Search results for: secondary school level study

Authors: Hezlina Mohd Hashim, Abdul Mutalib Embong, Zullina H. Shaari

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This study analyses the perceptions of secondary school students about the accounting profession in Malaysia. Fifty five form three and form four students who are taking accounting/commerce subjects were met. Individual-s perception data were collected through questionnaires. The results at the secondary school level suggest that the stereotypical negative image of the accountant ends, with students expressing the positive view of the work of an accountant. There were also gender differences in perceiving the accounting profession. Overall, the results of the study suggest that we are now in line in projecting positive and accurate perceptions of the accounting profession to secondary school students.

Keywords: Perceptions, secondary school students, accounting profession, Malaysia.

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Authors: Muhammad Ridhuan Tony Lim Abdullah, Saedah Siraj

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The learning society has currently transformed from 'wired society' to become 'mobile society' which is facilitated by wireless network. To suit to this new paradigm, m-learning was given birth and rapidly building its prospect to be included in the future curriculum. Research and studies on m-learning spruced up in numerous aspects but there is still scarcity in studies on curriculum design of m-learning. This study is a part of an ongoing bigger study probing into the m-learning curriculum for secondary schools. The paper reports on the first phase of the study which aims to probe into the needs of curriculum design for m-learning at the secondary school level and the researcher adopted the needs analysis method. Data accrued from responses on survey questionnaires based on Lickert-point scale were analyzed statistically. The findings from this preliminary study serve as a basis for m-learning curriculum development for secondary schools.

Keywords: curriculum design, e-learning, future curriculum, m-learning

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Authors: O. Ali Alghtani, Y. Abdul-Ekhalq Ali, A. Abdul-Ekhalq Ali, A. Al Sadiq Abdul Majeed, N. Attian Al-Mohammadi, O. Mozel Alharbi, S. Mohamed Ismail, O. Ibrahim Asiri

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This study assessed the curricula of secondary schools given requirements to enhance the quality of life of students. The components of quality of life were described to build a list of standards and indicators. A questionnaire assessing the dimensions of mental (cognitive and emotional), physical, digital, and social health, and environmental awareness was prepared. A descriptive-analytical approach was used on a sample of 258 teachers and educational supervisors in Tabuk. The results indicated shortcomings in the secondary school curricula regarding developing standards and indicators of components of quality of life. Results also indicated that secondary school curricula incorporated few practices to improve student’s quality of life. No significant differences were found regarding the core subject, job, gender, and years of experience.

Keywords: Assessing curricula, teacher practices, quality of life, Secondary School.

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Authors: Shanthi Thomas

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This research paper presents the current practices of teacher professional development, perceived as beneficial by teachers themselves, in a private secondary school in Brunei Darussalam. This is part of the findings of a larger qualitative study on teacher empowerment, using ethnographic methods for data collection, i.e. participant observation, interviews and document analysis. The field work was carried out over a period of six months in 2013. An analysis of the field data revealed multiple pathways of teacher professional development existing in the school. The results indicate that school leaders, the teacher community in the school, students, and the teachers themselves were the agents in a school that facilitated teacher empowerment. Besides contributing to the knowledge base on teacher professional development, the results of this study provide directions for educational policy makers in their efforts to enhance professional development in secondary schools of similar characteristics. For school leaders and the teacher community, these findings offer guidelines for maximizing the opportunities for these professional development practices, by strengthening collegiality and by using the existing structures optimally for the benefit of all concerned.

Keywords: Colleagues and the wider teacher community, school leaders, self-driven professional development, teacher professional development.

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Authors: Daya Weerasinghe

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Parental expectations often differ to that of their children and the influence and involvement of parents, at home, may affect the student performance in the classroom. This paper presents results from a survey of Asian and European background secondary school mathematics students (N=128) in Melbourne, Australia. Student responses to survey questions were analysed using confirmatory factor analysis, followed by t-tests and ANOVA. The aim of the analysis was to identify similarities and differences in parental expectations in relation to ethnicity, gender, and the year level of the students. The notable findings from the analysis showed no significant difference (at 0.05 level) in parental expectations and student performance, in relation to ethnicity or gender. Conversely, there was a significant difference in both parental expectations and student performance between year 7 and year 12 students. Further, whilst there was a significant difference in parental expectations between year 7 and year 11 students, the students’ performances were not significantly different. The results suggest further research may be needed to understand the parental expectations and student performance between the lower and upper secondary school mathematics students.

