Browsing by Subject "High school"
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ItemA comparative-correlational study of perceived school climate and school life satisfaction of middle and high school students at King Mongkut's Institute of Technology Ladkrabang International Demonstration School(Bangkok : Assumption University Press, 2022) Raz, Frederick Delubiar ; Gonzalez, Orlando Rafael GonzalezThe purpose of this research was to explore the difference in and the relationship between perceived school climate and school life satisfaction of middle and high school students at King Mongkut's Institute of Technology International Demonstration School. The sample of this study consisted of all the middle and high school students who were enrolled in the target school during the academic year 2020-2021. The School Climate Survey was used to measure students' level of perceived school climate, while the School Life Satisfaction Survey was employed to measure the level of students' school life satisfaction. After data collection was done, descriptive statistics (means and standard deviations) and statistical hypothesis testing (one-way ANOVA and correlational analysis using Pearson's correlation coefficient) were carried out to address the objectives and hypotheses of this study. On a scale of 1-5, with 5 being "very positive," no significant difference was found in middle school students' level of perceived school climate (which ranged from a low of 3.33 for Grade 6 to a high of 3.54 for Grade 7). Similarly, on a scale of 1-5, with 5 being "very high," no significant difference was found in middle school students' level of school life satisfaction (which ranged from a low of 3.46 for Grade 6 to a high of 3.73 for Grade 8). There was no significant difference in high school students' level of perceived school climate (which ranged from a low of 3.45 for Grade 9 to a high of 3.64 for Grade 11); however, a significant difference was found in high school students' level of school life satisfaction (which ranged from a low of 3.60 for Grade 9, to a high of 4.03 for Grade 12). A significant, strong, and positive relationship was found between the perceived school climate and the school life satisfaction for middle and high school students. Based on the findings of this study, recommendations are provided for students, teachers, school administrators, and future researchers.
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ItemA comparative study of Grades 10 and 11 students' perceptions of English teacher effectiveness in Lai Za High School and Mai Ja Yang High School in Kachin State, MyanmarThe purpose of this study was twofold: firstly, to determine Grades 10 and 11 students’ perceptions of English teacher effectiveness using Danielson’s (2011) framework for teaching model and its domains (i.e., planning and preparation, classroom environment, and instruction) in Lai Za High School and Mai Ja Yang High School in Kachin State, Myanmar; and secondly, to identify whether there were significant differences in Grade 10, Grade 11, and Grades 10 and 11 students’ perceptions of English teacher effectiveness between the same schools. This quantitative study used the Students’ Perceptions of Teacher Effectiveness Questionnaire (SPTEQ, Sprague, 2013). The respondents were 184 Grades 10 and 11 students in Lai Za High School and 220 Grades 10 and 11 students in Mai Ja Yang High School during the academic year 2017-2018. The research findings indicated that, in Lai Za High School, on average, Grade 10 students perceived their English teachers as neither effective nor ineffective, while Grade 11 students perceived their English teachers as effective. In Mai Ja Yang High School, both Grades 10 and 11 students, on average, perceived their English teachers as effective. Independent samples t-tests revealed that there were significant differences in Grade 10 and Grades 10 and 11 students’ perceptions of English teacher effectiveness between Lai Za High School and Mai Ja Yang High School, whereas no significant difference in Grade 11 students’ perceptions of English teacher effectiveness was noted between Lai Za High School and Mai Ja Yang High School.
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ItemA correlational-comparative study of burmese high school students’ motivation and academic achievement in English as a foreign language classThe purpose of this quantitative study was to determine whether there was a significant relationship between motivation for learning English as a foreign language (EFL) and English academic achievement, and a significant difference in motivation for learning EFL, in terms of motivational intensity, desire to learn English, and attitudes toward learning English, between Grades 10 and 11 students at Mungmyit Sinli IDPs High School, Kachin State, Myanmar. A total of 225 students participated in this study. Motivation-related data were gathered through administering a survey questionnaire adapted from the international version of Gardner’s (2010) Attitude/Motivation Test Battery, while the English students’ monthly test scores were considered to measure participants’ English academic achievement. From the statistical analysis of the collected data, it was found that there was no significant relationship between Grade 10 students’ motivational intensity and desire to learn for learning EFL with their English academic achievement, while their attitudes toward learning English were found to have a significantly weak relationship with their English academic achievement. On the other hand, the results revealed that there was no significant relationship between Grade 11 students’ motivational intensity, desire to learn English and attitudes toward learning English with their English academic achievement. Besides, it was also found that there was a significant difference in motivational intensity between Grade 10 and Grade 11 students, while no significant difference was found in their desire to learn English and attitudes toward learning English. Based on these findings, recommendations for teachers, students, school administrators and future researchers are provided.
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ItemA correlational-comparative study of Grades 9, 10, 11 and 12 students' motivation for learning biology and their biology achievement at Pan-Asia International School, ThailandThis study investigated student motivation for learning biology, with student biology achievement at Pan-Asia International School (PAIS) in Thailand. The study separated Grades 9 and 10 students, and Grades 11 and 12 students according to their academic program. The study examined the motivation of 64 Grades 9 and 10 students (“Pre-IB” Program), and 43 Grades 11 and 12 students (International Baccalaureate Diploma Program). The researcher used the Motivated Strategies for Learning Science Questionnaire (MSLSQ) to identify the student motivation level for learning biology of these 107 students in the high school department at PAIS. Student motivation level for learning biology was determined from five components of motivation for learning: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs and self-efficacy for learning and performance. Student achievement in biology was examined using two achievement placement tests created from past International Baccalaureate exam questions. The data collected was analyzed using means, standard deviations, Pearson product moment correlation coefficients and an independent samples t-test. The findings showed that the level of students’ motivation for learning biology in both Grades 9 and 10 and Grades 11 and 12 was high. A significant relationship was determined between students’ motivation level for learning biology and student biology achievement for both Grades 9 and 10 and Grades 11 and 12. Grade 12 students at PAIS were determined as having a lower level of motivation for learning biology, in comparison with the other grade levels studied. Recommendations for schools, teachers and future researchers were identified.