Analysis of Secondary School Students’ Moral Development

The study assesses the moderated mediation effect of sense of hope on the mental health of secondary school students. The Adult Dispositional Hope Scale (ADHS), Connor-Davidson Resilience Scale (CD-RISC), and the Symptom Check List 90 (SCL-90) were used to conduct a questionnaire survey on 1776 secondary school students. The results showed that total mental health scores of secondary school students were significantly negatively correlated with sense of hope and psychological resilience; sense of hope was significantly positively correlated with psychological resilience; sense of hope significantly and positively predicted the level of mental health of secondary school students, and psychological resilience played a mediating role in it; gender plays a moderating role in the relationship between sense of hope and psychological resilience. The study further revealed the mechanism of the effect of sense of hope on secondary school students' mental health, and provided suggestions for cultivating positive psychological qualities and promoting the mental health development of secondary school students.

Particularly in elementary school, folklore is a key cultural and teaching instrument that helps children's moral and character development. This study sought (i) to investigate how folk elements support the moral development of primary school children in Bangladesh, (ii) to investigate the variations in the use of folk elements between rural and urban primary schools and their impact on students' ethical values and behavior and (iii) to suggest efficient strategies for including folk elements into the main education curriculum and classroom to improve students's moral and cultural development.Using qualitative approaches, the study included unstructured conversations with guardians, instructors, and students across seven main schools situated in both rural and urban parts of Rajshahi and Rangpur divisions, as well as classroom observations. The findings revealed that rural schools actively include folklore components—including traditional crafts, proverbs, and storytelling—into their curricula, therefore cultivating moral values, emotional ties with families, and student creativity. On the other hand, urban schools showed in the elementary level their use of folk elements with limited use of folklore in the upper level (classes 3,4, and 5), mostly focusing on academic achievements and technological integration,resultingin a lack of moral development among learners compared to rural pupils. Structural changes, enhanced library resources, folklore-based projects, and guardian awareness campaigns to protect the cultural legacy and inculcate moral values among students constitute recommendations. This study exposes the latent potential of folklore education to produce a balanced and culturally sensitive generation for the next generation.

Wave optics is a mandatory part of Croatian secondary school physics curriculum for students in the final year of secondary school (age 18–19). Many physics education research studies have shown that it is a difficult physics topic for both university and secondary school students. An inquiry-based teaching sequence on wave optics, designed for eight 45-min teaching periods, was developed by the authors. The sequence included four investigative students’ experiments on the topics of interference, diffraction, and polarization of light, as well as several teacher demonstrations. The experimental group included six classes of students from six different Croatian urban secondary schools, who underwent the teaching intervention with the new inquiry-based sequence on wave optics, whereas the control group consisted of six classes from the same schools, taught in a predominantly lecturing way. Both groups were post-tested with the same instrument, the Conceptual Survey on Wave Optics (CSWO), to evaluate the research hypothesis that the new sequence might improve students’ conceptual understanding better than the traditional teaching. The results of the experimental and control groups were analyzed and compared using the Rasch analysis. The results show that the experimental group outperformed the control group in four out of five conceptual areas probed by the CSWO, suggesting that the new inquiry-based teaching sequence may contribute to stronger development of secondary school students’ conceptual understanding of wave optics, especially concerning typical wave optics patterns, reasoning from experiments, and explaining basic wave optics phenomena. A questionnaire on attitudes toward the teaching intervention was administered to students and it was found that students generally liked the inquiry-based teaching intervention and expressed positive attitudes to interactive, experimental, and collaborative aspects of physics teaching. The results are very promising, but their generalization may be limited by the selection of the students, as well as by the short duration of the teaching intervention and the relatively small breadth of the covered topics. Published by the American Physical Society 2024

This research is motivated by the facts in the field which show that children's ability to use loose parts media oriented to HOTS can improve children's moral development with a scientific approach at Pelita Nusantara Tanjungpinang Kindergarten there are still many children who are not right when using it. The purpose of this study was to improve scientific skills with loose parts media in group A at Pelita Nusantara Kindergarten. The improved ability is to be able to use loose parts media oriented Hots on children's moral development. This type of learning improvement is done by Classroom Action Research (PTK) with two learning cycles. Research activities were carried out at Tanman Kanak-Kanak Pelita Nusantara in group A children totaling 12 children consisting of 7 boys and 5 girls. After carrying out learning improvement activities, the sauntifik approach by using loose parts media oriented to Hots in improving children's moral development at Pelita Nusantara Kindergarten is very appropriate because these diverse activities raise children's interest and children can actively participate in activities. Keywords: children's moral development, loose parts media, scientific approach model