Keywords: Ethnic background, gender, parental expectations, student performance, year level.

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Authors: Kew-Cheol Shim, Sung-Hwan Moon, Ji-Hyon Kil, Kyoungho Kim

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The purpose of this paper was to examine views of secondary school science teachers about purposes to use practical works in school science. The instrument to survey consisted eighteen items, which were categorized into four components as follows: ‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’, and ‘STS (science-technology-society)’. Subjects were 152 secondary school science teachers (male 70 and female 82; middle school 50 and high school 102), who are teaching in 42 schools of 8 provinces. On the survey, science teachers were asked to answer on 5-point Lickert scale (from 1 to 5) how they thought of using practical works on purposes with domains of science objectives in school. They had positive views about using practical works for improving scientific inquiry process skills, science-related attitudes, and perceptions about STS literacy, and acquiring scientific knowledge. They would have the most willingness of using practical works for ‘Scientific Inquiry’ among domains of science objectives in school.

Keywords: Secondary school, science teacher, practical work, scientific inquiry, scientific knowledge, science-related attitude, STS.

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Authors: Valeda Dent

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This study explores reading and library factors related to secondary school student academic outcomes in rural areas in Uganda. This mixed methods study utilized quantitative data collected as part of a more extensive project to explore six student factors in relation to students’ school, library, and home environments. The Kitengesa Community Library in Uganda (www.kitengesalibrary.org) served as the site for this study. The factors explored for this study include reading frequency, library use frequency, library access, overall grade average (OGA), and presence and type of reading materials in the home. Results indicated that both reading frequency and certain types of reading materials read for recreational purposes are correlated with higher OGA. Reading frequency was positively correlated with student OGA for all students.

Keywords: Rural village libraries, secondary school students, reading, academic achievement.

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Authors: Chandrakala Varatharajoo, Adelina Binti Asmawi, Nabeel Abdallah Mohammad Abedalaziz

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The research explored the effect of morphemic analysis awareness on ESL secondary school students’ vocabulary acquisition. The quasi-experimental study was conducted with 100 ESL secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morph-Analysis Test and Morph-Vocabulary Test in the pretest and posttest before and after an intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morph- Analysis Test and Vocabulary-Morphemic Test. However, the inflectional group obtained a fairly higher score than the derivational group. Thus, the findings of the research are discussed in two main areas. First, individual instructions of two types of morphemic awareness have contributed significant results on inflectional and derivational awareness among the ESL secondary school students. Nevertheless, derivational morphology achieved a significant but relatively smaller amount of effect on secondary school students’ morphological awareness compared to inflectional morphology in this research. Second finding showed that the awareness of inflectional and derivational morphology was found significantly related to vocabulary achievement of ESL secondary school students. Nevertheless, inflectional morphemic awareness had higher significant effect on ESL secondary school students’ vocabulary acquisition. Despite these findings, the study implies that morphemic analysis awareness can serve as an alternative strategy for ESL secondary school students in acquiring English vocabulary.

Keywords: Morphemic analysis, vocabulary, ESL students.

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Authors: Eftah Bte. Moh @ Hj Abdullah, Izazol Binti Idris, Abd Aziz Bin Abd Shukor

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This study aimed to identify the alignment of understanding and assessment practices among secondary school teachers. The study was carried out using quantitative descriptive study. The sample consisted of 164 teachers who taught Form 1 and 2 from 11 secondary schools in the district of North Kinta, Perak, Malaysia. Data were obtained from 164 respondents who answered Expectation Alignment Understanding and Practices of School Assessment (PEKDAPS) questionnaire. The data were analysed using SPSS 17.0+. The Cronbach’s alpha value obtained through PEKDAPS questionnaire pilot study was 0.86. The results showed that teachers' performance in PEKDAPS based on the mean value was less than 3, which means that perfect alignment does not occur between the understanding and practices of school assessment. Two major PEKDAPS sub-constructs of articulation across grade and age and usability of the system were higher than the moderate alignment of the understanding and practices of school assessment (Min=2.0). The content focused of PEKDAPs sub-constructs which showed lower than the moderate alignment of the understanding and practices of school assessment (Min=2.0). Another two PEKDAPS subconstructs of transparency and fairness and the pedagogical implications showed moderate alignment (2.0). The implications of the study is that teachers need to fully understand the importance of alignment among components of assessment, learning and teaching and learning objectives as strategies to achieve quality assessment process.

