research topics for junior high school students

Choose Your Test

Sat / act prep online guides and tips, 113 great research paper topics.

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

What's Next?

Are you also learning about dynamic equilibrium in your science class? We break this sometimes tricky concept down so it's easy to understand in our complete guide to dynamic equilibrium .

Thinking about becoming a nurse practitioner? Nurse practitioners have one of the fastest growing careers in the country, and we have all the information you need to know about what to expect from nurse practitioner school .

Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa).

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

58 Good Research Paper Topics for High School Students

June 27, 2023

We’ve all been there: you’re sitting in English or Social Studies, and suddenly your teacher announces those dreaded words: “I’d like you all to pick a topic for your upcoming research paper.” Your stomach lurches as your mind races to think of good research paper topics. Should you write about octopuses or the New York Yankees? Should you write about the history of Barbie and her uber-pink Dreamhouse , or perhaps the evolution of Taylor Swift ’s music career?

We get it: these are hard choices! That’s why we here at College Transitions have compiled the ultimate list to assist you in selecting an excellent research topic.

But First…the All-Important Question: What Makes a Great Topic?

We’re glad you asked! When selecting a topic for your academic research paper, you want to select a compelling topic that immediately grabs the reader’s attention. Just like when choosing a persuasive speech topic or argumentative essay topic , you want to be sure to select a topic that intrigues you personally. This is pivotal for multiple reasons. If you find your topic intriguing, you’ll likely spend more time delving into the subject and gathering information to strengthen your arguments. Additionally, if a topic sparks your curiosity, odds are that your enthusiasm will pique someone else’s interest, too!

The Key to a Good Research Paper: Research

Regardless of the topic you choose, ensure it’s researchable . This means that the subject has sufficient resources for research. Even the most intriguing topic won’t make for a good paper if there’s not much research material out there. Remember: your typical research paper is longer and more in-depth than a regular academic essay. While this means you have more time to explore the topic at hand, it also means that the research paper will rely on more information and analysis of the existing material out there. Before finalizing your topic, make sure to do a preliminary search to guarantee there’s plenty of information out there to help you construct a comprehensive argument, filled with multiple perspectives and facets.

Following Guidelines

Lastly, and most importantly, follow the guidelines your teacher has laid out. If you focus your paper on pop culture, it certainly won’t meet a historical research paper’s requirement! Before embarking on this thrilling intellectual journey, double-check what type of research paper your teacher wants you to write. To prevent future headaches, clarify any rules or conditions upfront.

Now that we’ve covered these key bullet points of what makes a great research paper topic, let’s delve into some examples of topics:

English Literature Research Topics

1) Discuss the profound cultural impact and enduring relevance of Shakespeare’s plays.

2) What roles does feminism play in canonical literary works such as Pride and Prejudice and Jane Eyre ?

3) Investigate the use of symbolism and its impacts on the narrative and theme in a chosen novel, such as J.D. Salinger’s The Catcher in the Rye or Mark Twain’s Huckleberry Finn.

4) Analyze the use of dystopian elements and their social commentary embedded in the works of George Orwell.

Good Research Paper Topics (Continued)

5) Analyze the themes , symbolic representations, and societal critiques of the American Dream as depicted in F. Scott Fitzgerald’s The Great Gatsby .

6) Provide a comprehensive explication of a renowned Shakespearean sonnet or soliloquy, such as this one from Hamlet .

7) Choose a poem such as Robert Frost’s “ The Road Not Taken ” and critically analyze its layered meanings and imagery, as well as their impact on the reader.

Technology Research Topics 

• For a more comprehensive list of technology-related research topics, we’ve compiled an entire list for you here !

8) Compare and contrast the various techniques of solar geoengineering. How have these practices progressed over time? In what direction might they continue to evolve?

9) Art has become readily producible and consumable in the era of technology and artificial intelligence. How does this surge in accessibility impact the worth of artwork? Additionally, should we value physical artworks more than those made by programs like OpenAI’s DALL-E?

10) Does the advancement of cellular agriculture potentially threaten the ideas of a “ circular bioeconomy ?” Should we strive to pursue a circular bioeconomy?

11) Some people say that video games are detrimental to mental health or encourage violence. Study and present findings on whether specific categories or genres of video games provide more cognitive enhancement than others.

12) Since the COVID-19 pandemic, virtual appointments and doctor’s visits have increased exponentially. Does the surge in screen time that comes with digital therapeutics negatively affect mental health?

13) Consider mob mentality  across social media platforms such as TikTok, Twitter, Reddit, Facebook, and Instagram. In what instances and in what contexts is such mentality most prevalent?

Environmental Research Topics

• For a more comprehensive list of environmental-related research topics, we’ve compiled the 50 best ones here !

14) Undertake a comprehensive study of the impacts of climate change on ocean currents and the changes in migration patterns of marine species.

15) Analyze the benefits and drawbacks of urban greenspaces . Discuss potential implementation strategies to ensure equitable access to these spaces, particularly for socio-economically disadvantaged communities.

16) Look at the ethical implications surrounding human intervention in conservation efforts for endangered species.

17) Analyze the environmental impacts of the hospitality and travel industries in terms of pollution and greenhouse gas emissions.

18) How do agricultural land use practices impact biodiversity and the health of ecosystems? Look at the relationship between farming, habitat degradation, and species survival.

19) Conduct an in-depth analysis of the potential economic repercussions of climate change. Focus on the impacts of climate changes on global agricultural productivity and food security, as well as their associated dynamics in the global economy.

20) Conduct an in-depth exploration of the relationship between supply and demand dynamics and their influence on the market.

21) Analyze the impact of globalization on local economies. Examine both the direct and indirect effects of globalization and assess strategies for local economies to adapt and thrive within this system.

22) Write a research paper that investigates the role of cryptocurrencies like Bitcoin in the global economy. What potential do these currencies have to disrupt traditional financial systems? What are their implications for monetary policy?

23) Undertake a study of the impact of China’s economic ascendance on the global economy.

24) Explore the intricate effects of population growth and/or decline on economic systems, considering factors such as labor market dynamics, allocation of resources, and the potential for sustainable development.

Political Science Research Topics

25) Discuss the role of lobbyists in U.S. politics. Scrutinize their influence on policy-making, and discuss the broader implications for democratic representation.

26) What influence does the media have on political elections? Investigate how media coverage shapes public opinion and voter behavior.

27) Analyze the impact of immigration policy on the economy. Examine such policies’ immediate and long-term implications on the labor market and economy.

28) Discuss the role of the Supreme Court in shaping U.S. laws. Focus on the function the Supreme Court plays in establishing legal precedents.

Philosophy 

29) Write a research paper examining the concept of free will, its origins, evolution, and implications.

30) Consider the implications of determinism. Look at its impact on individual agency and moral responsibility within the broader framework of philosophical tradition.

31) Undertake an in-depth analysis of happiness in philosophy, considering its interpretations and their influence on real-world practices.

32) Investigate how various philosophies have perceived consciousness through time. Trace this depiction of consciousness through various philosophical movements.

33) Discuss Nietzsche’s concept of the Übermensch, examining its underpinnings and implications.

Psychology research Topics

34) What role does social media play in shaping an individual’s self-esteem?

35) Explore childhood trauma’s long-lasting impact on adult interpersonal relationships and attachment styles.

36) Analyze the critical role that distinct parenting styles play in molding a child’s personality.

37) Research and discuss the psychological effects and health implications of prolonged exposure to stress.

Art Research Topics

38) Discuss the role of the Renaissance period on modern art, doing a side-by-side analysis of works from both eras.

39) Conduct a thorough analysis of the impact of street art on urban culture, examining how it reshapes public spaces and societal narratives.

40) Investigate the influence of Pop Art on modern design. You might focus on Pop Art’s particular impact on interior design and digital media.

41) Explore the role feminist art plays in promoting gender equality. How do feminist artworks challenge traditional gender roles and/or contribute to societal discourse?

Computer Science Research Topics

42) Artificial Intelligence is advancing rapidly. Analyze the benefits and drawbacks of this technology.

43) Discuss whether the use of facial recognition technology violates individuals’ privacy, as well as the broader implications such technology has on societal well-being.

44) Analyze the use of surveillance technology by the government. Is it ethical for the government to use such technology to monitor its citizens?

45) Investigate the rapid development and long-term effects of various social media platforms.

46) Investigate the history of book bans in schools. Discuss the larger cultural and educational impacts such bans have on students and society.

47) Analyze various forms of schooling, from homeschooling to public and private schools. Consider the implications of each on a child’s education and social skills.

48) Write a research paper examining the use of affirmative action or other race-conscious policies on college campuses. Discuss the impact such policies have, as well as potential benefits and drawbacks.

49) Consider the impact of standardized testing on student performance.

Government and Law Research Topics

50) Consider the role that intellectual property and copyright laws play in innovation.

51) Investigate the impact of anti-trust laws on big corporations. What are the economic effects of these laws?

52) Study the role that law enforcement plays in community safety.

53) Consider the legalization of marijuana on crime rates. Discuss the impact this legalization has had on various communities, as well as its benefits and drawbacks.

History Research Topics

54) Analyze the influence of the Civil Rights movement on modern America. How did this movement shape racial, social, and political dynamics in America?

55) Investigate how the French Revolution reshaped political structures and ideologies across Europe.

56) Analyze the significance of the fall of the Berlin Wall and how it marked a shift in the global balance of power.

57) Delve into the effects of the Cold War, as well as its impacts on global politics.

58) Examine the role that women played during World War II and what impact these roles had on challenging gender norms.

I’ve Got My Topic: What Now?

Once you’ve selected your topic, begin brainstorming ways to shape and craft your argument. Here’s one structure your research paper might take:

• Introduction: The introduction presents your research topic to readers and provides a roadmap for the paper ahead.
• Thesis Statement: Craft a compelling thesis statement summarizing your paper’s central arguments.
• Body : The body of the paper is where your carefully conducted research comes into play. Each paragraph should follow the previous one, building a logical progression of thoughts.
• Conclusion: In your conclusion, you reiterate the points you made in your paper and provide a closing paragraph to neatly tie up any last thoughts.
• Reference Page: This is where you credit your sources.

Once you’ve followed this structure, you’re on your way to crafting an excellent research paper. Of course, don’t let pesky typos undermine your hours of hard work and writing. Make sure to always proofread your work before turning it in. And if you’re passionate about research and writing, don’t stop there. Check out these summer programs for writing and journalism so that you can continue to fuel your passion.

• High School Success

Lauren Green

With a Bachelor of Arts in Creative Writing from Columbia University and an MFA in Fiction from the Michener Center for Writers at the University of Texas at Austin, Lauren has been a professional writer for over a decade. She is the author of the chapbook  A Great Dark House  (Poetry Society of America, 2023) and a forthcoming novel (Viking/Penguin).

• 2-Year Colleges
• Application Strategies
• Big Picture
• Career & Personality Assessment
• College Essay
• College Search/Knowledge
• College Success
• Costs & Financial Aid
• Dental School Admissions
• Extracurricular Activities
• Graduate School Admissions
• High Schools
• Law School Admissions
• Medical School Admissions
• Navigating the Admissions Process
• Online Learning
• Private High School Spotlight
• Summer Program Spotlight
• Summer Programs
• Test Prep Provider Spotlight

“Innovative and invaluable…use this book as your college lifeline.”

— Lynn O'Shaughnessy

Nationally Recognized College Expert

College Planning in Your Inbox

Join our information-packed monthly newsletter.

Sign Up Now

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

You Might Also Like:

53 Comments

This is an helpful tool 🙏

Special education

Really appreciated by this . It is the best platform for research related items

Research title related to students

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

I learned a lot from this site, thank you so much!

Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

Hi 👋 I request that you help me with a written research proposal about education the format

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

250 Plus Interesting High School Research Topics to Rock your Paper

Everyone including our expert  paper writers  understand what you’re going through!

Writing a research paper  is hard but selecting an appropriate topic that interests all of your readers is even harder. Here’s the solution that will save you from hours of combing through data.

In this post, we have assembled lists of over 250 plus high school research paper topics that will get your creative juices flowing with additional work. 

So, stick around till the end to find your favorite topic that  WILL  help you secure that top grade.

Table of Contents

Impressive High School Research Paper Topics from 8 Different Fields

Let us spill the real tea! Composing a research paper without the right topic is a recipe for disaster. But how do we know if the topic we have chosen is right?

Simple, before picking a topic, look for the following characteristics;

• your topic must compliment your and your reader’s interest.
• The chosen topic must be easily understood by the readers 
• It must have enough existing data on it, so there are no issues while  citing a paper
• The topic must check all your academic requirements. 
• An ideal research paper should have a practically applicable topic
• Lastly, the right topic aligns with your specified deadline. 

