A Computer-Based Learning Environment About Quadratic Functions with Different Kinds of Feedback: Pilot Study and Research Design

This paper examined the relationship between Mathematics anxiety, Mathematics performances and overall academic performance in high school students. 424 (111 males and 113 females) of high school students from three states in South India, responded to a Mathematics Anxiety Scale and Socio Demographic Questionnaire. The effects of gender on Mathematics anxiety, Mathematics performance and overall academic performance were examined and after data collection Pearson Correlation Analysis and two Independent Sample T test were used to analyze the data. Consequences reveal that Mathematics Anxiety significantly has negative correlation with Mathematics performances and overall academic performance. Moreover it was found that there is significant gender difference in Mathematics anxiety, whereas there is no significant difference between boys and girls in Mathematics performances and academic performance.

The research was carried out to determine the performances of student- applicants from selected Feeder High Schools in the DLSU- Dasmarinas College Entrance Test for three consecutive School Years (2012-2013, 2013-2014, 2014-2015). This study also determined the significant difference in the results of College Entrance Test (CET) based on type of school (public and private. There were 579 respondents on selected feeder schools in the college entrance examination of De La Salle University- Dasmarinas for three consecutive years. The result of the study showed that no significance differences were found in the performance of the public and private school students in mathematics, science and inductive reasoning (IR) during SY 2012-2013, and SY 2013-2014. While in SY 2014-2015 students from private feeder schools have higher performance in all areas considered in the examination than students from public schools. Moreover, result indicated that students from private schools have better performance in Mathematics during SY 2014-2015.As regards to geographic location, the result indicated that students from Bacoor schools have the same performance in English, mathematics, science, inductive reasoning (IR) and general scholastic aptitude (GSA) for the SY 2014-2015. In addition, according to the type of colleges, the (COEd) College of Education showed that there is a significant difference in the performance in English for the 3 consecutive school years. While no significant difference exists in the other subjects.

Acute Pilates and plyometric exercise in school-based settings improve attention and mathematics performance in high school students

The adolescent age group plays a vital role in tackling the pandemic, one of which is in high school and college students. Through the Remaja Bergerak webinar with the theme of COVID-19, it is hoped that it will increase the knowledge of high school and college students in Indonesia regarding the epidemiology of COVID-19 cases and the COVID-19 vaccine. The purpose of this study was to compare the COVID-19 knowledge level between high school and college students. This type of research is a cross-sectional study with a pretest-posttest design. The first group consisted of 262 high school students and the second group consisted of 301 college students who have then compared the pretest and posttest scores. As a result, the high school student pretest scores were higher than the college student, but it was not significant (p>0.05). Likewise, in the posttest result, it was shown that the high school student experienced a higher score than the college student, but it was not significant (p>0.05). In conclusion, there was no difference in knowledge level in both high school and college students, but there was an increase in knowledge of each group.

P96 Evaluation of the Effect of an Online Dual Enrollment Nutrition Course for College and High School Students

The differences in gender have consequence on mathematics achievement. Nonetheless, the dominance in the performance of mathematics with regards to both sexes remains skewed. Thus, the current study sought to measure the impact of gender disparities on mathematics performances and investigate the attitudes and perceptions towards the learning of mathematics in some selected senior high schools (SHS) in Ghana. A descriptive research design was employed. A total of 311 students were sampled using stratification approach. The analysis of the data was achieved using means, standard deviation and paired sample t-test. The findings show significant differences in both sexes’ perceptions and attitudes towards mathematics, with males having better perception and attitudes than females. Further, males exhibited superior mathematics performance to females on an account of the test administered. Finally, the study established that students’ mathematics background, learning environment, gender stereotype and career aspirations are factors that influence performance in mathematics at the SHS level. The study recommends heads of educational institutions to hire more female teachers to take up the teaching of mathematics with the view to modelling favourable high school female perceptions about mathematics. Implications for policy, practice and further research are addressed.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