According to the New Ukrainian School concept, the result of foreign language learning should be not only the ability to communicate in Ukrainian and foreign languages, with a separate paragraph on online interaction, but also mathematical competence, innova-tion, competence in the field of natural sciences, engineer-ing and technology, environmental competence, infor-mation and communication competence, civic and social competence, cultural competence, entrepreneurship and financial literacy, and lifelong learning. The CLIL method-ology can be used to develop these competences in a secondary school foreign language class. The purpose of this article is to review the potential of the CLIL methodology in teaching English online communication to second-ary school students. The analysis and synthesis of scientific articles and modern authentic English language tutorials for grades 5-9 are used in the article. The methods of comparison and description are used to identify the features of the CLIL elements of various secondary school English language Student’s Books and to present possible applications of these elements for the development of virtual English language written communication skills. Such manuals as On Screen 2, Go Getter, Wider World first edition and Prepare NUS were selected for the study. The information approach, cultural approach, synergistic approach and systemic-activity approach formed the methodological basis of this study. The tutorials can be divided into three types in terms of CLIL units: those with only a Culture unit, such as the Prepare NUS series and Go Getter; those with only a CLIL unit, such as On Screen 2; and those with both a Culture and a CLIL unit, such as the Wider World series, first edition. The projects in the manuals encourage students to work independently. BBC videos in Go Getter increase the cognitive interest of students, as well as provide teachers with additional opportunities to present and reinforce material. In addition, projects and videos increase Stu-dent's Talking Time (STT). The originality of this study lies in the presentation of a variety of additional tasks for the development of sec-ondary school students' virtual English writing skills. CLIL lessons provide an opportunity to develop creative writing. Examples of such tasks include writing stories or poems of various types, creating videos. The following tasks are suitable for consolidating terms and developing lexical and grammatical skills in a CLIL lesson: reflecting on the material studied, posting on a social network or in a group chat, commenting on a YouTube video, writing scripts for videos, creating a Mind Map. Projects serve to develop both writing and speaking skills. All of these exercises correct the problem of neglecting productive skills in CLIL lessons. Prospects for further research are seen in the analysis of CLIL units in other English language tutorials, the de-velopment of additional exercises for the development of virtual foreign language written communication, clarifica-tion of the conditions and principles of using such exercis-es, theoretical summarization of the results obtained and applied research on the relationship between the CLIL methodology and online communication.

Fish bowl is a collaborative learning technique applied in classrooms where group dynamics (team performance, leadership style, and the interdependence between group members) are important. This technique allows its members for a more profound discussion of any given topic. Group learning (fishbowl activity) also aids in the development of social skills such as communication, presentation, problem-solving, leadership, delegation and organization Therefore this study was aimed at investigating the effect of collaborative learning approach on the social skills development of secondary school students. For this purpose six sub-scales of social skills were selected and a case-study approach (design) was used to study the development of social skills of the learners. Two main objectives of the study were; (i) To explore the effects of collaborative learning approach (fishbowl) on the social skills development; (ii) To investigate which sub-scale of social skills is more affected through collaborative learning technique (fishbowl). The 281284 secondary school students in Khyber Pukhtunkhwa (a province of Pakistan) constituted the population of this case study. Thirty two students of 9th class of Government High School No.1 Nowshera Kalan were taken as sample of the study. The sample students were given treatment as collaborative learning. Data was collected through an observation log. Then the qualitative data was analyzed qualitatively in the form of descriptions. The major finding was; Collaborative learning activity (fishbowl) developed social skills of the students.

This article focuses on Catholic religious education in secondary schools in Poland. We present a qualitative project encompassing 22 semi-structured interviews with secondary school students who opted out of RE. The theoretical context for the analyses is the spiritual/humanistic development of secondary school students. From this perspective, it is important to pay attention to the subjectivity of the students and the building of an educational relationship between RE teachers and students. In this article, we aim to answer how students opting out of Catholic RE in general secondary schools in Poland perceive its Catholic religion lessons. Thematic threads from the interviews relate to the didactic of RE and encompassed content, methods and the teachers’ competencies. The research participants articulated specific expectations for RE classes, including enhanced competencies of RE teachers, changes in teaching content and organisational improvements. The participants’ proposed vision for reformulating RE classes may significantly influence the planning of RE and assist those responsible for formulating the school curriculum. This research conducted in Poland may help understand some more general processes of changing the models of school Catholic religious education.