Keywords: Alignment, assessment practices, School Based Assessment, understanding.

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Authors: Goh Yung Hong, Mona Masood

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This paper explores the effects of gamification on lower secondary school students’ motivation and engagement in the classroom. Two-group posttest-only experimental design were employed to study the influence of gamification teaching method (GTM) when compared with conventional teaching method (CTM) on 60 lower secondary school students. The Student Engagement Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used to assess students’ intrinsic motivation and engagement level towards the respective teaching method. Finding indicates that students who completed the GTM lesson were significantly higher in intrinsic motivation to learn than those from the CTM. Although the result were insignificant and only marginal difference in the engagement mean, GTM still show better potential in raising student’s engagement in class when compared with CTM. This finding proves that the GTM is likely to solve the current issue of low motivation to learn and low engagement in class among lower secondary school students in Malaysia. On the other hand, despite being not significant, higher mean indicates that CTM positively contribute to higher peer support for learning and better teacher and student relationship when compared with GTM. As a conclusion, gamification approach is flexible and can be adapted into many learning content to enhance the intrinsic motivation to learn and to some extent, encourage better student engagement in class.

Keywords: Conventional teaching method, Gamification teaching method, Motivation, Engagement.

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Authors: Yunos Zahri, Ab Hamid R. Susanty, Ahmad Mustaffa

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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.

Keywords: Cyber security awareness, cyber security education, cyber security, students.

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Authors: Jingwen Shan

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In order to explore the key factors affecting the robot program learning intention of school students, this study takes the technology acceptance model as the theoretical basis and invites 167 students from Jiading District of Shanghai as the research subjects. In the robot course, the model of school students on their learning behavior is constructed. By verifying the causal path relationship between variables, it is concluded that teachers can enhance students’ perceptual usefulness to robotics courses by enhancing subjective norms, entertainment perception, and reducing technical anxiety, such as focusing on the gradual progress of programming and analyzing learner characteristics. Students can improve perceived ease of use by enhancing self-efficacy. At the same time, robot hardware designers can optimize in terms of entertainment and interactivity, which will directly or indirectly increase the learning intention of the robot course. By changing these factors, the learning behavior of primary and secondary school students can be more sustainable.

Keywords: TAM, learning behavior intentions, robot courses, primary and secondary school students.

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Authors: Bahloul Amel

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This study is an attempt to raise the awareness of the stakeholders and the authorities on the sensitivity of Algerian secondary school teachers of English as a Foreign Language about the students’ loss of English language skills learned during formal schooling with effort and at expense and the supposed measures to arrest that loss. Data was collected from secondary school teachers of EFL and analyzed quantitatively using a questionnaire containing open-ended and close-ended questions. The results advocate a consensus about the need for actions to be adopted to make assessment techniques outcome-oriented. Most of the participants were in favor of including curricular activities involving contextualized learning, problem-solving learning critical selfawareness, self and peer-assisted learning, use of computers and internet so as to make learners autonomous.

Keywords: Contextualized learning, EFL, Lifelong learning.

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Authors: Piroska Biró, Mária Csernoch, János Máth, Kálmán Abari

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Testing the first year students of Informatics at the University of Debrecen revealed that students start their tertiary studies in programming with a low level of programming knowledge and algorithmic skills. The possible reasons which lead the students to this very unfortunate result were examined. The results of the test were compared to the students’ results in the school leaving exams and to their self-assessment values. It was found that there is only a slight connection between the students’ results in the test and in the school leaving exams, especially at intermediate level. Beyond this, the school leaving exams do not seem to enable students to evaluate their own abilities.

Keywords: Deep and surface approaches, metacognitive abilities, programming and algorithmic skills, school leaving exams, tracking code.

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Authors: Rachel C. F. Sun

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This study examined the predictive effects of moral competence, prosocial norms and positive behavior recognition on school misbehavior among Chinese junior secondary school students. Results of multiple regression analysis showed that students were more likely to misbehave in school when they had lower levels of moral competence and prosocial norms, and when they perceived their positive behavior being less likely recognized. Practical implications were discussed on how to guide students to make the right choices to behave appropriately in school. Implications for future research were also discussed.