With these measures, you can easily pick the right topic for yourself. Speaking of which, we’ve got tons of cool stuff for you to check out, so let’s jump right in!

Research Paper Topics related to Mental Health (Health research paper topics)

If you want to work on a high school research paper about mental health, these topics could be a great place to start.

• Is mental health a hindrance for some people to interact with technology?
• Measures that assure the safety of mental health problems.
• Virtual therapies vs Physical therapies.
• The effect of obesity on mental health.
• The symptoms of mental illness in family members.
• Main causes of anorexia.
• Ways to deal with post-traumatic stress.
• The truth behind the statement’ mental illness is more prevalent in men than women.’
• Can we regard ADHD as a mental illness?
• Is OCD a mental illness?
• Drug abuse and its side effects on mental health.
• Different tested ways of proving ADHD.
• The most effective ways of overcoming low self-esteem.
• How does marijuana affect the mental health of an addict?
• Reasons why depression pills must be regulated.
• Understanding post-traumatic stress disorder.
• How does poverty affect mental health?
• Ways to improve brain health.
• Side effects of antidepressants.
• Indicators of mental illness.
• Mental illness of soldiers returning from War.
• How is mental illness portrayed in the media?
• Understanding the difference between sadness and depression.
• Mental illness in the age of toxic internet culture.
• How are violence and mental illness connected?
• Why do people with mental illness find it hard to socialize?
• The challenges of a psychiatric nursing career.
• Effectiveness of antidepressants to cope with depression.
• How can classical music help in treating mental illness?

High School Research Paper Topics Related to Science (argumentative research paper topics)

If you’re a high school student looking for a science research topic, you’re in luck! There’s always something new to explore in the beautiful world of science. Check out any of the following ideas for a good research paper topic.

• Reasons why COVID-19 is deadlier than Influenza.
• How are meteorites affecting the universe?
• The misconceptions regarding Pluto.
• Understanding the supernova.
• Is it true that Mars has water?
• What do we need to know about the Big Bang Theory?
• Different viruses in the modern world.
• Understanding the DNA and its functionalities.
• The impact of acid rains on earth.
• Oil spills and their effect on the ecology.
• What should we know about global warming?
• Understanding the extinction of coral reefs.
• Digging deep to understand green cities.
• What Does the Future of 3D Printing Look like?
• Are fertilizers harmful to human health?
• Understanding the contamination of soils.
• How do the shortages of water look in the modern world?
• The effective ways of keeping ice from defrosting.
• Music and its effects on your assimilation ability.
• Do soil worms impact the plant’s growth?
• How can food affect the heart?
• Important innovations in medicinal chemistry.
• How to restrict the use of antibiotics in agriculture?
• Why is it challenging to eliminate malaria?
• Ideal weight for living a long life.
• How severe is a migraine for human health?
• Understanding the different types of headaches.
• Analyzing the learning ability of mice.
• What type of food does a dog prefer the most?
• Understanding dark matter and black holes.
• What will a commercial space flight look like?
• Reasons why water boils faster when we pour salt into it?
• Is it possible for humans to live in space?
• The use of nanotechnology in medicine.
• The role of nanofibers in repairing brain injuries.
• Has there ever been life on Mars?

High School Research Topics Related to Education

If you’re into education, consider developing an interesting research topic for high school students. Speaking of which, some persuasive research paper topics could work as a starting point.

• Understanding why students should receive advanced mental help in colleges?
• Higher education in Europe vs Higher education in the US.
• What essential role does collaboration play in higher education?
• Ethnic minorities in American Universities.
• Things to know about the Liberal Arts Education 2021.
• What role does a video game play in developing a child’s memory?
• Improving cognitive qualities via playing.
• Individual studying vs group studying.
• The significance of school mindfulness lessons. 
• E-books vs printed books.
• Computer literacy and its challenges.
• Why do students perceive writing research papers as a daunting task?
• School bullying and its dark side.
• Reasons why special education teachers must be entitled to receive higher pay?
• Private school vs Homeschooling.
• Understanding the concept of third-world countries
• Does homework lift students’ learning?
• Is  paper writing help  actually helpful for the students? 
• How are teachers voluntary parent figures for students?
• Ways to avoid the use of an illicit substance in school.
• The significance of older students interacting with younger children.
• Ways to prevent school violence.
• Analyzing the causes of boredom in the classroom.
• The challenges of social distancing during a pandemic.
• How is technology impacting early childhood literacy?
• How effective are educational games in enhancing learning?
• The effect of psychological development on students’ learning.
• Using psychological techniques for improving language skills.
• The importance of socialization among children.
• Reasons students feel anxious and stressed.
• The process of conflict resolution on college campuses.
• The impact of globalization on higher education.
• Academic difficulties that online students face.
• The pros and cons of an online learning environment.

High School Research Paper Topics Related to World History

History can be fascinating, and there are many excellent topics to pick from. If you’re into history and want to learn more, check out these excellent world history research topics for high school!

• The miserable life of peasants in Medieval Times.
• Understanding social stratification.
• A comparative analysis of World War I and World War II
• Recent historical developments in China.
• Shedding lights on Jamaican history.
• What do we need to know about South African apartheid?
• Significant events of the Ottoman Empire.
• The Pearl Harbor Fiasco.
• Analyzing the history of the Mughal Empire.
• Reviewing the American Civil War.
• What do we need to know about French Revolution
• The intellectual level of people living in the Middle Ages.
• The concept of religion in Ancient Greece.
• Factors that led to the American Revolution.
• Political causes of the French Revolution.
• The causes and consequences of the Mexican War.
• Analyzing the Watergate scandal.
• The Indo-China War 1967.
• The most prolonged War ever fought by America
• Reasons behind the fall of the US military operation in Vietnam.
• The Lawrence of Arabia.
• Picturing Nazi Germany.
• Main Reasons that led to World War II.

High School Research Paper Topics Related to Entrepreneurship

Many high schoolers need help thinking of ideas for an entrepreneurship research paper. To help them, we put together this list of potential topics. 

• The effects of entrepreneurism on economic growth.
• How effective is cloud technology for entrepreneurship?
• Personality traits of a successful entrepreneur.
• What are the significant drivers of entrepreneurial growth?
• Strategies of investors for procuring top entrepreneurs.
• The advantages of becoming an entrepreneur.
• Understanding the functioning of crowdsourcing.
• How are taxes impacting the decisions of entrepreneurs?
• Alternative marketing tactics for small-scale food entrepreneurs.
• Understanding entrepreneurship as a long-term solution to unemployment.
• How must the government support students pursuing entrepreneurship?
• The effect of fiscal policies on entrepreneurship.
• Skills and qualities of a brilliant entrepreneur.
• Problems that entrepreneurs are facing globally.
• Entrepreneurism vs Regular job.
• Important personality traits to become a good entrepreneur.
• Why should you become an entrepreneur?
• Different ways of mitigating common risks in entrepreneurship.
• Reasons adults are pursuing entrepreneurialism with passion.
• How are technological advancements impacting entrepreneurship?
• Common challenges a new entrepreneur faces.

High School Research Paper Topics Related to Music (interesting research topics)

Lots of teens get motivated by music, so why not pick out some music-related topics for that high school research paper? Here you go with the list.

• The effect of music on the human brain.
• The evolution of rap music.
• Reasons why jazz feels so great.
• Arabic music and its history.
• The effect of Chinese music on nearby countries??
• The effect of music on your productivity.
• The role of music in eradicating stress.
• What do we need to know about ancient ballads?
• Does music help in relieving stress?
• Music in ancient Egypt.
• How women are impacting classical music.
• The use of music for educational purposes.
• How music helps you to concentrate better?
• How can music help you learn foreign languages?
• Analyzing the music for studying.

High School Research Paper Topics related to Finance (Business research paper topics)

Figuring out the best finance topics can be challenging, so we did some digging and assembled a great selection of economic research paper topics for you. Here you go with another list of research paper ideas.

• How are corporate bonds a source of financing?
• Understanding venture capital financing.
• Analyzing systematic corporate risk.
• How to plan the capital structure of a corporation?
• Methods for developing the corporate investment policy.
• Analyzing the effectiveness of mergers and acquisitions.
• Motives behind corporate mergers.
• How is bankruptcy a way of restructuring a corporation?
• Understanding the concept of Financial Management.
• How is financial literacy affecting the global economy?
• How can e-money influence the world finance market?
• The global financial crisis
• The development of the securities market in the 21st century.
• How can we prevent the emergence of financial shocks?
• The derivatives of financial engineering.
• Characteristics of financial control.
• How is finance playing a role in social reproduction?
• Understanding the concept of bank loans.
• Ways to evaluate the effectiveness of financial management.
• Exchange rate fluctuations and their impact on foreign economic activity.
• The essence of leasing – what do we need to know?
• Ways to develop a sound financial plan for the organization.
• Different methods of calculating interest.
• Significance of monetary policy.
• How are funds playing a role in solving social problems?
• Understanding risk management in the financial sector.

High School Research Paper Topics Related to Information Technology 

Information Technology (IT) is a part of everyday life, so staying up-to-date on the latest and greatest is important. Check out these great ideas from our writers!

• The ability of artificial intelligence to deal with tedious tasks.
• The recent development of computational and synthetic biology.
• Understanding computer architecture in colleges.
• Evolution of computer graphics and animations.
• Emerging fields of study in computer data science.
• Managing data in the age of 5G technology.
• The role of molecular information systems in biotechnology.
• Information technology and its contribution to natural language processing.
• Latest developments in programming languages.
• Ways to deal with rising privacy concerns as technology advances.
• Theory of computation to information technology.
• How are wireless and sensor systems making the world a safe place?
• The importance of amorphous computing in the 21st century.
• The impact of biomedical mining on the health sector.
• Role of swarm intelligence in brainstorming.
• How are companies making use of Big Data?
• The advantages and disadvantages of IOT (Internet of Things).
• The challenges of software-defined networking.
• How is augmented reality playing a crucial role in the healthcare system?
• How are new apps making a man’s life easier?
• How can informational technology detect and wipe the fake news?
• Long-term benefits of a technologically oriented world.
• How is technology making student-centered learning possible?
• How is technology preventing the spread of the pandemic?
• Discussing if social media is making the world a dividend universe/
• The impact of technological globalization.

We are certain that these list of topics must have helped you pick a good research paper topic. Also, we’ve been offering essay and research paper writing services for quite a while now to students worldwide. Therefore, if you’re struggling to write your research paper, feel free to avail our  college paper writing service  at a cut price for academic growth.

Order Original Papers & Essays

Your First Custom Paper Sample is on Us!

Timely Deliveries

No Plagiarism & AI

100% Refund

Calculate Your Order Price

Related blogs.

Connections with Writers and support

Privacy and Confidentiality Guarantee

Average Quality Score

Translate this page

Hundreds of scientific articles. written for kids. approved by scientists. free., search or filter, search articles, reading level.

