توظيف نموذج سلم التقدير في تقنين مقياس كاليفورنيا للدافعية العقلية لدى طلاب المرحلة الثانوية في بريدة

This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample size of 200 students were selected from 2,910 JS 1 students in all the public secondary schools in Port Harcourt Local Government Area using the multi-stage sampling technique. Instrument for data collection was an objective Integrated Science performance test (OIPT). Two hypotheses were formulated and tested using Factorial Analysis of Variance (ANCOVA). Result of the analysis showed that there is no significant difference in student’s academic performance when virtual learning and expository methods are used in teaching Integrated Science in Junior Secondary class (f1.195 = 1.606, p > .05) and that there is no significant difference between the academic performance of female and male students when virtual learning and expository methods are used in teaching Integrated Science in JS 1 (F1, 195 = 717, p > .05). It was therefore recommended that: Teachers should try to apply the virtual learning instruction in the teaching of Integrated Science as this was found to impact on the students achievement positively and that male and female students should be equally engaged in the learning of Integrated Science where VLS is incorp+orated to eliminate the gender bias in sciences.

본 연구는 여대생의 공감이 창의적 문제해결력에 미치는 영향과 그 관계에서 진로탄력성의 매개효과를 분석하는데 목적이 있다. 이를 위해 서울 소재 D대학교 여학생 365명을 대상으로 공감, 진로탄력성, 창의적 문제해결력에 대한 측정도구를 활용해 설문조사를 실시하고 빈도분석, t-검정, 일원배치 분산분석, 상관관계 분석, 다중선형회귀분석 등을 수행하였다. 연구 결과는 다음과 같다. 첫째, 여대생의 학년에 따라 공감과 창의적 문제해결력의 유의한 차이가 검증되었고, 진로탄력성의 차이는 검증되지 않았다. 전공에 대한 차이 검증은 창의적 문제해결력에서는 유의한 차이가 드러났으나, 공감과 진로탄력성에는 차이가 드러나지 않았다. 둘째, 공감, 진로탄력성, 창의적 문제해결력 간의 정적 상관관계가 증명되었다. 셋째, 공감은 창의적 문제해결력에 영향을 미치는 것으로 드러났다. 넷째, 공감과 창의적 문제해결력 관계에서 진로탄력성의 매개효과 검증 결과 진로탄력성이 둘 간의 관계를 부분매개 하는 것으로 나타났다. 여대생의 창의적 문제해결력을 높이기 위한 진로탄력성과 공감 관련 교육과 프로그램의 필요성을 제언하였다.The purpose of this study is to analyze the mediating effects of career resilience on the relationship between empathy and creative problem solving(CPS) of female university students. For this purpose, on the subjects of 365 female students from D university located in Seoul, Korea through measuring tools for CPS, empathy, and career resilience, this study conducted frequency analysis, factor analysis, reliability analysis, t-test, one‐way ANOVA, correlation analysis, and multiple linear regression analysis, etc. The results of the study are as follows. First, with regard to difference in empathy, career resilience and CPS, in terms of grade of female students, significant differences were observed in empathy and CPS, but there was no significant difference in career resilience. Also, in terms of major, significant difference was observed in CPS, but there were no significant differences in empathy and career resilience. Second, from the results of analyzing correlation between empathy, career resilience and CPS, it was found that there was a statistically positive correlation in all variables. Third, female students empathy had significant effects on CPS. Fourth, the career resilience proved to have a partial mediating effect in relation to empathy and CPS. To enhance CPS of female students, this study suggested the necessity of diverse education and programs that can raise empathy and career resilience.

The present study is intended to examine the parental encouragement and achievement motivation among secondary school students. Descriptive survey method was used in the study. Sample for the present study were 400 secondary school students selected by simple random sampling method with 100 male urban, 100 male rural, 100 female urban, and 100 female rural secondary school students. Parental Encouragement was measured by Parent Encouragement Scale by Kusum Aggarwal (1999) and Achievement Motivation was measured with Achievement Motivation Scale by Pratibha Deo and Asha Mohan (2018). Statistical Techniques which were employed to interpret the data are t-test and correlation. The findings of the study show that male secondary school students were having more parental encouragement than female students. It was also found that urban secondary school students were having more parental encouragement than rural students. It was also found that male students are having more achievement motivation than female students. Furthermore it was found that urban secondary school students are having more achievement motivation than rural students. A significant positive correlation was found between parental encouragement and achievement motivation.

