Search results for: Secondary school students

The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension. These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts.

In this study, the authors sought to understand how students in Northern Ireland make sense of competing approaches to history, and in particular, how they understand the relationship between the approaches they encounter in school and elsewhere. Using qualitative, task-based interviews, the authors interviewed 253 secondary students. The authors found that these students had learned about the past in a variety of formal and informal settings, and they navigated among these multiple sources in a conscious attempt to refine and extend their historical understanding as they followed up on interests initiated in one setting by seeking out information elsewhere.

Transition to secondary school implies basic changes in social, instructional and organisational aspects of school life which afford the pupils’ adjustment. As transition takes place at a predictable point in time, children develop expectations about the start at their new school. In order to analyse predictors and consequences of these expectations 870 German children filled in a questionnaire assessing transition expectations, grades in mathematics and language, academic self-concept, and school dislike. Achievement tests were administered, too.

This article explores the use of online technologies to extend the learning of a group of junior secondary school students after attending a Sun, Science, and Society camp. The participants in this research project were sixteen (6 females and 10 males) 13- to 15-year-old students who attended the 4-day camp. These students expressed interest in undertaking the online learning phase of the program for a period of 6 months after it. The article reports on how they engaged with the extended and open learning supported by online technologies.