junior Secondary School (JSS): A Case Study in Pekanbaru District, Riau Province, Indonesia

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Idris HM Noor ◽  
◽  
Nina Purnamasari
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Local Context ◽  
Learning Material ◽  
Junior Secondary School ◽  
Context Learning ◽  
Junior Secondary ◽  
Learning Instruction

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

scholarly journals Factors Militating Against the Effective Teaching and Learning of Krio at the Junior Secondary School Level:

IJOHMN ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Harriet Yeanoh Jones ◽  
Dr. Saidu Challay ◽  
Peter Mboh Muffuh
Keyword(s):  
Secondary School ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Institutional Support ◽  
Assessment Tools ◽  
School Level ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Subject ◽  
Effective Teaching And Learning

This study was aimed at investigating factors militating against the effective teaching and learning of Krio at the Junior Secondary School (JSS) Level in a sample of JSS pupils in selected schools in the Western Area of Freetown, Sierra Leone. Questionnaires were administered to both teachers of Krio and pupils offering the subject at the targeted level. These, alongside observation and focus group discussions, were used to determine the level of training and experience of the teachers; facilities which support the teaching and learning of Krio; attitudes of teachers, pupils and other stakeholders towards the teaching and learning of Krio; mode and frequency of assessment; provision of institutional support; and, the success rate of pupils at the Basic Educational Certificate Exams (BECE) in the selected schools. Three schools were targeted. In each of these schools, questionnaires were administered to 50 pupils, giving a total of 150 respondents.  A total of eleven teachers were sampled. The study revealed that: The teachers of Krio in the selected schools were and trained and qualified. However, none of them studied krio as a major and only about one third read it as a minor. Teaching and learning materials are inadequate, and time allocated to the teaching of krio is insufficient. Attitude is a major factor which militates against the teaching and learning of krio in the selected schools. Written assignments, tests and exams are the main assessment tools. Institutional support (in-service trainings/workshops/seminars) plays a great role in building teachers’ capacity to teach the subject as all the teachers sampled did not study krio as a major subject. BECE results (krio -2010 and 2011) indicate that only a small percentage of the pupils at JSSIII opted for krio

scholarly journals Factors discouraging students from schooling: A case study at Junior Secondary School in Laos

2015 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Chanthaboun Keoviphone ◽  
Udik Budi Wibowo
Keyword(s):  
Secondary School ◽  
Document Analysis ◽  
Individual Student ◽  
Classroom Situation ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Parents Involvement ◽  
And Performance ◽  
Children's Schooling

This study is aimed at exploring and describing the factors discouraging Laos students from schooling at a secondary school in various contexts such as  classroom and school, individual student, family, and community contexts. Descriptive qualitative approach was used, and the framework of the study was formulated around the aspects of school and classroom situation, principal’s management process, teachers’ teaching organization and performance, parents’ involvement and perception, and community’s involvement and perception. The data were collected through observation, document analysis, and interview from 10 students, six teachers, one principal, one vice principal at Phonsyneua Junior Secondary School, and seven parents whose children were studying at this school. The finding shows that among the factors involved in students’ schooling at secondary school, several factors discourage them. The teachers’ performances were not perfect yet and some students’ competency was not qualified enough. The students’ parents were not highly committed and involved in their children’s schooling. The community had little trust in schooling since they perceived that schooling costs a lot of money. To improve these discouraging factors, several actions should be taken into consideration. The principal should ask all the teachers to communicate the vision and missions to the students, or the vision and mission should be published and socialized in the school. The observations on teachers’ instruction should be done by both the principal and senior teachers.

Exploring secondary school students’ self-perception and actual understanding of plagiarism

2019 ◽  
Vol 52 (3) ◽  
pp. 806-817
Author(s):  
Samuel Kai Wah Chu ◽  
Xiao Hu ◽  
Jeremy Ng
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Academic Misconduct ◽  
Self Perception ◽  
School Students ◽  
Inquiry Based Learning ◽  
Junior Secondary School ◽  
Grade Levels ◽  
Junior Secondary ◽  
Survey Responses

Plagiarism has been a growing concern among institutions and academics in recent years. To address the problem, and to alleviate the growing trend of this academic misconduct, students’ perceptions of plagiarism should be considered. This study explores students’ self-perception and actual understanding of plagiarism, and the relations between them. Survey responses were collected from 433 students in a Hong Kong junior secondary school. Results reveal that students show different understanding towards ‘obvious’ and ‘obscure’ plagiarism, with misunderstanding or misconception more likely arising over obscure plagiarism. This study also reports that students’ self-perception on their understanding of plagiarism differed across grade levels, and their academic performance of inquiry-based learning has a relation to their self-perceived and actual understanding of plagiarism. Implications for improving the teaching and learning of plagiarism are discussed.

scholarly journals This is Literacy! Reading of photographs in research on San students’ literacy in a Remote Dweller School in Botswana

2011 ◽  
Vol 2 (1) ◽  
pp. 95-101
Author(s):  
Lone E. Ketsitlile
Keyword(s):  
Secondary School ◽  
Remote Area ◽  
Case Study Approach ◽  
Junior Secondary School ◽  
Study Approach ◽  
Narrative Case Study ◽  
Junior Secondary ◽  
The World ◽  
Basket Weaving

I discuss here part of my larger study which investigated what San students and their non-San friends in a Remote Area Dweller (RAD) Junior Secondary School in Botswana understand as literacy in school and at home. A narrative case study approach was used to gain an in-depth understanding of what students’ value and understand by literacy. Findings across participants’ stories revealed that they saw literacy as those things that had value to them and these influenced how they read ‘the word’ and ‘the world’. Storytelling, games, singing, knowledge of different plants, basket weaving and sculpting were variously identified as literacy by the six San and Tswana participants.

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