• Elementary school (28)
• Lower high school (245)
• Middle school (182)
• Upper high school (94)

Scientific Topic

• Biodiversity and Conservation (85)
• Biology (68)
• Chemistry (13)
• Energy and Climate (57)
• Food and Agriculture (26)
• Health and Medicine (79)
• Paleoscience (18)
• Physical Science (18)
• Pollution (30)
• Social Science (55)
• Technology (22)
• Water Resources (48)
• All NGSS standards 2-LS4  (2) 3-5-ETS1  (3) 3-LS2  (1) 3-LS3  (2) 3-LS4  (3) 4-ESS3  (3) 4-LS1  (3) 4-PS3  (1) 4-PS4  (1) 5-ESS1  (1) 5-ESS3  (2) 5-PS1  (1) HS-ESS1  (3) HS-ESS2  (19) HS-ESS3  (81) HS-ESS4  (1) HS-ETS1  (12) HS-LS1  (71) HS-LS2  (84) HS-LS3  (27) HS-LS4  (48) HS-PS1  (5) HS-PS2  (2) HS-PS3  (5) HS-PS4  (3) MS-ESS1  (5) MS-ESS2  (14) MS-ESS3  (77) MS-ETS1  (6) MS-LS1  (66) MS-LS2  (73) MS-LS3  (14) MS-LS4  (23) MS-PS1  (3) MS-PS2  (1) MS-PS3  (4) MS-PS4  (3)
• All AP Environmental Science topics 1. The Living World: Ecosystems  (68) 2. The Living World: Biodiversity  (70) 3. Populations  (141) 4. Earth Systems and Resources  (30) 5. Land and Water Use  (67) 6. Energy Resources and Consumption  (18) 7. Atmospheric Pollution  (11) 8. Aquatic and Terrestrial Pollution  (45) 9. Global Change  (97)
• All IB Biology topics 01. Cell biology  (2) 02. Molecular biology  (38) 03. Genetics  (41) 04. Ecology  (28) 05. Evolution and biodiversity  (32) 06. Human physiology  (66) 07. Nucleic acids  (5) 08. Metabolism, cell respiration and photosynthesis  (9) 09. Plant biology  (7) 10. Genetics and evolution  (12) 11. Animal physiology  (55) A. Neurobiology and behaviour  (41) B. Biotechnology and bioinformatics  (59) C. Ecology and conservation  (6) D. Human physiology  (12)
• All Scientific Methods Agricultural yield data  (6) Bacterial culture  (1) Case study  (47) Cell culture  (5) Chromatography  (2) Climate scenarios  (25) Community jury  (1) Controlled blinded study  (2) Correlational study  (1) CRISPR  (1) CT  (1) Data extrapolation  (44) Data reconstruction  (19) Data validation  (35) DNA sequencing  (36) ELISA  (6) Experiment  (133) Expert committee  (1) Field study  (40) Fluorescence imaging  (11) Gene editing  (10) GIS  (3) GPS tracking  (12) High resolution filming  (1) Life cycle assessment  (2) Mark-release-recapture  (2) Mass spectrometry  (11) Meta-analysis  (4) Microscopy  (22) Observation  (46) Onsite study  (1) PCR (Polymerase chain reaction)  (16) Policy analysis  (23) Proxy data  (22) Radiocarbon dating  (2) Remote sensing  (1) Representative sampling  (84) Risk analysis  (9) Scientific modeling  (115) Spectroscopy  (1) Survey research  (28) Systematic review  (20) Tomography scans  (2) Tree core sampling  (4) X-ray scanner  (2)
• All Scientific Figures Bar graph  (101) Box and whisker plot  (7) Data table  (27) Dendrogram  (1) Flow chart  (4) Histogram  (8) Line graph  (26) Map  (103) Microscopy image  (31) Pictograph  (84) Pie chart  (10) Scatter plot  (26) Time series graph  (36) Venn diagram  (4)
• Research Location Africa  (40) Antarctica  (2) Asia  (34) Australia  (15) Europe  (73) North America  (149) Ocean  (38) South America  (18) Space  (5)
• All Scientist Affiliations Aarhus University  (1) Adam Mickiewicz University  (1) Aix-Marseille University  (1) Amherst College  (1) Arizona State University  (4) Baylor University  (1) Boston University  (1) Brown University  (1) California Institute of Technology  (3) California State University  (1) Cardiff University  (2) CDC  (3) Cedars-Sinai Medical Center Los Angeles  (1) Centre for Communicable Diseases Bangladesh  (1) China Agricultural University  (1) Chinese Academy of Sciences  (1) City University of New York  (1) Clemson University  (2) Colorado State University  (4) Columbia University  (1) Complutense University  (1) Cornell University  (7) CSIRO  (1) Duke University  (6) Emory University  (1) ETH Zurich  (2) Five Gyres Institute  (1) Forest Research Institute of Baden-Wuerttemberg  (1) George Washington University  (2) Georgetown University  (2) Georgia Institute of Technology  (1) Harvard University  (10) Hebrew University of Jerusalem  (1) Hokkaido University  (1) IFPRI  (1) Imperial College London  (8) Indian Institute of Technology  (1) INRS  (3) Iowa State University  (3) IRSTEA  (1) ISAC  (1) Johannes Kepler University  (2) Johns Hopkins University  (4) Katholieke Universiteit Leuven  (1) King's College London  (1) Kyoto University  (1) Lancaster University  (2) Lawrence Berkeley National Laboratory  (2) Lehigh University  (1) Leibniz Institute for Zoo and Wildlife Research  (2) Leipzig University  (1) London School of Economics  (1) LSHTM  (5) LSTM  (1) Marine Biological Association UK  (1) Max Planck Institute  (4) McGill University  (3) Merrimack College  (1) Met Office UK  (1) Missouri University of Science and Technology  (1) MIT  (4) Monash University  (1) Murdoch Children's Research Institute  (2) Museo Paleontológico Egidio Feruglio  (1) Myongji University  (1) Nanjing University  (1) NASA  (6) National Autonomous University of Mexico  (1) National Clinical Research Center for Respiratory Diseases  (1) National University of Ireland  (1) Natural Resources Canada  (2) New York University Abu Dhabi  (1) NOAA  (8) North Carolina State University  (1) Northeastern University  (2) Norwegian Institute for Nature Research  (1) Norwegian University of Science and Technology  (1) Oregon State University  (1) Oswaldo Cruz Foundation  (1) PATH  (1) Peking University School of Public Health  (1) Pennsylvania State University  (4) Pepperdine University  (1) Princeton University  (2) Purdue University  (1) Queen Mary University of London  (1) Queensland University of Technology  (1) RMIT University  (1) Royal Netherlands Institute for Sea Research  (1) RPI  (1) RTI International  (1) Rutgers University  (1) San Diego State University  (1) Seattle Pacific University  (1) Stanford University  (8) Stockholm University  (2) Swedish University of Agricultural Sciences  (1) Tampere University  (1) Technical University of Denmark  (1) Texas A&M University  (3) The Francis Crick Institute  (1) Trent University  (1) Tulane University  (2) UC Berkeley  (10) UC Davis  (4) UC Irvine  (1) UC Los Angeles  (6) UC Riverside  (2) UC San Diego  (2) UC Santa Barbara  (1) UC Santa Cruz  (2) UKCEH  (1) United Nations Children’s Fund  (1) Universidad Nacional de Colombia  (1) Universit of Minnessotta  (1) Universität of Osnabrück  (1) University of Alaska  (1) University of Alberta  (1) University of Arizona  (1) University of Arkansas  (2) University of Auckland  (1) University of Bern  (1) University of Birmingham  (2) University of Bologna  (1) University of Bristol  (1) University of British Columbia  (4) University of Cambridge  (3) University of Cape Town  (1) University of Central Florida  (1) University of Chicago  (2) University of Cincinnati  (1) University of Connecticut  (1) University of Copenhagen  (1) University of Dar es Salaam  (1) University of East Anglia  (1) University of Edinburgh  (1) University of Exeter  (1) University of Florida  (5) University of Georgia  (1) University of Groningen  (1) University of Hawaii  (1) University of Helsinki  (2) University of Houston  (2) University of Illinois  (1) University of Konstanz  (1) University of Lausanne  (1) University of Leeds  (1) University of Liverpool  (1) University of London  (2) University of Maine  (1) University of Manitoba  (1) University of Maryland  (1) University of Miami  (1) University of Michigan  (2) University of Minnesota  (2) University of Missouri  (1) University of Montreal  (2) University of Nebraska  (1) University of New England Australia  (2) University of North Carolina  (2) University of Northern Colorado  (1) University of Oklahoma  (1) University of Otago  (1) University of Oviedo  (1) University of Oxford  (3) University of Patras  (1) University of Pennsylvania  (2) University of Pittsburgh  (1) University of Plymouth  (4) University of Potsdam  (1) University of Queensland  (1) University of Reading  (1) University of Rochester  (1) University of Sassari  (1) University of South Carolina  (1) University of South Florida  (1) University of Southern California  (2) University of Southern Denmark  (1) University of Southern Mississippi  (1) University of Strathclyde  (1) University of Texas  (9) University of the Witwatersrand  (2) University of Tokyo  (1) University of Toulouse  (3) University of Tübingen  (1) University of Vienna  (1) University of Virginia  (2) University of Washington  (8) University of Western Australia  (3) University of Wisconsin-Milwaukee  (1) University of York  (1) University of Zurich  (3) Uppsala University  (1) USDA  (1) USDA-ARS  (2) UT Austin  (1) Utah State University  (1) Utrecht University  (1) Virginia Commonwealth University  (1) Virginia Tech  (1) Wageningen University  (2) Washington University  (1) Weill Cornell Medicine  (1) West Virginia University  (1) Wildlife Conservation Society  (1) Woods Hole Oceanographic Institution  (1) World Bank  (1) World Health Organization  (1) Yale University  (5)
• All Additional Languages Afrikaans  (1) Arabic  (5) Bengali  (1) Bulgarian  (37) Burmese  (1) Chinese  (4) Danish  (1) Dutch  (3) French  (17) German  (4) Greek  (1) Italian  (1) Korean  (1) Lao  (1) Mongolian  (1) Portuguese  (2) Russian  (2) Spanish  (49) Swedish  (1)

Articles by Publication Date

Where was the research.

How can we tell whether we are talking to a computer or a person?

+ Audio version of article + Links to activities about AI and machine learning + Blackboard video version of article

How have the life choices of women in India changed over time?

+ Audio version of article + Links to lessons on demographics and empowering girls + Lesson Idea video

How do animals behave during a solar eclipse?

+ Audio version of article + Get involved: Link to citizen science projects about eclipses + Links to activities about solar eclipses

How do dolphin mothers speak with their babies?

+ Audio version of article + Links to lessons on dolphins and echolocation

What do parenting and brain size have to do with each other?

+ Audio version of article + Two reading levels available + Links to lessons on birds and brains

How does fear speech spread on social media?

+ Audio version of article + Links to lessons on identifying hate speech and misinformation + Link to lessons on how kids can navigate social media

How does the way we think affect our choices about vaccines?

+ Audio version of article + Links to lessons about vaccines and cognitive bias

Why are women hunters important?

+ Audio version of article + Links to lessons about gender roles and equity + Blackboard video version of article

Popular Articles

Why do measles survivors get sicker?

What can we learn from carbon on Mars?

What can we learn about dinosaur skin using a laser?

How well can a computer think?

Article collections.

Socially Important Scientific Research in 2024 Election Year

Gross and Disgusting Science Articles Collection

8 Research Articles on Women and Girls

High School Intro Biology Collection

Popular lesson ideas.

Data Graphing Activity for 4th-7th Graders

Articles Translated in Multiple Languages

SJK Recommends: The World’s Best STEM Resources. Free.

Ask-A-Scientist Podcast E2: Dr. Allison Master, social psychologist

Learn more about us, funding support by:.

Disclaimer: Funders play no role in article selection and writing.

Featured by:

Research Basics for Junior and Senior High School Students: Getting Started - Essay Type & Topic

• Getting Started - Essay Type & Topic
• Find & Evaluate Sources
• Write & Edit Your Paper
• Presenting your research

Types of Essays

Narrat ive Essays: Telling a Story  In a  narrative essay , the writer tells a story about a real-life experience. When writing a narrative essay, writers should try to involve the reader by making the story as vivid as possible.

Descriptive Essays: Painting a Picture  A  descriptive essay  paints a picture with words. A writer might describe a person, p lace, object, or even memory of special significance. The descriptive essay strives to communicate a deeper meaning through the description. 

Expository Essays: Just the Facts  The  expository essay  is an informative piece of writing that presents a balanced analysis of a topic. In an expository essay, the writer explains or defines a topic, using facts, statistics, and examples. 

Persuasive Essays: Convince Me  While like an expository essay in its presentation of facts, the goal of the  persuasive essay  is to convince the reader to accept the writer’s point of view or recommendation. The writer must build a case using facts and logic, as well as examples, expert opinion, and sound reasoning. 

Source: Time4Writing.com,  Types of Essays: End the Confusion .   https://www.time4writing.com/writing-resources/types-of-essays/  

Check it out!

The Research Process

Chosing your topic is research

Step One: Choose a topic 

1) Choose a topic of interest as you will be spending a lot of time with it

2) Test your topic against the research: is the topic to broad (overwhelming information) or to narrow (not enough information)

3) Tweek your topic (broaden or narrow as needed)

Before choosing a topic, watch - Picking your topic is research NCSU Libraries 

Slides from 7th-12th Grade Research Skills and Writing Workshop

• Next: Find & Evaluate Sources >>
• Last Updated: Feb 20, 2024 2:23 PM
• URL: https://lpl.libguides.com/researchbasics

• Research Skills

50 Mini-Lessons For Teaching Students Research Skills

Please note, I am no longer blogging and this post hasn’t updated since April 2020.

For a number of years, Seth Godin has been talking about the need to “ connect the dots” rather than “collect the dots” . That is, rather than memorising information, students must be able to learn how to solve new problems, see patterns, and combine multiple perspectives.

Solid research skills underpin this. Having the fluency to find and use information successfully is an essential skill for life and work.

Today’s students have more information at their fingertips than ever before and this means the role of the teacher as a guide is more important than ever.