In recent years, STEM (science, technology, engineering, mathematics) education has received widespread attention from all over the world, and there are not many studies on STEM attitudes in China. One of the reasons is the lack of measurement tools that have been tested for reliability and validity. The Chinese version STEM attitudes scale for primary and secondary schools is a multidimensional scale that measures the STEM attitudes of primary and secondary school students. It consists of three subscales: STEM interest, 21st-century skills confidence, and STEM career interest. In order to test the reliability and validity of the scale application, as well as understand and improve the STEM attitudes of primary and secondary school students, the research team surveyed and collected 566 responses from primary and secondary school students in Zhejiang, Shanghai, Shandong, Liaoning, and other places. After exploratory factor analysis, confirmatory factor analysis, and a reliability and validity test, the scale finally retained 48 items. The scale supports a hypothetical five-factor model with good reliability and validity and can be used to assess STEM attitudes in Chinese primary and secondary schools. This research also shows that students’ STEM interests and STEM career interests showed clear variation among different genders, grades, and parental education levels.

The present study investigated the relationship between Creative Problem Solving (CPS) skill of Iranian secondary school students and their reading comprehension ability. The sample of participants included 70 second grade students randomly selected among secondary school students. The Torrance Test of Creative Thinking was used to measure CPS. Also, a valid and reliable teacher-made reading comprehension test was applied to asses reading comprehension ability of the participants. The results indicated that there was a positively significant correlation between reading comprehension ability and CPS skill. Among the sub-components of CPS, elaboration and originality revealed positively significant correlation with reading comprehension. Furthermore, the findings suggested a dire need of accommodating creativity and CPS techniques and activities in EFL materials, text book. Teaching creativity is highly recommended as a prerequisite for every kind of learning including foreign language learning.

In today's technologies, in line with the needs of the age, social platforms have taken their place in education with increasing importance day by day. Especially in the pandemic process, which requires distance education, the tendency to social media has increased. Therefore, the attitudes of secondary school students towards the use of YouTube for learning purposes have gained importance. For this reason, it is aimed to develop the YouTube Usage Scale (YUS), which can be used to determine secondary school students' attitudes toward YouTube use. Thus, in the study, it was foreseen to determine the behavioral intentions of secondary school students to use YouTube as a Learning Resource and to reveal the factors affecting this behavioral intention. The research population consists of all secondary school students studying in the Malazgirt district of Muş province, located in the eastern part of Turkey, in the 2018-2019 academic year. The sample of the study is represented by 644 students selected by the random sampling method. The content validity of the YUS was provided by expert opinion. The construct validity was validated by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). For content validity, a 47-item draft YUS was submitted to the opinion of a group of 14 experts in the field. The content validity of the 42-item YUS was ensured. In the construct validity studies of YUS, EFA was performed with a total of 644 secondary school students studying in the 5th, 6th, 7th and 8th grades. CFA was carried out with the participation of 311 secondary school students excluding the EFA sample group. EFA showed that YUS consisted of 4 sub-dimensions and 25 items. The Cronbach's alpha coefficient was found to be 0.91 in the reliability analysis of YUS. Also, in reliability studies, it was determined that the subscales had summability and no response bias. The fit-order between the four-factor structure determined as a result of EFA and the sample data was examined using the AMOS 24.0 program within the framework of the Technology Acceptance Model (TAM). First- and second-order confirmatory analysis models were used in the data-model fit calculations. As a result of the study, the validity and reliability of the 24-items YUS scale were produced. Thus, the structures explaining the behavioral factors of secondary school students were defined, and the relationship of these structures with other factors was determined.