Aims: This study was conducted to determine the existence of significative differences between students’ performance in Mathematics participating in Synchronous Online Learning, Asynchronous Online Learning, and Modular Distance Learning on the students’ performance in mathematics School Year 2021-2022. Study Design: Quasi-Experimental Design Place and Duration of Study: The study was conducted at one of the public schools in the division of Misamis Oriental during the school year: 2021 - 2022. Methodology: Respondents were that intact classes of students (n=90) fitted for synchronous wherein students attend online classes via online video conference and asynchronous learning via virtual classroom, emails, and messaging (experimental groups) and modular learning (controlled group) via self-learning modules. The researcher made pretest and posttest questionnaires that were used to measure the performance of the students were validated and tested by the schools’ statistician and validators for its adequacy in getting the data for the study.The pretest and posttest score of the students were evaluated as to its increase per student and by groupings. Moreover, Instructional Materials as well as set of topics used in the conduct of this study were that same. The data were analyzed using descriptive statistics like frequency, mean, percentage, standard deviation, and Analysis of Covariance (ANCOVA). Results: Results showed that students have outstanding performance under synchronous online learning while very satisfactory for asynchronous online learning and modular distance learning. Furthermore, significant difference was also disclosed proving that the three (3) learning strategies were the reasons on students’ improved Mathematics performance. Finally, it was recommended that use of various learning strategies must be employed on teaching and learning process to help and better the performance of students. Conclusion: It was concluded that Students performed better under Asynchronous Online Learning compared to the other two (2) learning strategies utilized in this study. Thus, teaching and learning process can be more effective and productive with the implementation of various teaching strategies specially in providing remedial activities to the learners. Students’ Mathematics Performance specifically at Synchronous Online Learning Strategy was described as outstanding level and interpreted as Very High Mathematics Performance. Moreover, students also achieved High Mathematics Performance on the other two (2) learning strategies. Thus, providing remedial activities can enhance students’ performance in mathematics. The data revealed a significant difference; thus, the null hypothesis was rejected. In addition, the improvement of students’ Mathematics Performance was brought about by the impact of the three learning strategies employed during the conduct of the study.

ObjectiveThis article explores the value of hosting a grassroots neuroscience workshop that facilitates near-peer engagement between year-one medical students and local Brain Bee finalists (high school students). Near-peer mentoring is a formal relationship in which more academically advanced students guide immediate junior students. We hypothesized that similar activities have teaching, learning, and psychosocial benefits for all and can be easily replicated.ActivityThe Grenada National Brain Bee Challenge was launched in 2009 as a competition for high school students. Annually, there are at least 100 high school students registering to participate in the national challenge. In 2018, a grassroots neuroscience symposium, a local initiative, was created to prepare high school students who participated in the preliminary rounds for the final local and International Brain Bee competition. Traditionally, it is hosted annually by faculty at St. George's University School of Medicine (SOM). However, in 2022, the symposium was hosted by medical students. The symposium is designed as an eight-hour tutorial one-day session. The students rotate between facilitators as small group teams during each teaching hour. There are icebreakers, content presentations, and neuroanatomy skills stations. The medical students demonstrate expertise in neuroscience content and other aspects of professional competence. The activity was also designed to offer students of diversified backgrounds the opportunity to affect their educational pathways through role modeling, mirroring, and mentorship. Was this change beneficial to both sets of students (medical and high school)?Results and discussionWe aim to determine the value of the near-peer relationship between the local 2022 Brain Bee finalists (high school students) (n=28) and university (medical) students (n=11). Participants were surveyed about their experience. Data were de-identified and grouped according to common themes. A thematic analysis was conducted on the data retrieved from the literature review. Data suggest that both high school and university (medical) students report benefits after participating in near-peer engagement at a grassroots neuroscience symposium. In this teaching model, the medical students are the more experienced instructors and transfer their knowledge and skills about the field to the high school students. The medical students have an opportunity to consolidate their personal learning and give back to the Grenadian community. While informal teaching occurs often, this type of near-peer engagement with students from the community helps medical students develop both personal and professional skills such as confidence, knowledge, and respect. This grassroots initiative is easily replicated in a medical curriculum. The major benefits experienced by the high school student participants (of various socioeconomic backgrounds) were access to educational resources. The symposium requires active engagement, fosters a sense of belonging, and promotes interest in pursuing careers in health, research, academia, and Science, Technology, Engineering, and Mathematics (STEM).ConclusionParticipating high school students of various genders and socioeconomic backgrounds gained equal access to educational resources and may select careers in health-related sciences. Participating medical students developed knowledge and teaching skills and engaged in a service-learning opportunity.

The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how they can be addressed through the use of point of use (POU) treatments, such as biosand filters (BSFs). The HS students’ activities paralleled those of USF students, including research question development and BSF design, construction, operation, and monitoring. An ethnographic approach was utilized by incorporating participant observation, collection and review of artifacts, and interviews. It was found that the project’s focus on the need to provide potable water in the developing world provided authenticity and meaningfulness to the HS students, which encouraged their participation in activities and the learning of science and engineering practices. The HS students reported an awareness of the differences between this project and their regular science classes. The project had a positive impact on their perceptions of themselves as scientists and their interest in STEM careers. The HS students’ results were useful to the university-based research. In addition, the USF students gained teaching experience while investigating research questions in a low-stakes environment.