You might be wondering how you can fit teaching research skills into a busy curriculum? There aren’t enough hours in the day! The good news is, there are so many mini-lessons you can do to build students’ skills over time.

This post outlines 50 ideas for activities that could be done in just a few minutes (or stretched out to a longer lesson if you have the time!).

Learn More About The Research Process

I have a popular post called Teach Students How To Research Online In 5 Steps. It outlines a five-step approach to break down the research process into manageable chunks.

This post shares ideas for mini-lessons that could be carried out in the classroom throughout the year to help build students’ skills in the five areas of: clarify, search, delve, evaluate , and cite . It also includes ideas for learning about staying organised throughout the research process.

Notes about the 50 research activities:

• These ideas can be adapted for different age groups from middle primary/elementary to senior high school.
• Many of these ideas can be repeated throughout the year.
• Depending on the age of your students, you can decide whether the activity will be more teacher or student led. Some activities suggest coming up with a list of words, questions, or phrases. Teachers of younger students could generate these themselves.
• Depending on how much time you have, many of the activities can be either quickly modelled by the teacher, or extended to an hour-long lesson.
• Some of the activities could fit into more than one category.
• Looking for simple articles for younger students for some of the activities? Try DOGO News or Time for Kids . Newsela is also a great resource but you do need to sign up for free account.
• Why not try a few activities in a staff meeting? Everyone can always brush up on their own research skills!

• Choose a topic (e.g. koalas, basketball, Mount Everest) . Write as many questions as you can think of relating to that topic.
• Make a mindmap of a topic you’re currently learning about. This could be either on paper or using an online tool like Bubbl.us .
• Read a short book or article. Make a list of 5 words from the text that you don’t totally understand. Look up the meaning of the words in a dictionary (online or paper).
• Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
• Come up with a list of 5 different questions you could type into Google (e.g. Which country in Asia has the largest population?) Circle the keywords in each question.
• Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like  Thesaurus.com .
• Write pairs of synonyms on post-it notes (this could be done by the teacher or students). Each student in the class has one post-it note and walks around the classroom to find the person with the synonym to their word.

• Explore how to search Google using your voice (i.e. click/tap on the microphone in the Google search box or on your phone/tablet keyboard) . List the pros and cons of using voice and text to search.
• Open two different search engines in your browser such as Google and Bing. Type in a query and compare the results. Do all search engines work exactly the same?
• Have students work in pairs to try out a different search engine (there are 11 listed here ). Report back to the class on the pros and cons.
• Think of something you’re curious about, (e.g. What endangered animals live in the Amazon Rainforest?). Open Google in two tabs. In one search, type in one or two keywords ( e.g. Amazon Rainforest) . In the other search type in multiple relevant keywords (e.g. endangered animals Amazon rainforest).  Compare the results. Discuss the importance of being specific.
• Similar to above, try two different searches where one phrase is in quotation marks and the other is not. For example, Origin of “raining cats and dogs” and Origin of raining cats and dogs . Discuss the difference that using quotation marks makes (It tells Google to search for the precise keywords in order.)
• Try writing a question in Google with a few minor spelling mistakes. What happens? What happens if you add or leave out punctuation ?
• Try the AGoogleADay.com daily search challenges from Google. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.
• Explore how Google uses autocomplete to suggest searches quickly. Try it out by typing in various queries (e.g. How to draw… or What is the tallest…). Discuss how these suggestions come about, how to use them, and whether they’re usually helpful.
• Watch this video  from Code.org to learn more about how search works .
• Take a look at  20 Instant Google Searches your Students Need to Know  by Eric Curts to learn about “ instant searches ”. Try one to try out. Perhaps each student could be assigned one to try and share with the class.
• Experiment with typing some questions into Google that have a clear answer (e.g. “What is a parallelogram?” or “What is the highest mountain in the world?” or “What is the population of Australia?”). Look at the different ways the answers are displayed instantly within the search results — dictionary definitions, image cards, graphs etc.

• Watch the video How Does Google Know Everything About Me?  by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
• Brainstorm a list of popular domains   (e.g. .com, .com.au, or your country’s domain) . Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu) .
• Discuss (or research) ways to open Google search results in a new tab to save your original search results  (i.e. right-click > open link in new tab or press control/command and click the link).
• Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). A re there advertisements within the results? Discuss where these appear and how to spot them.
• Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
• Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
• Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
• Have students annotate their own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.

• Find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
• Choose a graph, map, or chart from The New York Times’ What’s Going On In This Graph series . Have a whole class or small group discussion about the data.
• Look at images stripped of their captions on What’s Going On In This Picture? by The New York Times. Discuss the images in pairs or small groups. What can you tell?
• Explore a website together as a class or in pairs — perhaps a news website. Identify all the advertisements .
• Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
• Give students a copy of my website evaluation flowchart to analyse and then discuss as a class. Read more about the flowchart in this post.
• As a class, look at a prompt from Mike Caulfield’s Four Moves . Either together or in small groups, have students fact check the prompts on the site. This resource explains more about the fact checking process. Note: some of these prompts are not suitable for younger students.
• Practice skim reading — give students one minute to read a short article. Ask them to discuss what stood out to them. Headings? Bold words? Quotes? Then give students ten minutes to read the same article and discuss deep reading.

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

• Watch the video Citation for Beginners for an introduction to citation. Discuss the key points to remember.
• Look up the definition of plagiarism using a variety of sources (dictionary, video, Wikipedia etc.). Create a definition as a class.
• Find an interesting video on YouTube (perhaps a “life hack” video) and write a brief summary in your own words.
• Have students pair up and tell each other about their weekend. Then have the listener try to verbalise or write their friend’s recount in their own words. Discuss how accurate this was.
• Read the class a copy of a well known fairy tale. Have them write a short summary in their own words. Compare the versions that different students come up with.
• Try out MyBib — a handy free online tool without ads that helps you create citations quickly and easily.
• Give primary/elementary students a copy of Kathy Schrock’s Guide to Citation that matches their grade level (the guide covers grades 1 to 6). Choose one form of citation and create some examples as a class (e.g. a website or a book).
• Make a list of things that are okay and not okay to do when researching, e.g. copy text from a website, use any image from Google images, paraphrase in your own words and cite your source, add a short quote and cite the source. 
• Have students read a short article and then come up with a summary that would be considered plagiarism and one that would not be considered plagiarism. These could be shared with the class and the students asked to decide which one shows an example of plagiarism .
• Older students could investigate the difference between paraphrasing and summarising . They could create a Venn diagram that compares the two.
• Write a list of statements on the board that might be true or false ( e.g. The 1956 Olympics were held in Melbourne, Australia. The rhinoceros is the largest land animal in the world. The current marathon world record is 2 hours, 7 minutes). Have students research these statements and decide whether they’re true or false by sharing their citations.

Staying Organised

• Make a list of different ways you can take notes while researching — Google Docs, Google Keep, pen and paper etc. Discuss the pros and cons of each method.
• Learn the keyboard shortcuts to help manage tabs (e.g. open new tab, reopen closed tab, go to next tab etc.). Perhaps students could all try out the shortcuts and share their favourite one with the class.
• Find a collection of resources on a topic and add them to a Wakelet .
• Listen to a short podcast or watch a brief video on a certain topic and sketchnote ideas. Sylvia Duckworth has some great tips about live sketchnoting
• Learn how to use split screen to have one window open with your research, and another open with your notes (e.g. a Google spreadsheet, Google Doc, Microsoft Word or OneNote etc.) .

All teachers know it’s important to teach students to research well. Investing time in this process will also pay off throughout the year and the years to come. Students will be able to focus on analysing and synthesizing information, rather than the mechanics of the research process.

By trying out as many of these mini-lessons as possible throughout the year, you’ll be really helping your students to thrive in all areas of school, work, and life.

Also remember to model your own searches explicitly during class time. Talk out loud as you look things up and ask students for input. Learning together is the way to go!

You Might Also Enjoy Reading:

How To Evaluate Websites: A Guide For Teachers And Students

Five Tips for Teaching Students How to Research and Filter Information

Typing Tips: The How and Why of Teaching Students Keyboarding Skills

8 Ways Teachers And Schools Can Communicate With Parents

10 Replies to “50 Mini-Lessons For Teaching Students Research Skills”

Loving these ideas, thank you

This list is amazing. Thank you so much!

So glad it’s helpful, Alex! 🙂

Hi I am a student who really needed some help on how to reasearch thanks for the help.

So glad it helped! 🙂

seriously seriously grateful for your post. 🙂

So glad it’s helpful! Makes my day 🙂

How do you get the 50 mini lessons. I got the free one but am interested in the full version.

Hi Tracey, The link to the PDF with the 50 mini lessons is in the post. Here it is . Check out this post if you need more advice on teaching students how to research online. Hope that helps! Kathleen

Best wishes to you as you face your health battler. Hoping you’ve come out stronger and healthier from it. Your website is so helpful.

Comments are closed.

• Grades 6-12
• School Leaders

FREE Book Bracket Template. For March and Beyond!

The Big List of Essay Topics for High School (120+ Ideas!)

Ideas to inspire every young writer!

High school students generally do a lot of writing, learning to use language clearly, concisely, and persuasively. When it’s time to choose an essay topic, though, it’s easy to come up blank. If that’s the case, check out this huge round-up of essay topics for high school. You’ll find choices for every subject and writing style.

• Argumentative Essay Topics
• Cause-and-Effect Essay Topics
• Compare-Contrast Essay Topics
• Descriptive Essay Topics
• Expository and Informative Essay Topics
• Humorous Essay Topics

Literary Essay Topics

• Narrative and Personal Essay Topics
• Personal Essay Topics
• Persuasive Essay Topics

Research Essay Topics

Argumentative essay topics for high school.

When writing an argumentative essay, remember to do the research and lay out the facts clearly. Your goal is not necessarily to persuade someone to agree with you, but to encourage your reader to accept your point of view as valid. Here are some possible argumentative topics to try. ( Here are 100 more compelling argumentative essay topics. )

• The most important challenge our country is currently facing is … (e.g., immigration, gun control, economy)
• The government should provide free internet access for every citizen.
• All drugs should be legalized, regulated, and taxed.
• Vaping is less harmful than smoking tobacco.
• The best country in the world is …
• Parents should be punished for their minor children’s crimes.
• Should all students have the ability to attend college for free?
• Should physical education be part of the standard high school curriculum?

WeAreTeachers

• Schools should require recommended vaccines for all students, with very limited exceptions.
• Is it acceptable to use animals for experiments and research?
• Does social media do more harm than good?
• Capital punishment does/does not deter crime.
• What one class should all high schools students be required to take and pass in order to graduate?
• Do we really learn anything from history, or does it just repeat itself over and over?
• Are men and women treated equally?

Cause-and-Effect Essay Topics for High School

A cause-and-effect essay is a type of argumentative essay. Your goal is to show how one specific thing directly influences another specific thing. You’ll likely need to do some research to make your point. Here are some ideas for cause-and-effect essays. ( Get a big list of 100 cause-and-effect essay topics here. )

• Humans are causing accelerated climate change.
• Fast-food restaurants have made human health worse over the decades.
• What caused World War II? (Choose any conflict for this one.)
• Describe the effects social media has on young adults.

• How does playing sports affect people?
• What are the effects of loving to read?
• Being an only/oldest/youngest/middle child makes you …
• What effect does violence in movies or video games have on kids?
• Traveling to new places opens people’s minds to new ideas.
• Racism is caused by …

Compare-Contrast Essay Topics for High School

As the name indicates, in compare-and-contrast essays, writers show the similarities and differences between two things. They combine descriptive writing with analysis, making connections and showing dissimilarities. The following ideas work well for compare-contrast essays. ( Find 80+ compare-contrast essay topics for all ages here. )

• Public and private schools
• Capitalism vs. communism
• Monarchy or democracy
• Dogs vs. cats as pets

• Paper books or e-books
• Two political candidates in a current race
• Going to college vs. starting work full-time
• Working your way through college as you go or taking out student loans
• iPhone or Android
• Instagram vs. Twitter (or choose any other two social media platforms)

Descriptive Essay Topics for High School

Bring on the adjectives! Descriptive writing is all about creating a rich picture for the reader. Take readers on a journey to far-off places, help them understand an experience, or introduce them to a new person. Remember: Show, don’t tell. These topics make excellent descriptive essays.

• Who is the funniest person you know?
• What is your happiest memory?
• Tell about the most inspirational person in your life.
• Write about your favorite place.
• When you were little, what was your favorite thing to do?
• Choose a piece of art or music and explain how it makes you feel.
• What is your earliest memory?