This paper is a partial fulfillment of the dissertation undertaken with the case study of teaching writing recounts for the EFL Thai upper secondary school students with SFL genre-based approach at Hunkhapittayakom Secondary School, Hunkha District, Chainat Province, Thailand, the second semester of the academic year 2015. This study focused on the analysis of students’ generic structure development of recount writing texts through SFL perspective. Teaching of personal experience recount genre using the teaching-learning cycle of the SFL genre-based approach was employed to 26 Mattayom Suksa five students. The analysis of the students’ pretest writing texts showed that they could not control the structures of their texts in that these writing texts were non-conformed to the stages of recount writing, and the themes were sidetracked from the topic. However, when these students were exposed writing with the SFL genre-based approach, the analysis demonstrated that their personal experience recounts were positively developed with a higher degree of generic structure construction in terms of conformity when compared to the modeling texts of the literature review and the pretest texts at the commencement of the course. It was observable that all students could expand communicative details and dialogic expansion in their final personal experience recount texts from such the orientation stage, the series of the events and the re-orientation stage with some CODA, argumentative elaboration. This is argued that SFL genre-based approach helps promote the students’ understanding and writing ability about the meaning, purpose and organization of the personal experience recount texts insofar that they could independently execute the similar texts themselves in a more degree. The study suggested that the SFL genre-based approach should be promoted continuously to develop writing skill of secondary school students in all levels of education related or in other similar contexts.

The article raises the issue of cultural competence formation of secondary school students by the means of physical education in curricular and co-curricular activities that are an integral part of the over-all instructional school programme. The authors determine that in the context of reformation changes of Ukrainian education system the modern educational space of general secondary education institutions becomes a platform for cultural diversity and pluralism as well as for socialization and democratic national self-determination of secondary school students. It is noted that physical education exposes the secondary school students to a range of experiences that enable them to develop the skills and knowledge they need to make the most of all opportunities today and to shape new forms of global culture. The concept of «cultural competence» is regarded as the formation of skills to present the native culture in modern multicultural environment, the capacity and willingness to participate in the dialogue of cultures and the assimilation of the national and cultural component as a basic condition for familiarizing to the culture of their own country. The authors found that it is essential to approach the development of secondary school students’ cultural competence through the means of physical culture and sports as the keynote elements. It is obvious that physical education is able to increase the motivation of students for studying of Ukrainian culture and traditions that will enhance to the quality of their knowledge in this sphere and the level of their cultural competence.

Purpose: Since there are a limited number of studies on how to develop relational thinking in secondary school students in mathematics education literature, this study will contribute to the field both in theoretical terms and concerning the implications for in-class applications. In this respect, this study aims to examine how to develop the relational thinking skills of 5th-grade students. Research Methods: The participants of this study, which was adopted as a research design of the teaching experiment, were six students attending 5th grade in secondary school. The teaching process was eight sessions per week with one session. The main data source of this study was in-class teaching videos. The data were analyzed descriptively. Findings: The questions, the in-class dialogues directing relational thinking and activities in each session of the teaching experiment conducted with the fifth-grade students were presented under related themes. Implications for Research and Practice: The most general result was that at the end of the teaching process based on numbers, relationships between numbers, operations and properties, the students made use of equality axioms to evaluate the true/false and open number sentences without any calculation. It was also seen that the students made connections between addition-subtraction, addition-multiplication and multiplication-division and that they made effective use of commutative, associative and distributive properties.

English is taught in secondary schools in various countries, often as a required or recommended topic. Students need to want to learn the language. There are many reasons students should learn English, and schools can use these to encourage their pupils. The study's primary goal is to identify the contribution of cultural elements to the development of secondary school students' proficiency in English. It was an exercise in purely descriptive research. In order to get a representative sample of the population, the researchers adopted a multistage sampling strategy. The statistical methods of the mean score, standard deviation, and t-test were applied to the gathered data. In conclusion, secondary school students in Multan would greatly benefit from more exposure to different cultures to better their English language command. Young people's English proficiency can be fostered by creating English-speaking environments, cultural awareness, parent involvement, peer interaction, and student motivation.