The study aimed at determining the influence of gender on students’ academic achievement in biology when taught using experiential learning approach. Quasi experimental research design was employed and in particular Solomon four group design. The target population was 22,640 biology students in secondary schools in Maara sub-County, Tharaka Nithi County. The accessible population consisted of 1,557 form two students in Sub-County mixed secondary schools. The purposive sampling was used to draw four sub-County mixed secondary schools from a list of mixed secondary schools in Maara Sub-County. Simple random sampling was used to select and assign participating schools in experimental and control groups. The sample size comprised of 118 students in four schools. The research instruments used were Biology Pre-Test (BPT) and Biology Achievement Test (BAT). The instruments were piloted to determine their reliability in a Sub-County mixed secondary school in Meru-South Sub-County. Reliability coefficient for instruments was 0.741. The validity of the research instrument was ascertained by experts in the department of education of Chuka University. Experimental groups (E1 and E2) were taught using experiential learning approach while control groups (C1 and C2) were taught using conventional teaching approach. Statistical Package for Social Science (SPSS) version 26 aided in data analysis. The raw data obtained was analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics (two-way ANOVA, Turkey post hoc analysis). The null hypothesis was tested at = 0.05 significant level. The findings revealed no statistically gender difference in academic achievement in biology when taught using experiential learning and conventional approaches. The study therefore recommended that experiential learning approach is an accommodative teaching approach that may be used with both male and female students. This means that, regardless of students gender, the experiential learning approach is appropriate in teaching and learning to promote academic achievement. Additionally, Experiential learning approach affords all students an equal access to the curriculum while maintaining their high expectations. The findings of the study may be help curriculum planners and learning institutions to incorporate innovative techniques in classroom teaching to improve learning of biology subject for both boys and girls in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.

The Oxford Shoulder Score (OSS) is a 12-item measure commonly used for the assessment of shoulder surgeries. This study explores whether computerized adaptive testing (CAT) provides a shortened, individually tailored questionnaire while maintaining test accuracy. A total of 16,238 preoperative OSS were available in the National Joint Registry (NJR) for England, Wales, Northern Ireland, the Isle of Man, and the States of Guernsey dataset (April 2012 to April 2022). Prior to CAT, the foundational item response theory (IRT) assumptions of unidimensionality, monotonicity, and local independence were established. CAT compared sequential item selection with stopping criteria set at standard error (SE) < 0.32 and SE < 0.45 (equivalent to reliability coefficients of 0.90 and 0.80) to full-length patient-reported outcome measure (PROM) precision. Confirmatory factor analysis (CFA) for unidimensionality exhibited satisfactory fit with root mean square standardized residual (RSMSR) of 0.06 (cut-off ≤ 0.08) but not with comparative fit index (CFI) of 0.85 or Tucker-Lewis index (TLI) of 0.82 (cut-off > 0.90). Monotonicity, measured by H value, yielded 0.482, signifying good monotonic trends. Local independence was generally met, with Yen's Q3 statistic > 0.2 for most items. The median item count for completing the CAT simulation with a SE of 0.32 was 3 (IQR 3 to 12), while for a SE of 0.45 it was 2 (IQR 2 to 6). This constituted only 25% and 16%, respectively, when compared to the 12-item full-length questionnaire. Calibrating IRT for the OSS has resulted in the development of an efficient and shortened CAT while maintaining accuracy and reliability. Through the reduction of redundant items and implementation of a standardized measurement scale, our study highlights a promising approach to alleviate time burden and potentially enhance compliance with these widely used outcome measures.

Introduction: Instruments named Patient Reported Outcomes (PROs) are increasingly used to obtain and analyze data on health status, including the assessment of physical function. Instruments constructed according to item response theory (IRT) are available, allowing administration of the whole bank or groups of items, according to the need of the study, and the score obtained by a single individual is considered appropriate. The Patient-Reported Outcomes Measurement Information System project (PROMIS®) created a number of banks of items calibrated by TRI. To assess physical function, PROMIS® provides a bank with 121 items. This bank has recently been translated and culturally adapted to Portuguese and is available for validation. Purpose: To validate the Patient-Reported Outcomes Measurement Information System (PROMIS®) Physical Function Item Bank for the Brazilian population. Methods: The self-report item bank was administered on 1,000 participants. Data quality, reliability, and construct validity were assessed, in addition to determining the assumptions of one-dimensionality, local independence, invariance, and additivity, and the application of the Rasch model. For data quality were assessed floor and ceiling effects. Reliability was determined by the Person Separation Index (PSI). Construct validity was determined by confirmatory factor analysis (CFA), the one-dimensionality for the evaluation of the fit residuals of the Rasch analysis setting, the local independence by correlation CFA fit residuals, and invariance by analysis of the Differential Item Functioning (DIF) for sex and age. Results: The population is composed mainly for young (82% with age 18-45 yearsold), educated (86.1% with > 8 years) and healthy (85% without chronic diseases) people. Item bank presented excessive floor effect (116 items), and adequate reliability (PSI=0.95 to component 1 and 0.92 to component 2). MCA can be applied (KMO=0.811; sphericity=0.00). Two main components were identified (27.343 and 24.135), with explained variance of 22.8 and 20.1%, respectively. Both components were adequate for CFA (RMSEA=0.027, CFI=0.977, TLI= 0.978, χ²/gl = 1.31 for component 1 and RMSEA=0.064, CFI=0.934, TLI= 0.932, χ²/gl = 3.02 for component 2) and eight items with low construct validity (factor load < 0.4), fourteen with possible local dependency, and five with extreme scores were detected. However, none of them negatively influenced the model adopted. In conclusion, the Portuguese version of the PROMIS® Physical Function Item Bank proved to be valid and reliable, and adequate for use with the Brazilian population.