• What’s the best/worst vacation you’ve ever taken?
• Describe your favorite pet.
• What is the most important item in the world to you?
• Give a tour of your bedroom (or another favorite room in your home).
• Describe yourself to someone who has never met you.
• Lay out your perfect day from start to finish.
• Explain what it’s like to move to a new town or start a new school.
• Tell what it would be like to live on the moon.

Expository and Informative Essay Topics for High School

Expository essays set out clear explanations of a particular topic. You might be defining a word or phrase or explaining how something works. Expository or informative essays are based on facts, and while you might explore different points of view, you won’t necessarily say which one is “better” or “right.” Remember: Expository essays educate the reader. Here are some expository and informative essay topics to explore. ( See 70+ expository and informative essay topics here. )

• What makes a good leader?
• Explain why a given school subject (math, history, science, etc.) is important for students to learn.
• What is the “glass ceiling” and how does it affect society?
• Describe how the internet changed the world.
• What does it mean to be a good teacher?

• Explain how we could colonize the moon or another planet.
• Discuss why mental health is just as important as physical health.
• Describe a healthy lifestyle for a teenager.
• Choose an American president and explain how their time in office affected the country.
• What does “financial responsibility” mean?

Humorous Essay Topics for High School

Humorous essays can take on any form, like narrative, persuasive, or expository. You might employ sarcasm or satire, or simply tell a story about a funny person or event. Even though these essay topics are lighthearted, they still take some skill to tackle well. Give these ideas a try.

• What would happen if cats (or any other animal) ruled the world?
• What do newborn babies wish their parents knew?
• Explain the best ways to be annoying on social media.
• Invent a wacky new sport, explain the rules, and describe a game or match.

• Imagine a discussion between two historic figures from very different times, like Cleopatra and Queen Elizabeth I.
• Retell a familiar story in tweets or other social media posts.
• Describe present-day Earth from an alien’s point of view.
• Choose a fictional character and explain why they should be the next president.
• Describe a day when kids are in charge of everything, at school and at home.

Literary essays analyze a piece of writing, like a book or a play. In high school, students usually write literary essays about the works they study in class. These literary essay topic ideas focus on books students often read in high school, but many of them can be tweaked to fit other works as well.

• Discuss the portrayal of women in Shakespeare’s Othello .
• Explore the symbolism used in The Scarlet Letter .
• Explain the importance of dreams in Of Mice and Men .
• Compare and contrast the romantic relationships in Pride and Prejudice .

• Dissect the allegory of Animal Farm and its relation to contemporary events.
• Interpret the author’s take on society and class structure in The Great Gatsby .
• Explore the relationship between Hamlet and Ophelia.
• Discuss whether Shakespeare’s portrayal of young love in Romeo and Juliet is accurate.
• Explain the imagery used in Beowulf .

Narrative and Personal Essay Topics for High School

Think of a narrative essay like telling a story. Use some of the same techniques that you would for a descriptive essay, but be sure you have a beginning, middle, and end. A narrative essay doesn’t necessarily need to be personal, but they often are. Take inspiration from these narrative and personal essay topics.

• Describe a performance or sporting event you took part in.
• Explain the process of cooking and eating your favorite meal.
• Write about meeting your best friend for the first time and how your relationship developed.
• Tell about learning to ride a bike or drive a car.
• Describe a time in your life when you’ve been scared.

• Share the most embarrassing thing that ever happened to you.
• Tell about a time when you overcame a big challenge.
• Tell the story of how you learned an important life lesson.
• Describe a time when you or someone you know experienced prejudice or oppression.
• Explain a family tradition, how it developed, and its importance today.
• What is your favorite holiday? How does your family celebrate it?
• Retell a familiar story from the point of view of a different character.
• Describe a time when you had to make a difficult decision.
• Tell about your proudest moment.

Persuasive Essay Topics for High School

Persuasive essays are similar to argumentative , but they rely less on facts and more on emotion to sway the reader. It’s important to know your audience, so you can anticipate any counterarguments they might make and try to overcome them. Try these topics to persuade someone to come around to your point of view. ( Discover 60 more intriguing persuasive essay topics here. )

• Do you think homework should be required, optional, or not given at all?
• Everyone should be vegetarian or vegan.
• What animal makes the best pet?
• Visit an animal shelter, choose an animal that needs a home, and write an essay persuading someone to adopt that animal.
• Who is the world’s best athlete, present or past?
• Should little kids be allowed to play competitive sports?
• Are professional athletes/musicians/actors overpaid?
• The best music genre is …

• Is democracy the best form of government?
• Is capitalism the best form of economy?
• Students should/should not be able to use their phones during the school day.
• Should schools have dress codes?
• If I could change one school rule, it would be …
• Is year-round school a good idea?

A research essay is a classic high school assignment. These papers require deep research into primary source documents, with lots of supporting facts and evidence that’s properly cited. Research essays can be in any of the styles shown above. Here are some possible topics, across a variety of subjects.

• Which country’s style of government is best for the people who live there?
• Choose a country and analyze its development from founding to present day.
• Describe the causes and effects of a specific war.
• Formulate an ideal economic plan for our country.
• What scientific discovery has had the biggest impact on life today?

• Analyze the way mental health is viewed and treated in this country.
• Explore the ways systemic racism impacts people in all walks of life.
• Defend the importance of teaching music and the arts in public schools.
• Choose one animal from the endangered species list, and propose a realistic plan to protect it.

What are some of your favorite essay topics for high school? Come share your prompts on the WeAreTeachers HELPLINE group on Facebook .

Plus, check out the ultimate guide to student writing contests .

We Are Teachers

You Might Also Like

100 Thought-Provoking Argumentative Writing Prompts for Kids and Teens

Practice making well-reasoned arguments using research and facts. Continue Reading

Copyright © 2023. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

• Help Center
• Privacy Policy
• Terms and Conditions

Research Topics Ideas for High School Students

It can be quite challenging to brainstorm r esearch topics ideas for high school students , especially if it's your first time embarking on a research paper. The initial step of choosing a topic can often feel overwhelming, as there are countless possibilities and areas to explore. But fret not! Our blog is here to make this process easier and more enjoyable for you. We understand the importance of selecting a captivating topic that aligns with your interests and academic track-strand. Whether you're a junior high school student or a senior hight school student inclined towards STEM , ICT , ABM , or HUMSS , we've got you covered. Our curated list of research topics will help spark your imagination and ignite the start of your research paper.

Curated List of Research Topics

Now, let's delve into the exciting part - we will present you with research ideas specifically tailored for each track strand mentioned. It's important to note that you have the flexibility to revise and modify these ideas to best suit your needs and interests. We understand that every student has preferences and expertise, and we encourage you to explore these topics with an open mind. So, let's begin this exploration together and uncover captivating research topics that align perfectly with your chosen track strand.

Research topic ideas suitable for junior high school students

By the way, the first section is tailored for junior high school students who are new to high school research. Here, you will find research topic ideas specifically designed to engage and inspire junior high school students:

• Exploring the benefits and drawbacks of technology use in the classroom.
• Investigating the feasibility of using solar power in powering small electronic devices or charging mobile phones.
• Analyzing the influence of peer pressure on decision-making among teenagers.
• Exploring the benefits of incorporating creative arts (e.g., painting, music, drama) into the curriculum for holistic development.
• Investigating the impact of video games on cognitive abilities and problem-solving skills.
• Exploring the relationship between physical exercise and mental well-being in teenagers.
• Investigating the effectiveness of mindfulness practices in reducing test anxiety among junior high school students.
• Analyzing the effectiveness of anti-bullying programs in schools.
• Investigating the influence of social media on peer relationships and self-esteem.
• Exploring the benefits and challenges of homeschooling compared to traditional schooling.
• Investigating the effects of sleep deprivation on teenagers' academic performance and mood.
• Analyzing the impact of nutrition on students' concentration and energy levels.
• Exploring the factors that contribute to stress among junior high school students.
• Investigating the role of parental involvement in students' academic achievement.

Research Topics Ideas for STEM

The STEM pathway provides abundant possibilities for high school students to delve into the domains of Science, Technology, Engineering, and Mathematics, paving the way for remarkable breakthroughs. You are encouraged to examine these topics or modify them to align with your individual interests and available resources:

• Analyzing the relationship between smartphone usage and sleep patterns in teenagers.
• Analyzing the effectiveness of natural insect repellents compared to commercial ones.
• Exploring the efficiency of different water filtration methods in removing impurities.
• Exploring the potential of solar-powered devices in everyday life.
• Investigating the factors that affect the bounce height of different types of balls.
• Exploring the effectiveness of natural remedies for common ailments like headaches or colds.
• Investigating the effects of different types of soil on plant growth.
• Analyzing the effectiveness of different natural cleaning agents compared to chemical-based cleaners.
• Investigating the factors that affect the strength of paper airplanes.
• Examining the impact of different types of music on heart rate and stress levels.
• Exploring the efficiency of different insulation materials in preventing heat loss.
• Investigating the effect of different types of liquids on the erosion of tooth enamel.
• Analyzing the relationship between smartphone use and posture-related issues in teenagers.
• Exploring the potential of natural dyes in fabric coloration compared to synthetic dyes.
• The effects of different variables on plant growth rates.
• Investigating the efficiency of renewable energy sources in powering a small community.
• Exploring the impact of pollution on local water sources and developing innovative filtration systems.
• Analyzing the relationship between exercise and cognitive function in adolescents.
• Investigating the effectiveness of different natural preservatives in food storage.
• Examining the role of bacteria in biodegradation and its potential applications in waste management.
• Exploring the use of drones in environmental monitoring and conservation efforts.
• Investigating the effects of different fertilizers on crop yield and soil health.
• Analyzing the efficiency of different insulation materials in reducing heat transfer.
• Exploring the potential of 3D printing in healthcare and prosthetics development.

Research Topics Ideas for ABM

The ABM (Accountancy, Business, and Management) track/strand offers a strong base for high school students who have aspirations to enter professions within these domains. In this section, we will introduce a selection of research subjects designed specifically for ABM students. These topics will allow you to investigate different facets of accounting, entrepreneurship, marketing, economics, and related areas:

• Investigating the factors influencing consumer decision-making in purchasing luxury goods.
• Analyzing the impact of employee motivation strategies on organizational performance.
• Exploring the role of branding in consumer loyalty and brand switching behavior.
• Investigating the effects of advertising on consumer perception and purchase intention.
• Analyzing the impact of globalization on local businesses and industries.
• Exploring the relationship between corporate governance and financial performance.
• Investigating the factors affecting the success of online businesses in the local market.
• Analyzing the impact of taxation policies on business profitability and investment decisions.
• Exploring the role of ethics in business decision-making and corporate social responsibility.
• Investigating the factors influencing customer satisfaction and loyalty in the hospitality industry.
• Analyzing the impact of social media marketing on consumer behavior and brand perception.
• Investigating the factors influencing employee satisfaction and its effect on productivity.
• Exploring the challenges and opportunities for small and medium-sized enterprises (SMEs) in the local market.
• Analyzing the relationship between corporate social responsibility (CSR) initiatives and consumer loyalty.
• Investigating the effects of different pricing strategies on consumer buying behavior.
• Exploring the factors affecting customer satisfaction in the service industry.
• Analyzing the impact of e-commerce on traditional brick-and-mortar businesses.
• Investigating the role of financial literacy in personal financial management among young adults.
• Exploring the economic impact of tourism on local communities.
• Analyzing the factors influencing the success of entrepreneurial ventures among young entrepreneurs.

Research Topics Ideas for GAS

Do you find yourself captivated by the intricate workings of human society, the intricacies of the economy, and the significance of being prepared for disasters? If so, the GAS (General Academic Strand) track/strand provides a diverse array of subjects encompassing humanities, social sciences, applied economics, organization and management, as well as disaster preparedness. In this section, we will provide a collection of research topics specifically designed for GAS students, allowing you to delve into a range of areas within these fields:

• Analyzing the role of non-governmental organizations (NGOs) in promoting social change and community development.
• Investigating the economic implications of natural resource extraction in local communities.
• Exploring the impact of social media activism on shaping public opinion and social movements.
• Investigating the impact of social media on interpersonal relationships and communication patterns.
• Analyzing the factors contributing to income inequality and its socio-economic implications.
• Exploring the influence of culture on consumer behavior and marketing strategies.
• Investigating the effectiveness of community-based disaster preparedness programs in enhancing resilience.
• Analyzing the relationship between economic development and environmental sustainability.
• Exploring the challenges and opportunities of sustainable tourism in local communities.
• Investigating the role of leadership styles in organizational performance and employee satisfaction.
• Analyzing the impact of urbanization on the quality of life in cities.
• Exploring the social and economic consequences of natural disasters on affected communities.
• Investigating the factors influencing consumer attitudes towards sustainable products and practices.
• Analyzing the portrayal of gender roles in popular media and its impact on society.
• Investigating the relationship between government policies and economic growth in the Philippines.
• Exploring the cultural significance of traditional festivals and their role in promoting local tourism.
• Analyzing the effectiveness of disaster risk reduction strategies in vulnerable communities.
• Investigating the impact of globalization on local industries and traditional livelihoods.
• Exploring the role of social entrepreneurship in addressing societal challenges.
• Analyzing the effects of urbanization on public health and access to healthcare services.
• Investigating the factors influencing consumer buying behavior in the digital age.
• Exploring the ethical implications of emerging technologies such as artificial intelligence or genetic engineering.
• Investigating the impact of climate change on agricultural practices and food security.