Keywords: Moral competence, positive behavior recognition, prosocial norms, school misbehavior.

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Authors: Salako Emmanuel Adekunle

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Computer education is referred to as the knowledge and ability to use computers and related technology efficiently, with a range of skills covering levels from basic use to advance. Computer continues to make an ever-increasing impact on all aspect of human endeavours such as education. With numerous benefits of computer education, what are the insights of students on computer education? This study investigated the perception of senior secondary school students on computer education in Federal Capital Territory (FCT), Abuja, Nigeria. A sample of 7500 senior secondary schools students was involved in the study, one hundred (100) private and fifty (50) public schools within FCT. They were selected by using simple random sampling technique. A questionnaire [PSSSCEQ] was developed and validated through expert judgement and reliability coefficient of 0.84 was obtained. It was used to gather relevant data on computer education. Findings confirmed that the students in the FCT had positive perception on computer education. Some factors were identified that affect students’ perception on computer education. The null hypotheses were tested using t-test and ANOVA statistical analyses at 0.05 level of significance. Based on these findings, some recommendations were made which include competent teachers should be employed into all secondary schools. This will help students to acquire relevant knowledge in computer education, technological supports should be provided to all secondary schools; this will help the users (students) to solve specific problems in computer education and financial supports should be provided to procure computer facilities that will enhance the teaching and the learning of computer education.

Keywords: Computer education, perception, secondary school, students.

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Authors: Jung-Hyun Kim, Kew-Cheol Shim, Shin-Cheol Song, Kyoungho Kim, Nam-Il Kim, Jinho Bae, Keum-Hyun So

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The purpose of present paper was to investigate perceptions of Korean secondary school students about social issues related to biological sciences. Twenty issues were selected based on topics of articles in the newspaper from 2005 to 2010. The issues were categorized into biotechnology, health-disease and environment domains. Subjects were 541 high school students (male 253 and female 288). On the survey, students were asked to answer on 5-point Lickert scales how they thought of the effect of biological phenomena or events related to biological issues on the individual life and the society. They perceived that the biological issues would be more effectible on the society than on the individual life. Female students had a little more perceptions than males.

Keywords: biological issue, biological sciences, perception, secondary school

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Authors: M. Rodionov, Z. Dedovets

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The article describes the theoretical concept of teaching secondary school students proof demonstration skills in mathematics. It describes in detail different levels of mastery of the concept of proof-which correspond to Piaget’s idea of there being three distinct and progressively more complex stages in the development of human reflection. Lessons for each level contain a specific combination of the visual-figurative components and deductive reasoning. It is vital at the transition point between levels to carefully and rigorously recalibrate teaching to reflect the development of more complex reflective understanding. This can apply even within the same age range, since students will develop at different speeds and to different potential. The authors argue that this requires an aware and adaptive approach to lessons to reflect this complexity and variation. The authors also contend that effective teaching which enables students to properly understand the implementation of proof arguments must develop specific competences. These are: understanding of the importance of completeness and generality in making a valid argument; being task focused; having an internalised locus of control and being flexible in approach and evaluation. These criteria must be correlated with the systematic application of corresponding methodologies which are best likely to achieve success. The particular pedagogical decisions which are made to deliver this objective are illustrated by concrete examples from the existing secondary school mathematics courses. The proposed theoretical concept formed the basis of the development of methodological materials which have been tested in 47 secondary schools.

Keywords: Education, teaching of mathematics, proof, deductive reasoning, secondary school.

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Authors: Lee Bih Ni, Nurul Asyikin Binti Hassan

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This paper discusses the use of mnemonic and mathematical methods in enhancing the understanding of history. Mnemonics can help students from all levels including high school and in various disciplines including language, math and history. At the secondary level, students are exposed to various courses that require them to remember many facts that can be mastered through the application of mnemonic techniques. Researchers use narrative literature studies to illustrate the current state of art and science in the field of research focused. Researchers used narrative literature reviews to build a scientific base of knowledge. Researchers gather all the key points in the discussion, and put it here by referring to the specific field where the paper is essentially based. The findings suggest that the use of mnemonic techniques can improve the individual's memory by adding little effort. In implementing mnemonic techniques, it is important to integrate mathematics and history in the course as both are interconnected as mathematics has shaped our history and vice versa. This study shows that memory skills can actually be improved; the human mind can remember something more than expected.