Adaptive learning in digital environments involves learners' growth-oriented beliefs and their capacity to reflect on and adjust learning strategies in response to challenge and feedback. However, psychometrically validated instruments specifically designed to assess this adaptive learning orientation among secondary school students remain scarce, particularly in non-Western contexts. This study reports the development and validation of the Technology-Enhanced Adaptive Learning Mindset Scale (TEALMS) using a cross-sectional psychometric design. Participants were 752 Jordanian secondary school students. Exploratory factor analysis and confirmatory factor analysis were conducted to examine the factorial structure. Internal consistency was evaluated using Cronbach's alpha and McDonald's omega, while convergent and discriminant validity were assessed using composite reliability, average variance extracted, and inter-factor correlations. Analyses supported a five-factor model comprising Innovative Integrative Thinking with Learning Technologies, Dynamic Growth Orientation, Cognitive Flexibility, Metacognitive Self-Regulation, and Resilient Adaptation, accounting for 65.22% of the total variance. The first-order model demonstrated acceptable fit (χ²/df = 2.67, CFI = 0.919, RMSEA = 0.067), with strong internal consistency (α = 0.925-0.943; ω = 0.904-0.930) and satisfactory evidence of convergent and discriminant validity. The TEALMS provides a reliable and valid instrument for assessing secondary school students' adaptive learning orientation in technology-enhanced educational contexts. Its contribution lies in offering a context-sensitive measure of growth-oriented and self-regulatory responses to challenge and feedback in digital learning settings.

The current study compared American, Korean, and Indonesian middle and high school students’ CS attitudes. Concurrently, this study also examined whether the items in the CS attitudes scale exhibit country and gender measurement biases. We gathered data on CS attitudes from middle and high school students in the US, Korea, and Indonesia. The participating students took the same (translated) previously validated CS attitudes scale. We ran a unidimensional IRT, differential item functioning (DIF), a two-way ANOVA, and the Kruskal-Wallis H test. Despite the valid instrument, we found it inappropriate as is for international comparison studies because students from different countries interpreted some items differently. We then compared gender-based differences in CS attitudes across countries. The results revealed no significant differences between males and females in the Indonesian middle school data, whereas male students had significantly higher CS attitudes than female students in both American and Korean student data. Furthermore, we found the same pattern in gender differences in Korean and Indonesian high school students’ CS attitudes scores as in the middle school study. These findings underscore the importance of a country’s sociocultural context in influencing gap and diversity in secondary school students’ CS attitudes.

The effect of problem-based learning with simulation on secondary school students’ digital literacy in Computer studies in Imo state, Nigeria was investigated. Guided by two research questions and three hypotheses tested at 0.05 significance level was used. The study adopted the quasi-experimental design. A total of 94 senior secondary school two (SS2) students offering Computer studies drawn using purposive and random sampling techniques were involved in the study. The instrument for data collection was Digital Literacy Test (DLT) validated by three experts. The reliability DLT was established using Kuder-Richardson Formula 20 which yielded coefficient of internal consistency of 0.84. Students in the experimental group were taught Computer studies using problem-solving with simulation whereas the control group was taught using lecture method. Data were generated for the study by administering the DLT as pretest and posttest. The data obtained were analyzed using mean, standard deviation and analysis of covariance. The findings of the study revealed among others that there is a significant difference in the mean digital literacy scores of students taught Computer studies using problem-based learning with simulation (PBLWS) and lecture method in favour of PBLWS. Significant difference was observed between male and female students’ digital literacy scores when taught with PBLWS in favour of males. It was concluded that PBLWS is more effective than the lecture method in enhancing students' digital literacy. It was recommended among others that, state ministry of education and schools should provide professional development for teachers to effectively implement PBLWS and other technology-enhanced pedagogies in their classroom.