Research Topics Ideas for HUMSS

The HUMSS (Humanities and Social Sciences) track/strand presents an extensive selection of subjects that explore the realms of literature, history, psychology, sociology, anthropology, and other related disciplines. Within this section, we will provide a diverse array of research topics specifically curated for HUMSS students. These topics will enable you to delve into various aspects within these fields and engage in meaningful scholarly inquiries:

• Analyzing the themes and symbolism in a specific literary work or author's body of work.
• Exploring the socio-cultural impact of music on identity formation and cultural expression.
• Investigating the role of social media in shaping public opinion and political discourse.
• Analyzing the portrayal of gender and sexuality in contemporary films or television shows.
• Exploring the psychological factors influencing consumer behavior and decision-making.
• Investigating the historical significance and impact of a specific event or period in local or global history.
• Analyzing the social implications of technological advancements on human interaction and relationships.
• Exploring the relationship between personality traits and academic achievement among high school students.
• Analyzing the impact of parental involvement on children's mental health and academic performance.
• Investigating the factors influencing decision-making and risk-taking behavior in adolescence.
• Exploring the effects of music therapy on reducing stress and anxiety among high school students.
• Analyzing the relationship between social support and mental well-being among teenagers.
• Investigating the effects of mindfulness practices on attention and concentration in high school students.
• Exploring the influence of peer pressure on substance abuse and risky behaviors in adolescents.
• Analyzing the impact of bullying on psychological well-being and academic achievement among high school students.
• Exploring the cultural practices and traditions of a specific ethnic group or indigenous community.
• Investigating the factors influencing public attitudes towards climate change and environmental conservation.
• Analyzing the impact of globalization on cultural diversity and traditional art forms.

Research Topics Ideas for ICT

Are you passionate about technology, computers, and information systems? The ICT (Information and Communications Technology) track/strand offers a wide range of subjects that equip students with the necessary skills for the digital age. In this section, we will present a variety of research topics tailored for ICT students:

• Analyzing the impact of cyber threats and computer viruses on individuals and organizations.
• Investigating the impact of e-learning platforms on student engagement and academic performance.
• Exploring the role of data analytics in making informed business decisions.
• Exploring the effectiveness of cybersecurity measures in protecting sensitive information.
• Exploring the role of artificial intelligence in detecting and combating computer viruses.
• Analyzing the effectiveness of different antivirus software programs in protecting against cyber threats.
• Investigating the factors influencing user behavior and decision-making in online security practices.
• Exploring the evolution and impact of computer viruses throughout history.
• Analyzing the vulnerabilities and security risks associated with Internet of Things (IoT) devices.
• Investigating the effects of social engineering techniques in cyberattacks and data breaches.
• Exploring the advancements in biometric authentication systems for enhanced security.
• Investigating the impact of cloud computing on data storage, accessibility, and security.
• Analyzing the role of ethical hacking and penetration testing in identifying system vulnerabilities.
• Investigating the ethical implications of artificial intelligence and machine learning algorithms.
• Analyzing the role of social media in shaping public opinion and spreading misinformation.
• Exploring the impact of emerging technologies, such as blockchain or Internet of Things (IoT), on various industries.
• Investigating the development and application of virtual reality (VR) and augmented reality (AR) in different fields.
• Analyzing the impact of mobile applications on everyday life and user behavior.
• Exploring the challenges and opportunities of cloud computing in data storage and accessibility.
• Investigating the development of user-friendly interfaces for improving user experience (UX) in software applications.
• Analyzing the impact of data privacy regulations and policies on digital platforms and users' rights.

Additionally, here are some easy program development project ideas tailored for high school students in the ICT track/strand:

• Designing and developing a simple calculator program with basic arithmetic operations.
• Creating a password manager application to securely store and manage user passwords.
• Developing a quiz game program to test and enhance knowledge in a specific subject.
• Designing a student attendance management system with features for recording and tracking attendance.
• Creating a budget tracker program to help users manage their personal finances.
• Developing a weather forecast application that displays current weather information based on user input.
• Designing a basic inventory management system for small businesses to track stock levels.
• Creating a task management program to help users organize and prioritize their daily tasks.
• Developing a text-based adventure game where players navigate through a story by making choices.
• Designing a simple drawing program that allows users to create and save digital drawings.

Brainstorming...

Now that you have explored the list of research topic ideas tailored for high school students, it's time to unleash your creativity and take the next step. Brainstorm, modify, and personalize the topics to suit your interests and goals. Remember, the key to a successful research project is choosing a topic that captivates your curiosity and allows you to delve deeper into the subject matter. So go ahead, brainstorm, change, and craft a captivating title that reflects your unique perspective and aspirations. Embrace the excitement of high school research and start gathering your teammates (if they are uncooperative, check these tips and tricks ). Good luck, researchers!

This is the official account of athread.com! Here, you'll find all the latest updates, announcements, and insights directly from our team.

Our dedicated team also delves into various topics through our engaging blog posts. From educational tips to writing and expert advice, we cover it all. Explore our blog section for informative and thought-provoking articles that cater to your interests.

Share this:

Related posts:, leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

30 Research Opportunities + Internships for High Schoolers in 2024

What’s covered:.

• Research Opportunities and Internships for High School Students
• How to Find Research Opportunities in High School
• How Will Doing Research Impact Your College Chances?

Research drives innovation across every field of study, from natural sciences to health to history. Pursuing curiosity can impact industries, drive policy, and help us to better understand the world around us. Without curiosity and research, our society would surely stagnate. 

Contrary to popular belief, however, you don’t have to be a seasoned professional to conduct meaningful research. There are plenty of opportunities for high school students to get a head start on their future careers and contribute to substantial change. Keep reading to learn about 30 great opportunities for students looking for early chances to conduct research! 

Research Opportunities and Internships for High School Students 

1. memorial sloan kettering human oncology and pathogenesis program.

Application Deadline: February 9

Location: New York, NY

Duration: Eight weeks (June 27 – August 22)

Memorial Sloan Kettering (MSK) is one of the most well-known cancer centers in the world. The Human Oncology and Pathogenesis Program (HOPP) at MSK hosts a Summer Student Program for students to conduct independent research projects while participating in extracurricular activities, training, and other opportunities.  

During the eight-week program, participants work with a mentor who will act as a supervisor to help them develop their research skills. Additionally, students have the opportunity to complete an independent research project that aligns with their mentor’s work. All participants will present their projects at a poster session at the end of the summer.

To participate, you must have completed at least 9th grade by June 2024, be at least 14 years old by June 27, have a 3.5 GPA in science subjects, and submit two letters of recommendation. This is a paid opportunity—participants will receive a stipend. 

2. Rockefeller University Summer Science Research Program  

Application Deadline: January 5 

Duration: Seven weeks (June 24 – August 8) 

The Rockefeller University Summer Science Research Program allows high school students to conduct real, innovative research over seven weeks through the renowned Rockefeller University, under the guidance of leading scientists. 

SSRP scholars will be able to design and conduct their own research project as part of a themed research track, which is modeled after a Rockefeller research topic and/or technique, with the help of scientist mentors from the Rockefeller community. Most of the research will be conducted in the RockEDU Laboratory—a 3,000-square-foot research space specifically dedicated to developing biomedical research skills.

Students must be at least 16 years old by the start of the program to participate.  

3. Research Science Institute (RSI)

Application Deadline: December 13 

Location: Cambridge, MA

Duration: Five weeks (June 23 – August 3) 

The prestigious RSI, which takes place at Massachusetts Institute of Technology (MIT) annually, brings together 100 of the world’s top high school students. The free program blends on-campus coursework with off-campus science and technology research. 

Participants complete individual research projects while receiving mentorship from experienced scientists and researchers, and present their findings through oral and written reports in a conference-style setting at the end of the program. 

4. NYU Tandon – Applied Research Innovations in Science and Engineering (ARISE)

Application Deadline: March 6

Duration: 10  weeks (June 3 – August 9)

Open to New York City high school students who will complete 10th or 11th grade in June 2024, the ARISE program provides access to college-level workshops and lab research across fields like bio, molecular, and chemical engineering, robotics, computer science, and AI.

Over the course of 10 weeks—four virtual and six in person—participants will receive guidance from graduate or postdoctoral students at the NYU Tandon School of Engineering. 

5. Simons Summer Research Program

Application Deadline: February 7

Location: Stony Brook, NY

Duration: Five weeks (July 1 – August 9) 

During Stony Brook ’s Simons Summer Research Program, high school students conduct hands-on research in areas like science, math, and engineering while working with faculty mentors. Simons Fellows have the opportunity to join real research teams and learn about laboratory equipment and techniques. They also attend weekly faculty research talks and participate in special workshops, tours, and events. 

At the closing poster symposium, students will receive a stipend for their participation. To apply, you must be at least 16 years old by the start of the program and currently be in your junior year. 

6. SPARK Summer Mentorship Program

Application Deadline: N/A

Location: Greater Seattle area

Duration: 8-10 weeks 

SPARK is a summer mentorship program that pairs high-achieving and highly motivated high schoolers with industry experts, university professors, and mentors to conduct research on customers and financial markets. The program is only open to U.S. citizens and permanent residents.  

7. MDI Biological Laboratory – Biomedical Bootcamp 2024

Application Deadline: March 18 

Location: Bar Harbor, ME

Duration: One week (July 15 – 19) 

In this bootcamp, students will receive a hands-on introduction to biomedical research at MDI Biological Laboratory. Participants will learn essential scientific skills such as experimental design and hypothesis testing, cutting-edge laboratory techniques, data analysis, bioinformatics, and scientific communication. 

During the program, scientists and bioentrepreneurs at the lab will help participants explore scientific ethics at large, as well as career paths in biomedicine, research, and entrepreneurship in Maine and beyond.

Participants must be at least 16 years old by the start of the program and must be entering their junior or senior year in September 2024, or graduating in June 2024. 

8. Boston University – Research in Science & Engineering (RISE) Internship  

Application Deadline: February 14  

Location: Boston, MA

Duration: Six weeks (June 30 – August 9)  

RISE is a six-week program for rising seniors with an interest in pursuing a major and/or career in STEM. There are a multitude of tracks available, in areas such as astronomy, biology, chemistry, computer science, environmental science, and neuroscience. In each track, students conduct research under the mentorship of Boston University faculty, postdoctoral fellows, or graduate students. They will also attend weekly workshops with their peers. 

9. The Wistar Institute – High School Program in Biomedical Research

Application Deadline: March 31 

Location: Philadelphia, PA

Duration: Four weeks (July 15 – August 8) 

A leading biomedical research organization, The Wistar Institute is an ideal setting for students to learn research skills. Participants will complete their own research project while being trained in a principal investigator’s laboratory. They’ll also attend seminars, receive mentorship, and deliver a final presentation about their work.

Students are expected to participate Monday through Thursday from 9:00 am to 4:00 pm. Absences of more than two consecutive days cannot be accommodated. Students will receive a stipend of $1,000 upon completion of the program, to compensate for commuting costs or other personal expenses accrued during the program. 

10. California Academy of Sciences – Careers in Science (CiS) Intern Program

Application Deadline: April 1, 2024

Location: San Francisco, CA

Duration: Multi-year, year-round participation (after school and on weekends)

This long term program gives San Francisco students from communities that are underrepresented in STEM the opportunity to learn about the world of science and sustainability. Students receive mentorship, develop career skills, and more—all while getting paid for their work. Students also attend workshops and conferences throughout the course of the program. 

11. NASA OSTEM Internship

Application Deadline: February 2

Location: Varies

Duration: Varies

NASA offers a variety of internships for high school students across its numerous campuses. Interns gain real-world work experience by working side by side with research scientists and engineers, which will strengthen their resume and help prepare them for their eventual careers. All participants must be at least 16 years old and enrolled in high school full time.