Keywords: Cognitive strategy, mnemonic technique, secondary school level study, mathematical mnemonic.

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Authors: Eman Sh. Sayed, Ray Langsten

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In Egypt, girls have traditionally been educationally disadvantaged. This disadvantage, however, has been focused on the failure to enter school. Increasingly it is recognized that girls who ever-enroll are at least as likely to complete primary and secondary education as boys. Still the belief persists that girls, especially those from poor families, will be disadvantaged in terms of school expenditures and the transitions to secondary and higher education. We examine expenditures on tutoring during the final year of preparatory school, and the transition to specific tracks of secondary education. Tests during the last year of preparatory largely determine a student’s educational future. Results show that girls, even girls from poor families, are not disadvantaged in terms of expenditures, whether for tutoring, fees or general expenses. Moreover, girls are more likely than boys to advance to general secondary education, the track that leads to higher education.

Keywords: Gender, Tutoring, Track, Egyptian Education.

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Authors: M. Rodionov, Z. Dedovets

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This article discusses plausible reasoning use for solution to practical problems. Such reasoning is the major driver of motivation and implementation of mathematical, scientific and educational research activity. A general, practical problem solving algorithm is presented which includes an analysis of specific problem content to build, solve and interpret the underlying mathematical model. The author explores the role of practical problems such as the stimulation of students' interest, the development of their world outlook and their orientation in the modern world at the different stages of learning mathematics in secondary school. Particular attention is paid to the characteristics of those problems which were systematized and presented in the conclusions.

Keywords: Mathematics, motivation, secondary school, student, practical problem.

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Authors: Bahram Esmaeili, Hossein Hosseini, Mohammad Sharifi Bohloli, Hamid Reza Imani Far, Sohrab Sadeghi

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The purpose of this study was to investigate the religious behavior of students in high school and universality in Lamerd , a town in the south of Iran, with respect to increase in their level of education and age. The participants were 450 high school and university students in all levels from first year of junior high school to the senior university students who were chosen through multistage cluster sampling method and their religious behavior was studied. Through the revised questionnaire by Nezar Alany from the University of Bahrain (r = 0/797), the religious behavior of the subjects were analyzed. Results showed that students in high school in religious behavior were superior to the students of university (003/0>p) and there was a decline of religious behavior in junior high school third year students to second students of the same school (042/0>p). More important is that the decrease in religious behavior was associated with increase in educational levels (017/0>p) and age (043/0>p).

Keywords: Academic achievement, education level, religion

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Authors: Z. Ishak, F.P Chew

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School experiences, family bonding and self-concept had always been a crucial factor in influencing all aspects of a student-s development. The purpose of this study is to develop and to validate a priori model of self-concept among students. The study was tested empirically using Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) to validate the structural model. To address these concerns, 1167 students were randomly selected and utilized the Cognitive Psycho-Social University of Malaya instrument (2009).Resulted demonstrated there is indirect effect from family bonding to self-concept through school experiences among secondary school students as a mediator. Besides school experiences, there is a direct effect from family bonding to self-concept and family bonding to school experiences among students.

Keywords: Confirmatory Factor Analysis, self-concept, family bonding, and school experience

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Authors: Ellen. A. Kalinga

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Moodle is an open source learning management system that enables creation of a powerful and flexible learning environment. Many organizations, especially learning institutions have customized Moodle open source LMS for their own use. In general open source LMSs are of great interest due to many advantages they offer in terms of cost, usage and freedom to customize to fit a particular context. Tanzania Secondary School e- Learning (TanSSe-L) system is the learning management system for Tanzania secondary schools. TanSSe-L system was developed using a number of methods, one of them being customization of Moodle Open Source LMS. This paper presents few areas on the way Moodle OS LMS was customized to produce a functional TanSSe-L system fitted to the requirements and specifications of Tanzania secondary schools’ context.

Keywords: LMS, Moodle, e-Learning, Tanzania, Secondary school.