Aim The study investigated family support and psychological immunity among 555 female high school students in Al-Kharj Governorate. Methods A descriptive analytical method was used in this study. The study population consisted of all female secondary school students in Al-Kharj Governorate, totaling 10,981 students distributed across 79 girls’ secondary schools. Results Results showed a high level of family support (mean 4.48) but only a medium level of psychological immunity (mean 3.23) among students. There was no correlation between family support and psychological immunity. Conclusion Educational level and marital status of parents did not significantly affect family support levels. Similarly, academic achievement did not significantly impact psychological immunity. The study recommended organizing school events and promoting cooperation between societal institutions to boost psychological immunity among female students in secondary school.

The purpose of the study was to determine the influence of two major cognitive styles (Field Dependent and Field independent) and gender on students’ achievement in and attitude to chemistry. A total of two hundred and eight (208) SSII chemistry students drawn from some selected secondary schools in three local government areas in Ibadan, Oyo state, Nigeria participated in the study. Three instruments were employed in this research. They are Cognitive Style Checklist (r=0.84), Chemistry Achievement Test(r=0.81) and Students’ Attitude to Chemistry Questionnaire(r=0.84) This was a survey research. Four hypotheses were tested at 0.05 level of significance and data collected were analyzed using Descriptive Statistics and t-test. The results showed that there was significant main difference between on field dependent and field independent students’ achievement in chemistry (t (1,207) = 5.173; P 0.05] ; there was no significant main difference between male and female students’ achievement in chemistry [t (1,207) = .704; P>.05] but the female students obtained higher mean achievement score (= 98.64) than their male counterparts (= 98.28); there was significant main difference between male and female students’ attitude to chemistry [t (1,207) = 18.041; P<0.05] Cognitive style can affect students’ achievement in chemistry and those of the field independent category perform better than those of the field dependent category; whereas, cognitive style has no influence on students’ attitude to chemistry. Even though, male and female students do not differ much in their achievement in chemistry, their attitude of the female students to chemistry is better than that of the male students Therefore, it is recommended that teachers have adequate knowledge of the dominant cognitive style category in their classes as this could facilitate and ensure more meaningful learning as well as serve as guide for selection of teaching methods. In addition, chemistry teachers should make efforts in ensuring that chemistry classes are interesting and appealing to their male students.

Khat, is widely consumed for its stimulant effects, primarily in Yemen and parts of East Africa. It has a potential effect on physical, mental, social, and cognitive aspects of student functioning. The prevalence and determinants of khat chewing have been extensively studied in various populations, but limited research exists among secondary school students in this region.to investigate the prevalence and factors associated with khat chewing among secondary school students in Hodiedah, Yemen. This cross-sectional approach, combining quantitative and qualitative data., provides an updated overview of the prevalence and related factors of khat chewing. A targeted sample of 1000 students was recruited using stratified random sampling, ensuring equal representation of male and female students in rural and urban area, A pre-validated questionnaire collected quantitative data on socio-demographics, patterns of khat use, perceptions, and health impacts. Semi-structured interviews were also conducted to gather qualitative insights. Data analysis involved descriptive statistics, chi-square tests, logistic regression, and thematic analysis for the qualitative data. The results of the study indicated a high prevalence of khat chewing among all secondary school students males and females36.4%, while the prevelence among maleswas47,8% and among females25%. The gender disparity was statistically significant, with males having 2.05 times higher odds of chewing khat compared to females (p<0.001, 95% CI: 1.72-2.46). Employed students had 1.78 times higher odds of khat chewing compared to unemployed students (p = 0.001, 95% CI: 1.29–2.47). Furthermore, education level was significantly associated with khat chewing, with first-year high school graduates having 0.91 lower odds of chewing khat compared to those with lower education levels (p = 0.045, 95% CI: 0.83–1.00). Although rural residency showed a trend towards association, it did not reach statistical significance (p = 0.062, 95% CI: 1.14–1.79). The qualitative findings provided valuable insights into the knowledge, attitudes, and practices related to khat chewing among secondary school students. Students reported experiencing various health impacts, including difficulty urinating (79%) and dental and gastrointestinal issues (68%). Khat chewing was primarily undertaken for recreational purposes (56%), socializing (48%), relaxation (34%), and coping (29%). Students demonstrated a high level of awareness regarding the dangers, societal implications, and financial burden of khat chewing. This study therefore provides valuable numerical prevalence data and highlights several statistically significant demographic determinants of khat chewing among secondary school students in Hodiedah, Yemen. Findings can hopefully guide targeted interventions to address the serious issue.