12. New-York Historical Society Student Historian Internship Program

Application Deadline: April 7

Duration: July 9 – August 15

Not all research is conducted in STEM subjects! Developed for students interested in history, the New-York Historical Society’s Student Historian Program gives participants the opportunity to conduct research on a history topic—2024’s theme is Our Composite Nation: Frederick Douglass’ America . During the program, participants will work with historian mentors, visit history archives around New York City, lead gallery tours, and develop their historical thinking, communication, and digital media skills.

Applicants must be entering grades 10, 11, or 12, and live in the New York City metro area. This opportunity is unpaid for most participants, but some interns with demonstrated financial need can potentially receive a stipend.

13. Adler Planetarium Summer High School Internship  

Application Deadline: March 1

Location: Chicago, IL

Duration: Six weeks (July 8 – August 14)

During this summer internship program, students will learn about the Adler Planetarium and the career opportunities within it and planetariums and museums in general, in areas ranging from Visitor Experience and Learning to Research. Students will also get the chance to see how research gets translated into a museum experience. 

14. Zuckerman Institute Brain Research Apprenticeships in New York at Columbia University (BRAINYAC)

Application Deadline: TBA for 2025 program

Duration: Eight weeks  

BRAINYAC participants receive the rare opportunity to work on research in a lab at Columbia University , one of the most prestigious institutions in the world, as high school students, which results in a stronger, more comprehensive understanding of how scientific discovery happens. They connect with real scientists, acquire essential research and laboratory skills, and learn about advances in neuroscience research. 

In order to apply, you must be in 10th or 11th grade and must be nominated by one of the program’s partners—S-PREP, Lang Youth Medical, Double Discovery Center, Columbia Secondary School, or BioBus.  

15. Brookfield Zoo King Conservation Science Scholars Program

Application Deadline: Rolling admission 

Location: Brookfield, IL

Duration: N/A

Interactive workshops, fun activities, research, and community-based projects are at the core of this exciting internship. It’s an excellent opportunity for students who love animals and also want to gain research skills in the domains of zoology, environmental science, and conservation. 

As a King Scholar, you’ll learn about different topics through Foundation Courses, such as Diversity Awareness and Introduction to Conservation, all while networking with others and preparing for college and an eventual career in a related field. After one year of participation, you’ll be invited to apply for scholarships and paid positions at the zoo. 

16. The Science Research Mentoring Program (SRMP) at the American Museum of Natural History  

Application Deadline: March 8

Duration: One year (August to June) 

The American Museum of Natural History is one of the most iconic and fascinating places in New York City. Its Science Research Mentoring Program is an amazing opportunity for NYC high school students to conduct a yearlong research project with Museum scientists. 

Students in SRMP get paid to learn how scientific research is conducted. Depending on their topic of study, students can learn a variety of different research skills, like working with DNA in the lab, analyzing data from space-based telescopes, reading scientific articles, and learning to code and analyze data in Python, R, and other programming languages. 

17. Anson L. Clark Scholars Program

Application Deadline:   February 15

Location: Lubbock, TX

Duration: Seven weeks (June 16 – August 1) 

Through the Anson L. Clark Scholar Program, an intensive seven-week summer research program for twelve highly qualified high school juniors and seniors, students will gain hands-on experience with practical research alongside experienced and knowledgeable faculty at Texas Tech University .

Students can choose to participate in research in one field from a broad variety of options, including cell and molecular biology, chemistry, computer science, economics, engineering, history, and more! 

To apply, students must complete an online application that includes short essays, high school transcripts, test scores (at least a PSAT if no others are available), three recommendations (at least two from teachers), and a list of the student’s top five activities.

18. UChicago Data Science Institute Summer Lab Program  

Application Deadline: January 16 

Duration: Eight weeks (June 10 – August 2)

The Data Science Institute Summer Lab Program is an immersive eight-week paid summer research program at the University of Chicago . During the program, high school and undergraduate students are paired with a data science mentor, whose expertise could be in computer science, data science, social science, climate and energy policy, public policy, materials science, biomedical research, or another related field.

Participants will hone their research methodology, research practice, and teamwork skills. No prior research experience is required to apply. All participants will receive access to applied data science research, which they will use to craft a research project. The project findings will be presented in a video that will be shown at an end-of-summer symposium.

19. UT Austin College of Natural Sciences High School Research Academy

Application Deadline: March 24

Location: Austin, TX

Duration: Five weeks (June 10 – July 17) 

Through UT Austin ’s HSRA, high school students participate in interdisciplinary research projects being conducted by active College of Natural Sciences laboratories in fields such as biochemistry, biology, environmental science, genetics, neuroscience, genome engineering, data analytics, ecology, and more. 

There is a scholarship fund for underserved groups, so some stipends and free tuition scholarships may be available to students with demonstrated financial need. 

20. Max Planck Florida Institute for Neuroscience – Summer Research Internship

Location: Jupiter, FL

Duration: Six weeks (June 17 – July 26) 

The MPFI Summer Research Internship offers rising juniors and seniors an immersive laboratory experience where they can learn from seasoned researchers. The program is designed specifically for students with an interest in brain structure, function and development, and the advanced imaging techniques and technologies used in neuroscience. 

Program participants will participate in research projects alongside MPFI scientists, prepare a written scientific abstract based on their research project, and deliver a short presentation at the end of the summer. Research tracks include neuroscience, scientific computer programming, and mechanical engineering as it relates to neuroscience.

Applicants must be entering their junior or senior years in a Palm Beach or Martin County high school, be residents of one of those two counties, and be at least 16 by the beginning of the internship. Interns will be paid at a rate of $12.50 per hour.

21. Lincoln Park Zoo Malott Family Zoo Intern Program

Application Deadline: March 11 

Duration: Seven weeks (June 24 – August 9) 

During this paid seven-week program, high school students learn how to educate others about animal and conservation sciences while crafting digital messages to engage audiences. The program culminates in a final project. Throughout the internship, students meet with researchers and the Animal Care staff to explore careers in the animal science and conservation fields. 

Applicants must be Chicago residents between the ages of 15-18, and must be entering grades 10-12 or their freshman year of college by the start of the internship.

22. The Scripps Research High School Internship Program  

Application Deadline: April 19

Location: La Jolla, CA

Duration: Seven weeks  

The Scripps Research Institute’s La Jolla, California headquarters is proud to offer a seven-week hands-on research experience for San Diego County high schoolers. The program is specially designed to expose students to careers in the biological and chemical sciences, to provide hands-on laboratory experience, and to motivate and prepare students for continuing education in STEM. 

Because Scripps is committed to increasing the number of students from underrepresented communities in STEM college programs, a special emphasis is placed on identifying and recruiting students who are from groups that are historically underrepresented in the sciences. All students will receive a $4,760 stipend.

23. QuarkNet Summer Research Program  

Application Deadline: January 31

Location: DuPage County, IL

Duration: Seven weeks (June 17 – August 2) 

High school sophomores, juniors, and seniors with a strong interest in STEM have a unique opportunity to work with scientists on research projects during this paid seven-week program at the prestigious Fermilab, located just outside of Chicago near Batavia, IL.

Interns are encouraged to indicate areas in which they have a particular interest, although research projects vary yearly based on the work ongoing at the lab. Broadly speaking, Fermilab’s focus is on particle physics.

Required application materials include a questionnaire, a letter of recommendation, and an essay. To apply, students must have U.S. citizenship or permanent resident status and must provide evidence of identity and eligibility to work in the United States. Participants will be paid at a rate of $17.20 per hour.

24. RISE Environmentor Internship

Location: Far Rockaway, NY

Duration: Six weeks (July 1 – August 15)

The Environmentor Internship offers a great opportunity for 9th through 11th graders who live or attend school near the Rockaway Peninsula to gain firsthand research experience. Participants are mentored by scientists from local universities and research institutions as they work on projects focused on the Rockaway shoreline. Past research topics have included sea turtle strandings, octopus behavior, mussel denitrification, and dolphin fin morphology.

Students will also take part in water safety courses, receive CPR training, and explore on-water activities like kayaking and surfing. Students receive up to a $1,200 stipend, as well as community service hours for their participation in the program.

25. Stanford Institutes of Medicine Summer Research Program (SIMR)

Application Deadline: February 24

Location: Stanford, CA

Duration: Eight weeks (June 10 – August 1)

Students in this summer program are given the chance to perform research on a medically oriented project and work side by side with Stanford University students, researchers, and faculty. Students can choose from eight areas of research, including topics like immunology, cancer biology, and bioinformatics, which are all designed to increase their interest in the biological sciences and provide a deeper understanding of how scientific research is conducted.

The program is open to current high school juniors and seniors. Students will receive a minimum $500 stipend for their participation in the program.

26. Secondary Student Training Program

Application Deadline: February 16

Location: Iowa City, IA

Duration: June 19 – July 26

High schoolers in grades 10 and 11 can take part in an immersive research experience, which will allow them to explore their interests, enhance their academic skills, and build relationships with their peers during this research-focused summer program.

Participants can choose from a multitude of research areas, ranging from biology to industrial and systems engineering to religious studies. The program culminates with students creating and presenting a poster of their findings. All participants will live on the University of Iowa ‘s campus for the duration of the program, and have access to all of the university’s libraries, study areas, and computer facilities.

Although this program is quite expensive, with a fee of $7,500, financial aid is available to cover up to 95% of the cost.

27. Young Scholars Summer STEMM Research Program

Location: Urbana, IL

Duration: Six weeks (June 20 – August 2)

This program, offered by the prestigious Grainger College of Engineering at University of Illinois at Urbana-Champaign (UIUC) , allows students to gain hands-on research experience in fields such as cancer immunology, AI, physics, quantum mechanics, and electrical engineering. They will also build valuable general life skills by participating in seminars on topics ranging from the college admission process to how to communicate scientifically.

The program is open to rising 10th through 12th graders from Illinois, Indiana, Kentucky, Michigan, Missouri, Iowa, and Wisconsin.

28. Summer Science Program (SSP)

Duration: Varies depending on location and field of focus

Students in the SSP get the chance to work in small teams on a real research project and gain firsthand experience taking and analyzing data. Research opportunities are offered in three fields—astrophysics, biochemistry, and genomics—and are held at a variety of institutions, including University of North Carolina at Chapel Hill , Georgetown University , Purdue University , and New Mexico State University .

The program is open to high school juniors, although a small number of exceptional sophomores have attended the program. You must be between 15-19 to participate, and have completed prerequisite coursework, which varies by field. Financial aid is available for this program.

29. The Jackson Laboratory Summer Student Program

Application Deadline: January 29

Location: Bar Harbor, ME, and Farmington, CT

Duration: 10 weeks (June 1 – August 10)

Students immerse themselves in genetics and genomics research while learning about laboratory discovery and scientific communication, as well as building professional skills. Over the course of the 10-week program, students work with a mentor to develop a research project, implement their plan, analyze their data, and report their results.

This prestigious program is competitive. Just 40 students are selected to participate annually. Participants receive a $6,500 stipend and have their room, board, and travel expenses covered.

30. Fred Hutch Summer High School Internship Program

Application Deadline: March 31

Location: Seattle, WA

Duration: Eight weeks (June 24 – August 16) 

This full-time, paid internship opportunity offers students a chance to immerse themselves in activities at the Fred Hutch Cancer Center, one of the top cancer research centers in the world. The program begins with two weeks of laboratory training and is followed by six weeks of mentored activities, research seminars, workshops focused on college and careers, and social activities.

The program is open to high schoolers entering their senior year with a strong interest in science and high academic achievement, and is specifically aimed at students from backgrounds underrepresented in biomedical science. Interns receive a stipend upon successful completion of the program.

How to Find Research Opportunities in High School 

Define your area of interest .

Before you start looking for opportunities, narrow your area of interest a bit, whether it’s cancer, engineering, computer science, neuroscience, or something else entirely. Also bear in mind that while there may be more STEM opportunities available for high school students, research isn’t limited to these fields—research is also a key component of the social sciences, humanities, and other non-STEM fields. 

While you should be somewhat specific about what you’re hoping to research, don’t narrow your scope so much that it’s impossible to find a valuable opportunity, especially since opportunities for high schoolers in general are more limited than they are for students who have completed at least some college.

Talk to People in Your Immediate Circle 

Teachers, neighbors, your family, parents of friends, friends of your parents—any of these people could know about a research opportunity for you, or at least know someone else who does. Throughout your life, you will find that networking is often the key to finding career opportunities. 

Leveraging your network can help you uncover unique opportunities crowdsourced by the people who know you best—the best opportunities aren’t always hosted by large universities or programs. 

Reach Out to Local Institutions and Laboratories 

In addition to networking with your immediate circle, reach out to local facilities, such as labs, hospitals, clinics, and universities that conduct research. Even if opportunities aren’t publicized, these institutions and laboratories may be willing to make room for you. Remember: when pitching your idea, don’t make it too niche—this will make it more difficult to find a fit and market your skills to labs. 