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Authors: Chandrakala Varatharajoo, Adelina Binti Asmawi, Nabeel Abdallah Mohammad Abedalaziz

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This study investigated the impact of inflectional and derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi-experimental study was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and Vocabulary- Morphemic Test in the pretest and posttest before and after an intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the vocabulary acquisition. Importantly, learning inflectional morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary.

Keywords: ESL, instruction, morphemic analysis, vocabulary.

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Authors: Fetah Eren, Ismail Sahin, Ismail Celik, Ahmet Oguz Akturk

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The aim of this study is to discover secondary school students’ perceptions related to information technologies and the connections between concepts in their cognitive structures. A word association test consisting of six concepts related to information technologies is used to collect data from 244 secondary school students. Concept maps that present students’ cognitive structures are drawn with the help of frequency data. Data are analyzed and interpreted according to the connections obtained as a result of the concept maps. It is determined students associate most with these concepts—computer, Internet, and communication of the given concepts, and associate least with these concepts—computer-assisted education and information technologies. These results show the concepts, Internet, communication, and computer, are an important part of students’ cognitive structures. In addition, students mostly answer computer, phone, game, Internet and Facebook as the key concepts. These answers show students regard information technologies as a means for entertainment and free time activity, not as a means for education.

Keywords: Word association test, cognitive structure, information technology, secondary school.

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Authors: A. Ellen Kalinga, R. B. Burchard Bagile, Lena Trojer

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Information and Communications Technologies (ICT) has been integrated in education in many developing and developed countries alike, but the use of ICT in Tanzanian schools is dismal. Many Tanzanian secondary schools have no computers. The few schools with computers use them primarily for secretarial services and computer literacy training. The Tanzanian education system at other levels like secondary school level has to undergo substantial transformation, underscored by the growing application of new information and communication technology. This paper presents the e-readiness survey result from secondary schools in Tanzania. The paper also suggests how Tanzania can make use of the few present ICT resources to support and improve teaching and learning functions to improve performance and acquisition of knowledge by using e-Learning Management System (e-LMS).

Keywords: e-Learning, ICT, Object-Oriented, Participatorydesign.

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Authors: Rita C. Ramos

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Aggression is a multi- factorial concept and multilevel in nature. The Young Adolescent is being influenced by family, school and community. This paper is aimed to determine the following: aggression level among young adolescents, difference of level of aggression on school and year levels and to determine the correlates of aggression. There were 142 high school students from two different national highs schools (Region 3 and National Capital Region).Convenience sampling was use in this study. The following measures were used namely: Aggression Scale, Parental Support Fighting Scale, Positive Behavior Scale and Exposure to Violence and Trauma questionnaire. There was no significant difference in aggression level among different year level and schools. The findings of the study suggested that high level of community violence and having low parental support for non-aggressive behavior contribute to the prediction of aggression.

Keywords: Aggression, Determinants, Young Adolescents.

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Authors: R. M. Kashim

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The study investigates the conceptual and procedural knowledge of rational number in primary school teachers, specifically, the primary school teachers level of conceptual knowledge about rational number and the primary school teachers level of procedural knowledge about rational numbers. The study was carried out in Bauchi metropolis in Bauchi state of Nigeria. A Conceptual and Procedural Knowledge Test was used as the instrument for data collection, 54 mathematics teachers in Bauchi primary schools were involved in the study. The collections were analyzed using mean and standard deviation. The findings revealed that the primary school mathematics teachers in Bauchi metropolis posses a low level of conceptual knowledge of rational number and also possess a high level of Procedural knowledge of rational number. It is therefore recommended that to be effective, teachers teaching mathematics most posses a deep understanding of both conceptual and procedural knowledge. That way the most knowledgeable teachers in mathematics deliver highly effective rational number instructions. Teachers should not ignore the mathematical concept aspect of rational number teaching. This is because only the procedural aspect of Rational number is highlighted during instructions; this often leads to rote - learning of procedures without understanding the meanings. It is necessary for teachers to learn rational numbers teaching method that focus on both conceptual knowledge and procedural knowledge teaching.

Keywords: Conceptual knowledge, primary school teachers, procedural knowledge, rational numbers.

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Authors: Eftah Bte. Moh Hj Abdullah, Izazol Binti Idris, Abd Aziz Bin Abd Shukor

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This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public.

Keywords: Assessment leaders, assessment goals, instructional leadership, understanding expectation of assessment.

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