Many young people who leave school hold a negative attitude towards learning. Why does this happen? What are the solutions?
The critical thoughts of school leavers in learning remains a source of controversy in the field of education. While this situation is ascribed to several factors, there are some measures to give students the positive way to think about studying after graduating.
There are two signficant reasons as to why youngters have low opinion of learning as they stop learning at school. Firstly, schools may fail to provide students with working experience and skills which are their future employers often seek for. A clear explanation is that the school cirriculum in many education systems may include many unnecessary subjects that do not provide any benefits for their jobs prospects and creer progresstion in future. Secondly, teaching methodology may be old-fashioned and uninteresting, such as teacher-lead lessons, rote-learning. Students, as consequence, have the less motivation to study at school, which may leads to the lower academic results.
Some resolutions could be implemented to change the nagetive way that graduates think about learning at school. The first measure is that schools should teach students important working skills, including communication, teamwork and leadership by sending them to workpalces to earn some working experience as a compulsory part of the course. For example, the schools which train in the field of Mining and Geology may corporate with the Mining enterprises to organise field trips to give students opportunity to study in a real environment. The other measure is that chools should introduce modern teaching methods and apply the cutting-edege tecnology in teaching to attract learners’s attention. Interacting learning, student-centred learning or the addition of visual aids in lessons are the greatest methods to enhance students’ feeling about the lessons and subjects.
In conclusion, some factors are conductive to the critical thingking of students after leaving school, such as the scarcity of working skills in lessons or backward teaching methods. To address this situation, there are some effective resolutions, including the supplement actual elective courses in school cirriculum and combining latest methodology and advanced technology in teaching.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-11-21 | truognchinh | 73 | view |
| 2018-11-18 | truognchinh | 73 | view |
- The pie charts below compare water usage in San Diego, California and the rest of the world. 61
- The pie charts below compare water usage in San Diego, California and the rest of the world. 78
- The international community must act immediately to ensure that all nations reduce their consumption of fossil fuels a.g gas and oil. To what extent do you agree or disagree? 73
- Nowadays, more and more older people who need employment compete with the younger people for the same jobs. What problems this causes? What are solutions? 73
- The bar chart below shows shares of expenditures for five major categories in the United States, Canada, the United Kingdom, and Japan in the year 2009. 67
Grammar and spelling errors:
Line 2, column 441, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...r jobs prospects and creer progresstion in future. Secondly, teaching methodology may be ...
^^^^^^^^^
Line 3, column 664, Rule ID: ALLOW_TO[1]
Message: Did you mean 'attracting'? Or maybe you should add a pronoun? In active voice, 'teach' + 'to' takes an object, usually a pronoun.
Suggestion: attracting
...the cutting-edege tecnology in teaching to attract learners's attention. Interacting ...
^^^^^^^^^^
Line 4, column 323, Rule ID: THE_SUPERLATIVE[2]
Message: A determiner is probably missing here: 'combining the latest'.
Suggestion: combining the latest
...ective courses in school cirriculum and combining latest methodology and advanced technology in ...
^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
first, firstly, may, second, secondly, so, while, as to, for example, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 13.1623246493 91% => OK
Auxiliary verbs: 8.0 7.85571142285 102% => OK
Conjunction : 11.0 10.4138276553 106% => OK
Relative clauses : 8.0 7.30460921844 110% => OK
Pronoun: 11.0 24.0651302605 46% => OK
Preposition: 49.0 41.998997996 117% => OK
Nominalization: 16.0 8.3376753507 192% => OK
Performance on vocabulary words:
No of characters: 1895.0 1615.20841683 117% => OK
No of words: 332.0 315.596192385 105% => OK
Chars per words: 5.7078313253 5.12529762239 111% => OK
Fourth root words length: 4.2685907696 4.20363070211 102% => OK
Word Length SD: 3.10450128344 2.80592935109 111% => OK
Unique words: 185.0 176.041082164 105% => OK
Unique words percentage: 0.557228915663 0.561755894193 99% => OK
syllable_count: 564.3 506.74238477 111% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 5.43587174349 0% => OK
Article: 5.0 2.52805611222 198% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 23.0 20.2975951904 113% => OK
Sentence length SD: 40.2700704175 49.4020404114 82% => OK
Chars per sentence: 135.357142857 106.682146367 127% => OK
Words per sentence: 23.7142857143 20.7667163134 114% => OK
Discourse Markers: 6.57142857143 7.06120827912 93% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 7.0 8.67935871743 81% => OK
Sentences with negative sentiment : 5.0 3.9879759519 125% => OK
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.107939253322 0.244688304435 44% => OK
Sentence topic coherence: 0.039028922856 0.084324248473 46% => OK
Sentence topic coherence SD: 0.0199589876083 0.0667982634062 30% => Sentences are similar to each other.
Paragraph topic coherence: 0.0686821973956 0.151304729494 45% => OK
Paragraph topic coherence SD: 0.0228240697224 0.056905535591 40% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.3 13.0946893788 132% => OK
flesch_reading_ease: 39.67 50.2224549098 79% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 13.4 11.3001002004 119% => OK
coleman_liau_index: 16.13 12.4159519038 130% => OK
dale_chall_readability_score: 9.82 8.58950901804 114% => OK
difficult_words: 106.0 78.4519038076 135% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 11.2 10.1190380762 111% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
---------------------
Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.