The foster family is the primary agent of socialization in which the child’s personality without parental care is formed and shaped. In the existing social system, in which moral and social values are devalued, a particular challenge and task for today’s family is the moral devel- opment and moral education of its youngest members. The theoretical part of the paper not only presents the most important theoretical postulates and implications concerning moral development, but it also presents the characteristics of children without parental care as a par- ticularly sensitive target group. The foster care institution is presented as a temporary, alterna- tive, socially organized form of protection intended for children without parental care. In the empirical part of the paper, we study the influence of socio-demographic factors that describe the foster family and the child in foster care at the stage of moral judgment of the child pro- tected by this form of protection. The research was conducted to determine the relationship between the specific socio-demographic factors of the foster family and the foster child with the stage of moral reasoning of the child protected by this form of protection. The results of the research found in the empirical part of the paper indicate that the socio-demographic factors of the foster parent and the child are reflected only at certain stages of the child’s moral reasoning at foster care in the positive or negative direction, while at other stages, the correla- tions of the positive and negative directions were not obtained. The results obtained testify to the great heterogeneity of the foster care network and the individual specificities of children deprived of parental care, which implies the need and requirement to respect these specifics and to raise the criteria in the assessment of families who are motivated to foster care and to provide better foster carers training in order to meet one of the most important tasks, i.e. the moral development of the children they are directly caring for. Considering, on the one hand, the axiological dimension that moral education plays in the formation of the moral character of children and young people, the role that the current family arrangement as the primary agent of socialization plays in the moral development of children and, on the other hand, very little research on the moral development of children without parental care, through the realization of this research, we have recognized the contribution to the actualization of this problem of individual and social significance.

The eradication of corporal punishment in Kenyan schools in 2001 signaled a major shift in disciplinary techniques, with a greater emphasis on guidance and counselling as an alternative strategy. This transition spurred widespread debate among educators, legislators, and other stakeholders over the effectiveness of non-punitive techniques in preserving discipline and moral standards in schools. The purpose of this study was to investigate the lived experiences of teachers in regard to the ban on corporal punishment in Kenyan secondary schools. The study was anchored on the following objective. Examine the lived experiences of teachers with the ban on corporal punishment as a strategy for addressing moral decline in Kenyan secondary schools. The study was grounded on African communitarian philosophy, which is anchored on collective responsibility within the community in moral development of children. Communitarianism advocates the family as the place where personal responsibility is first learned and then schools – the second line of defense. The study adopted two philosophical methods for the purpose of bringing out methodological triangulation. Hermeneutic phenomenology was used in order to extract the lived experiences of the teachers handling discipline in secondary schools. Philosophical analysis was infused into all the objectives with the aim of helping to foster Socratic dialogue and building logical coherence from the extracted lived experiences. The target population comprised deputy principals and heads of guidance and counselling from secondary schools in Bungoma County. To provide a representative sample, this study utilized purposive sampling in choosing schools. A sample size of four deputy principals and four heads of guidance and counselling was chosen. The sample size was guided by the principles of hermeneutic phenomenological research which is concerned mainly with the depth and not the breadth of the information. Information utilized in this study was sourced from both primary and secondary data. Primary data was collected using unstructured phenomenological interviews. Secondary data was gathered from articles from peer referred journals, government policy documents and reports, thematic text books, internet sources, pioneer projects, theses and newspaper articles that allude to issues of moral concern in the Kenyan context. Primary data was analysed through IPA and secondary through document analysis. The study concluded that, the concept of corporal punishment in the lifeworld of teachers doesn’t ascertain the teacher’s ontology since there is no smooth relationship between the etic and the emic knowledge of the teacher over the same. The study therefore recommended Socratic mode of teaching should be emphasised in order to prepare teachers for moral development among the learners. Communitarian philosophy should be emphasized so that all institutions within the society should be involved in the moral development of children.

พัฒนาการทางคุณธรรมจริยธรรมของนักเรียนระดับมัธยมศึกษาในโรงเรียนวิถีพุทธในเขตภาคเหนือตอนบน Moral Development of Secondary School Students in the Buddhist Way of Life Schools (BWLS) in the Upper Northern Region

This research examines strategies for increasing religious and moral values ​​in early childhood through literature study. The focus of the research is to identify and analyze various strategies that are effective in instilling religious and moral values ​​in children aged 0-8 years. The research results show several main strategies that are effective, namely habituation in daily life, example from adults, storytelling and storytelling methods, project-based learning and direct experience, and educational games. Habituation and example have proven to be the most effective in terms of success in shaping children's moral behavior. Collaboration between educational institutions and parents is a key factor in optimizing the implementation of this strategy. Continuous evaluation is needed to monitor the child's moral development and the effectiveness of the strategies implemented.