Students who have general self-confidence will be able to overcome fears or negative thoughts. Usually, students who have a high level of self-confidence will also have high academic achievement as well. While doing observation, the researcher found that some of the students have problems with their self-confidence. There were several phenomena already found, such as (1) the students were not able to express their thoughts and opinions when the students did the speaking activities. (2) the students were not confident while answering the question given. This study aimed to determine the correlation between students’ self-confidence toward student learning achievement in English language learning in tenth-grade students in the Bebandem district. This study is an ex-post-facto research design with a correlational technique and questionnaire method with 73 students in tenth grade in the Bebandem district were a sample of this study. Questionnaires of Students’ Self-confidence and documentation toward students’ report cards were used to collect the data then Descriptive statistics, and determination tests were used to analyze the data. Based on the data analysis it was found that there is a significant correlation between students’ self-confidence toward students’ learning achievement in English learning of tenth grade in the Bebandem district with a correlation value (0.099) and p-value (0.023) > 0.05. Based on the determination test is only 0.98 students’ self-confidence can explain the variance of learning achievement and 99.02% predicted by another variable that not examined in this study. The results of this study are by the theory from previous studies which mostly obtained results that there was a significant correlation between students’ self-confidence and learning achievement.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

BackgroundThere is a worldwide trend to include engineering design in high school curricula as a bridge course to higher-level STEM education and to increase high school students’ interest in STEM fields. This study used a battlebot design curriculum to compare engineering design learning between high school and college first-year students and then proposed suggestions for curriculum planning that promoted the continuity of learning between different levels of engineering design education.ResultsThis study used the creative product analysis matrix (CPAM) and lag sequential analysis (LSA) to explore the possible similarities and differences between the two groups’ understanding of engineering design. The results show that college first-year students were significantly better than high school students in CPAM, but the two groups were similar in their reflections on engineering design behaviors, indicating that the noncumulative learning results must be taken seriously.ConclusionsHigher-order engineering design thinking skills take a longer time to develop than technical skills. For both high school and college first-year students, it is important to enhance their higher-order engineering design thinking skills to promote higher engineering design performance. Moreover, high school students could be provided with convenient processing tools and easy-to-use, hands-on techniques to increase their technical skills. Educators from institutions of higher education and K-12 schools should work together to develop pedagogical models that provide rigorous, well-rounded education and outstanding engineering design instructions to most effectively cultivate STEM talent.

Research findings on gender and other student related, teacher related and school related factors affecting students’ performance in mathematics are still debatable. With the recent trend of poor performance in mathematics recorded in both district and national performance statistics in the Assin North District, this present study examined gender factor and other significant factors causing disparities in mathematics performance among high school students. A mathematics achievement test and questionnaires were employed to collect data from a representative sample of 500 final-year students from three public senior high schools in the Assin North District, Ghana. Data were analysed descriptively and quantitatively using independent t-test and probit regression. Results show that male students did better than female students in the mathematics achievement test. The differences were statistically significant at .05 significance level. Aside gender, self-assurance and self-regard were identified as significant student related factors affecting the mathematics performance among senior high school students in the Assin North District. Teacher subject matter knowledge, teacher methods and teacher-student interaction were also significant teacher related factors affecting performance in mathematics. Finally, teacher motivation and school environment were identified as significant school related factors affecting mathematics performance among the senior high school. Other factors such as students’ socioeconomic background and teaching resources had effect on students’ performance but they were not statistically significant. The study recommends that senior high school mathematics teachers should employ gender responsive pedagogies in their teaching practices. It is also recommended that professional learning communities should also be formed at school levels to enable mathematics teachers improve upon their knowledge, motivation and teaching styles.

Background: The Internet is becoming increasingly important in providing medical knowledge. Students facing such information-rich environment, may not pay adequate attention to appropriate use of information sources. Aim of the study:The study aimed to evaluate the use of Internet for obtaining medical information by high school students (HSS) and medical students (MS), especially during the COVID-19 pandemic.Material and methods:Two anonymous online surveys were distributed through social media among Polish HSS and MS. The questionnaires of 562 HSS and 332 MS, representing 12 medical universities, were analysed.Results:33,7% MS and 12,6% HSS use Internet to obtain medical knowledge several times a day. 63% of all students believe that the COVID-19 pandemic increased this frequency. To accomplish that, 76% MS and 61.6% HSS frequently use search engines. 61% MS and 30,4% HSS often use Wikipedia. News websites are often used by 58.7% HSS and 19,3% MS. Medical databases e.g. PubMed are usually used by 28% MS. Both MS and HSS rated the author's specialty overlapping with the issue as the most important factor affecting the reliability of medical information sources (4.14 and 5.51 points on a 0-5 scale, respectively). 62,4% MS believe medical studies have significantly changed their perception of the credibility of medical knowledge sources. 50% HSS and 42,5% MS, when encountering incorrect medical information, never take any action to clarify it. 87,4% MS and 70% HSS express the need for additional classes on COVID-19 in their school curriculum.Conclusions:The Internet is widely used by HSS and MS as a source of medical knowledge. It is important to emphasize the need to develop the ability to select reliable medical information among users of the virtual world. Students understand the need to evaluate the credibility of sources, however they often do not take any action when confronted with erroneous information.