Senior High Schools

The enduring goal of social studies is citizenship education. This position paper discusses the challenges confronting the
achievement of this goal in the implementation of the social studies curriculum at the Senior High School (SHS) level in
Ghana. It identifies challenges such as the development hurdles of social studies in Ghana, notions of the “good citizen”,
and the way the subject is conceptualized, taught and examined at that level. It argues that even though social studies is not the only subject that imparts citizenship education to learners, its unique thrust and approach make it ideally appropriate to perform such a task. However, it acknowledges the fact that if social studies is to effectively deliver citizenship education, particularly at the SHS level, certain fundamental changes need to be made in the way the subject is conceptualized, taught and examined.

ICT infrastructure generates abundant benefits to every country's educational progress. This study aims to explore the utilization and acceptance of ICT among Senior High School (SHS) students in Philippines and Indonesia using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A survey questionnaire was administered to 529 Senior High School students through convenience sampling. Structural equation modeling (SEM) was conducted to analyse the data using IBM AMOS software. A confirmatory factor analysis and path analysis were also performed to test the model. The results reveal that social influence positively influences both Filipino and Indonesian senior high school students' behavioral intention or acceptance to use ICT for research and learning. It also reveals Filipino and Indonesian students' behavioral difference in performance expectancy and effort expectancy on the adoption of ICT. Behavioral intention and facilitating conditions directly predict the Filipino and Indonesian behavioral use.

Influences of teachers’ authentic assessment on their classroom practices will be paramount to both teachers’ students if implemented effectively in the Social Studies classroom. The study used a descriptive case study design. Both the schools and teachers’ were simple randomly selected from fifty seven (57) government assisted Senior High Schools (SHSs) in the Central Region of Ghana. The study used ten (10) senior high schools and twenty (20) teachers’. Semi structured interview was the main instruments used for data collection. The research found out that for improvements to be made on teacher knowledge and ability and the policies and practices of authentic assessment in schools, teachers, students, parents and policymakers value and see the potential for authentic assessment to improve teaching and learning, it will continue to be under-emphasized, undervalued and poorly used. It recommended that the teaching universities in Ghana should broaden their scope on the teaching of assessment to incorporate authentic assessment.

The Philippines recently adopted the K to 12 program in basic education. Under this program, students can choose their track and strand relative to their interests or career choices when they reach senior high school. However, issues surfaced when the K to 12 graduates were admitted to the college courses not aligned with the strand they have completed. This cross-sectional study was conducted to determine the difference in the academic self-regulated learning and performance of the STEM (Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior high school among freshmen nursing students in a city-subsidized college in the Philippines. The Academic Self-Regulation Learning Scale and grades of students in the first semester were used and analyzed in this study. Results showed that there was a significant difference in the academic self-regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing students when grouped according to their senior high school strand. The STEM graduates had significantly higher academic self-regulated learning and academic performance than the non-STEM completers. Unfortunately, no significant relationship was established between academic self-regulated learning and academic performance (p=0.559). Students who are graduates of the STEM strand from senior high school appear to be better prepared to take up the nursing course. Colleges of nursing may consider the academic strand of students in senior high school when admitting students in the nursing program.

This correlational study on quantitative in nature was conducted to determine the relationship of scientific reasoning skills, critical thinking skills, and performance in Science of senior high school (SHS) students at Tapaz National High School, Capiz, Philippines. The variables in this study are the six different strands in SHS, namely, Science, Technology, Engineering, and Mathematics (STEM); General Academic Strand (GAS); Accountancy, Business, and Management (ABM); Home Economics (HE); Information and Communications Technology (ICT); and Shielded Metal Arc Welding (SMAW). The study used three instruments to quantify its goal with the statistical tools used to analyse data, i.e. the mean, standard deviation, and Pearson's r correlation coefficient. All inferential tests were set at 0.05 alpha level. The findings of the study revealed that the level of scientific reasoning skills of SHS students when taken as a whole was "high", and when grouped according to strand, the STEM, GAS, ABM, HE, and ICT were "high" while the SMAW was on "average" level of critical thinking skills. While when taken as a whole is found "developed" and when grouped according to strand, the STEM, GAS, ABM, HE, and ICT are "developed" while the SMAW is "moderately developed"; and their level of performance in Science, when taken as a whole, is "very satisfactory" and when grouped according to strand, the STEM, GAS, ABM, and HE were "very satisfactory" while the ICT and SMAW are "satisfactory". A significant relationship among the variables was taken as a whole and grouped according to strand. Students should learn to engage in scientific argumentation to develop their scientific reasoning and critical thinking skills. Also, the teachers should build up certain students' skills to better their performance in Science and other subjects. The school administration should also look for more sustainable programs and workshops for the teachers and students to improve their studies and lives.

Department of Education through the R.A. 10533, the Enhanced Basic Education Curriculum emphasizes that writing is not merely an option but a necessity for it contributes to academic success in this globally competitive information age. This study purports to develop the students' academic writing skills since this can help students in evaluating, analyzing, and synthesizing the collected data and information of their research. It intends to provide a series of remedial sessions about academic writing to guide the students in their research journey. Through a self-made made questionnaire, the extent of utilization of the academic writing skills in practical research writing such as planning, style, document specifications, organization and accuracy of information were assessed. The significant differences of the assessment were then evaluated in accordance with their gender, strand, performance in English for Academic Professional Purposes and Practical Research Writing 1. Findings revealed that most of the Senior High School student-respondents are females, from Humanities and Social Sciences (HUMSS) strand, had Very satisfactory grade in both English for Academic and Professional Purposes and Practical Research 1 subjects. Accuracy as an academic writing skill was assessed by the students to a great extent. The assessment of the extent of utilization of the academic writing skills do not have significant difference as to gender. As to strand, only Document Specification was not found to have significant difference while there is a difference on the other skills. Planning, Document Specifications and Accuracy of Information were assessed not to have significant difference while Style and Organization were found to have significant difference when grouped according to performance in English for Academic and Professional Purposes. The researchers aimed that this study embarks on sustaining research culture in Bauan Technical High School which had been one of their focuses since Senior High School Program started.

In the implementation of Republic Act No. 10533, the Enhanced Basic Education Curriculum of 2013 or the K to 12 program problems such as lack of learning materials has become a burden not only to students but teachers. Due to this problem, students' low achievement and performance in science have been documented for years. Thus, this study was conducted to develop a learning module in biology for senior high school students. Biology is essential to students' holistic education, improving student performance in this subject is important. As such, the study assesses students' performance in areas such as biological molecules, energy transformation, genetics, and evolutionary relationships. The research also assesses how teachers use learning activities to meet performance standards in each area. It also evaluated the school heads/science coordinators and teachers on the effectiveness of the learning activities and discovered significant differences between the two groups. Descriptive method of research was adopted to collect data using a researcher-made questionnaire, interviews, and documentary analysis. Based on the findings, the students performed very satisfactory in energy transformation, while satisfactory in biological molecules, genetics, and evolutionary relationships. The results also showed that teachers utilized video presentations, brainstorming, and illustrations to help students meet the performance standards in various areas of biology. Thus, school heads and teachers considered video presentations and brainstorming as effective learning activities in biology classes. Moreover, the research also found a significant difference in the effectiveness of the learning activities between school heads and teachers. Furthermore, learning module consisting of learning competencies, objectives, varying learning activities, pre-test and post-test was designed to enhance students' performance in biology.

This study employed a descriptive-correlational approach to assessing the students’ needs, grammatical challenges, and teachers’ preferred teaching strategies. Correlational analysis was utilized to treat data concerning the teachers’ preferences regarding needs analysis and teaching strategies. An independent sample T-test was used to identify the difference in the teachers’ responses on determining the respondents’ perception about the needs assessment used for Junior and Senior High school students and the relationships between the perceived grammatical skills of English teachers.
Findings revealed that the teachers’ grammar needs analysis on speaking skill was classified as the most critical assessment, while the least essential was the viewing skill. English teachers agreed that the usual English grammar challenge is when they expect the teachers to present grammar points explicitly. However, they disagree that they do not find grammatical terminologies useful. Reading was the regularly used teaching approach in grammar, whereas the less-used was the speaking strategy. Moreover, a significant difference occurred between the grammar skills and needs analysis used when grouped according to grade levels. Senior high school teachers had greater assessments on teaching grammar through vocabulary, speaking, and writing.
Furthermore, senior high school teachers considered grammar needs on speaking and writing as more important. There was no significant relationship between teaching strategies, and grammar needs to the students’ English grammatical challenges. Therefore, a strategy enhancement program for both the Junior and Senior high school levels has been proposed.

: Openness to diversity is vital in improving internal
group positive relationship. This study examined the influence of
interpersonal and social empathy toward openness to diversity of
Humanities and Social Sciences (HUMSS) students.
Furthermore, it delves what factor of interpersonal and social
empathy significantly influences the openness to diversity of
HUMSS students. Primary data were collected directly from the
respondents through two adapted scales. The descriptivecorrelation method of research was used to attain the study’s
objectives. The respondents of this study were the 123 grade 12
HUMSS students of Sto. Tomas National High School from
school year 2019 - 2020. The findings of the study revealed that
the level of interpersonal and social empathy and openness to
diversity of senior high school students are both high. It was also
revealed that there is a positive, high and significant relationship
between interpersonal and social empathy and openness to
diversity. Moreover, it was found out that the macro-perspective
taking and self-other awareness are the domains that significantly
influence openness to diversity. This means that if the students
show consideration and sensible with other’s way of living there
is a great possibility that they are open with diversity.

Character education reinforcement in secondary school is one of the educational programs aimed to expect the tendency of moral perversion because of moral decadence. Various forms of moral deviations result in students being alienated from normal life. This article aims to discuss character values reinforcement and the principal's transformational leadership strategy to shape student characters in a descriptive-critical way. The aims of this study are school strategies in optimizing to carry out character education reinforcement. This research uses a qualitative method with a case study design. Data analysis used a modified analytic analysis method. Meanwhile, the data validity measurement was based on the level of credibility, transferability, dependability, and confirmability. The results emphasize the importance of shaping student character as an anticipatory step to decrease moral distortions among high school students and the effectiveness of the principal's transformational leadership role in optimizing implementing character education strengthening programs in schools.

Objectives: The purpose of this study was to investigate the relationship between mothers’ parenting styles and the identity base and religiosity of the female students at senior high school in the humanities field in Babol, Iran.  Method: The research method is descriptive method of correlation. The statistical population of this study consisted of all female school students at senior high school in the field of humanities, who studied in the Babol public schools in the school year 2019-2020. Through simple sampling method, 120 students and their mothers were selected. The tools were the Identity Base Questionnaire (Adams, 1989), the Aryan Muslim Religiosity Questionnaire (2000) and the Baumrind’s Parenting Styles Questionnaire (Esfandiari, 1996). For the analysis of the data, descriptive frequency index and inferential statistics of Spearman and Pearson correlation coefficient and Kolmogorov-Smirnov test were used. Findings: The findings showed there was a significant relationship between authoritative, negligent and authoritarian parenting styles and the identity base of female students. However, there was no significant relationship between parenting styles and girls’ religiosity. Conclusion: Therefore, one of the ways to strengthen the identity base of students is to help parents to adopt an authoritative approach in educating their daughters.

This study examines the relationship between demographic and performance variables in high schools with a focus on 64 randomly selected high schools in the Chicago school system. The rationale is to ascertain the level of relationship between income and performance in schools as reflected by student performance. The study employs multivariate analysis of variance and factor analysis to ensure constructive findings. The results indicate schools with students from families within the low-income brackets tend to perform lower than expected compared to schools with students from families within the upper-income brackets. The study also shows performance measures are not unidimensional. Any attempts at addressing the performance gap should take into consideration details of various performance variables in order to effectively tackle the problem. The relationship between demographic and performance variables still requires attention of educators, parents and policymakers in the various locales.