Cast a Wide Net 

Research opportunities are hard to secure, especially when you’re a young student, so you need to be persistent. You may need to write a hundred emails, but if you put in the effort and cast a wide net, you’ll vastly improve your chances of landing a great opportunity. 

Try not to be too picky, either. Of course, you shouldn’t just accept any offer , especially if it doesn’t appeal to you. But even if the opportunity doesn’t align perfectly with your skills and interests, it can still be a great chance to gain experience and make you a better candidate for future experiences.

How Will Doing Research Impact Your College Chances? 

How much participating in research enhances your college admissions profile depends on many factors, including the scope of the project, the prestige of the program or institution, your individual role and performance, the institution’s connections to or sponsorships by certain colleges, and even how much weight a college places on extracurricular activities in general. 

Generally speaking, there are four tiers of extracurricular activities that colleges think about when reviewing applicants’ activities. Selective, competitive, and prestigious activities are often found in the top tiers, Tier 1 and Tier 2. Tier 1 includes things such as being a highly recruited basketball player or an award-winning national science fair competitor. 

Tier 2 is similar, but is usually reserved for activities that are less exceptional than those in Tier 1. Tiers 3 and 4 are reserved for more common extracurricular achievements, such as holding school leadership positions or being a member of a debate team.

Research usually falls into Tier 2, and some particularly prestigious opportunities could even be Tier 1. That’s because it’s somewhat unusual for high school students to conduct research in professional and collegiate settings, so it’s more likely to impress colleges than other kinds of extracurricular activities.

Do you want to find out the impact research and other extracurricular activities might have on your chances of admission to top colleges and universities? Try using CollegeVine’s free chancing calculator ! 

Our tool evaluates your admissions profile, by accounting for factors like your grades,standardized test scores, and extracurriculars (including research!) to show you how you stack up against other applicants and how likely you are to get into hundreds of different colleges and universities. You’ll also receive tips on how to improve your profile and your odds—all for free.

Related CollegeVine Blog Posts

• Open access
• Published: 26 March 2024

Development of indicators and moral intelligence scales for junior high school students: mixed-method research

• Ujsara Prasertsin 1 , 2 ,
• Kamontip Srihaset 3 &
• Pattama Roopsuwankun 1  

BMC Psychology volume  12 , Article number:  174 ( 2024 ) Cite this article

63 Accesses

Metrics details

The purposes of this research were (1) to study the indicators of moral intelligence for junior high school students, (2) to develop moral intelligence scales for junior high school students, and (3) to assess the needs of moral intelligence for junior high school students. By the mixed-method research, the sample group used in the research was 11 key informants for in-depth interviews, 100 students in mixed classes of 20 schools, 1,997 students in total. The results show the following:

1. The moral intelligence indicators for junior high school students consisted of 6 indicators: Equality, Empathy, Morality, Tolerance, Self-control, and Kindness.

2. To create moral intelligence scales for junior high school students, the Cronbach’s alpha coefficients for each section were.939,0.920 and.841, respectively. With corroborative component analysis classified by the overall composition, it was found that the mean was at a high level (M = 3.955), with a low distribution with a standard deviation (SD) of 0.576 and a distribution coefficient (C.V.) of 14.566.

3. For needs assessment of moral intelligence for junior high school students, it was found that the third component of morality had the most needs (PNI modified =0.095), followed by the 5th component of self-control (PNI modified =0.081), the second component of empathy (PNI modified =0.075), the 4th component of tolerance (PNI modified =0.073), the 6th component of kindness (PNI modified =0.055) and the first component of equality (PNI modified =0.053).

Peer Review reports

Introduction

Enhancing ethical intelligence is an important factor for human beings to learn from experience to think critically about solving problems in different situations. This can be applied in a normal life because ethical intelligence is one of the factors that help encourage learners. It is a part of holistic education in helping develop a person’s abilities, consciousness, conscience, discrimination, good and bad, and social existence. It also builds relationships and ethical intelligence behaviors in educational institutions and develops the potential of a person after graduation to pursue a career (Rodney, [ 1 ]; Malikeh, et al., [ 2 ]). “Moral Quotient” (MQ) or “Intelligence in Ethics” or “Ethical Intelligence,” a Thai word, (Suphanphet, [ 3 ]) and “intelligence in doing good deeds or moral intelligence” (Kusiriwichian, [ 4 ]) all refer to the same meaning. Both can be interpreted as ethical intelligence depending on the context of the research and the researcher. However, most foreign researchers use the term “moral intelligence,” MI. According to the study of principles, concepts and theories of ethical intelligence, it refers to the level of moral ethics of a person who can understand self-control as an intellectual center by setting rules to think and act in the right way with honesty, compassion, forgiveness, and self-responsibility toward society and humanity (Lennick & Kiel, [ 5 ]; Nixon, [ 6 ]). As a result of one’s own actions, everything having been done follows the law of cause and effect (the law of cause and effect), consistent with the research of (Teo & Lachlan, [ 7 ]). For a person’s good level of ethical intelligence, it must be done in early childhood nurture because this will enable a person to develop and instill love. This is an important key to developing ethical foundations for making decisions to behave according to righteousness with good intentions in every situation (Borba, [ 8 ]; Lennick & Kiel, [ 9 ]). According to former studies, ethical intelligence has only been associated with abstract and concrete individuals whose rationale and ethical behaviors remain unclear. Currently, research on ethical intelligence, especially overseas studies, has been studied and researched in this aspect by expanding the descriptions and relevant components based on the development of moral intelligence structure (Development of Moral Intelligence Structure) (Sokhuma, [ 10 ]).

Therefore, to effectively develop ethical intelligence scales for junior high school students, the researcher has added several methods for gaining knowledge from research on needs. One important method is ‘needs assessment’ and ‘needs assessment research,’ a systematic process to specify differences between expected conditions and actual conditions. The data have been used to prioritize the differences and then select the critical needs to determine causes and assessment guidelines. In needs assessment, the results of needs assessment must be prioritized at every step of the process (Wongwanich, [ 11 ]).

For the reasons mentioned above, the purposes of this research were to develop moral intelligence scales for junior high school students by using mixed-method research, relating to a link between quantitative and qualitative research to access data comprehensively. The results of this research will be beneficial for the self-improvement process leading to social development, especially for junior high school students, who will grow up as an important workforce to develop the nation in the future.

Methodology

The researcher designed mixed-method research between quantitative and qualitative methods consisting of three phases of methodology based on three objectives. In Phase 1 and Phase 2, the researcher designed the research in the form of an Exploratory Design: instrument development model (Creswell & Plano Clark, 2007; Prasertsin, [ 12 ]) as the creation of quantitative tools with qualitative findings, the use of qualitative data to create and design tools used quantitatively in Phase 2. In Phase 3, the researcher designed the research to assess needs by designing each phase as a Triangulation Design: Convergence Model. The steps of each phase were detailed as follows:

Phase 1 Study of ethical intelligence indicators for junior high school students

In the study of the ethical intelligence indicators for junior high school students, relevant literature and research were reviewed to define and identify indicators of ethical intelligence for junior high school students among domestic and overseas studies to obtain data as accurate as possible in today’s Thai society. Specifying qualitative ethical intelligence indicators for junior high school students was studied through in-depth interviews with a total of 1 key informant from schools in various regions of Thailand. An interview questionnaire was used as a tool to gain data on the students’ ethical intelligence. The researcher has studied related documents and studies to create a conceptual framework and select case studies.

Phase 2 Development of ethical intelligence scales for junior high school students

To create ethical intelligence scales for junior high school students, the researcher used the ethical intelligence indicators for junior high school students obtained from Phase I to create and design a tool for quantitative use. The survey was conducted with 1,997 junior high school students from various regional schools nationwide. To examine the coherence of the ethical intelligence measurement model for junior high school students, the researcher conducted a corroborative component analysis (CFA) of the data collected from Phase 2 to test the validity of the data obtained from the phase 1 indicators.

Phase 3 Needs assessment of ethical intelligence for junior high school students

Data of the measurement from Phase 2 were measured with 1,997 junior high school students from various regional schools nationwide to analyze and assess the needs of ethical intelligence for junior high school students.

Tools and quality testing

The researcher verified the validity and reliability of the data by triangulation (Denzin, 1970 cited in Chantavanich, [ 13 ]) to examine the sources of the data.

Method of data collection

The researcher planned to use the data obtained from the collection process to reduce, check and analyze the data. These 3 processes were conducted in parallel with the data collection process, and the last step was to analyze the data for qualitative study.

Quantitative data analysis

The researcher used (1) primary data analysis to describe general characteristics of categorical data such as frequency distribution, numbers, percentage, and descriptive statistical analysis to present primary statistical values of continuous variables (continuous data) to see distribution characteristics and a distribution of variables, (2) data analysis to examine indicators and quality of ethical intelligence scales for junior high school students with a corroborative component analysis (CFA), and (3) needs analysis with index values PNI modified =(I-D)/D to manipulate needs in descending priorities through the PNI modified index. A high index referred to high needs for more development than a lower index (Wongwanich, [ 11 ]).

Qualitative data analysis

The researcher used (1) content analysis from participant observation, informal interviews, in-depth interviews, and documentary analysis and (2) data classification to classify into categories or types based on the Lofland Concept of Social Phenomena Observation (1971 cited in Chantavanich, [ 13 ]) as classification criteria.

Study of ethical intelligence indicators for junior high school students

It was found that ethical intelligence indicators referred to a person’s intellectual ability to learn, behave and make decisions about what to do or not do in society. A level of individual moral intelligence consisted of 6 indicators: (1) Equality referred to respecting others’ differences, not discriminating, equality and not taking advantage; (2) Empathy referred to empathy for others, emotional empathy, responsibility for duties; (3) Morality referred to adherence to righteousness, observance of social doctrines and rules, as peaceful as coexistence with basic morality; (4) Tolerance referred to insensitivity to provocative stimuli, perseverance, and determination; (5) Self-control referred to emotional self-regulation with firmness, self-mental control of unwanted emotions and behaviors; and (6) Benevolence referred to good will to help others according to one’s own strength, no oppression and common good thinking.

The researcher created and designed quantitative tools for lower secondary students using ethical intelligence indicators obtained from Phase 1.

Development of ethical intelligence scales for junior high school students

The researcher created and designed quantitative tools for junior high school students using the ethical intelligence indicators obtained from Phase 1. A survey was conducted with 2,000 junior high school students from various regional schools nationwide. Tool quality testing was conducted for the content validity of the indicators used to measure the ethical intelligence of the students. Definitions of each component were checked and recommended by 5 experts in the conformity of the components and definitions by calculating the Index of Item Objective Congruence (IOC) for each question. The Index of Item Objective Congruence (IOC) must be between 0.60 and 1.00. The questionnaire was then used to test the content validity of the tools (Try Out) with 55 junior high school students in the population group, but not subjects, to determine the quality of reliable tools (Reliability). To measure variables used in the research by using Cronbach’s alpha coefficient formula (Prasertsin, [ 14 ]), the results of the study in this section showed values for the reliability of each section and each component as follows: (1) Part 2, Questions of Opinions and Practices had 6 items on each aspect, 36 items in total, with a validity value of the whole text α = 0.939; (2) Part 3, Reasoning Situational Questions included 6 conditions, 24 items, with validity values α = 0.920; and (3) Part 4, Behavioral Situation Questions included 6 situations, 24 items in total, with a reliability value of the whole text α = 0.841.

To examine the coherence of the ethical intelligence measurement model for junior high school students, the results were as follows: Part 1, basic data of junior high school students, showed that the majority of students were 60.94% female. Most of them were studying in Mathayom 2, accounting for 41.71%. In consideration of overall GPA, it was found that junior high school students had a GPA of 3.299, with a small distribution, a standard deviation (SD) of 0.571 and a dispersion coefficient (C.V.) of 17.316. When considering the distribution of data, the negative skewness (Sk) and the negative kurtosis (Ku) indicated that the majority of the samples had overall above-average GPAs and a high distribution of data. The results of the reviewed ethical intelligence model for junior high school students revealed that the construct validity of ethical intelligence scales for junior high school students was examined by analyzing the construct validity of the ethical intelligence model for junior high school students through confirmatory factor analysis (confirmatory factor analysis). The details were as follows: The results of the data analysis on moral intelligence variables for junior high school students classified by components as a whole showed that the mean was at a high level (M = 3.955), with a small distribution, a standard deviation (SD) of 0.576 and a dispersion coefficient (C.V.) of 14.566. When considering the distribution of the data, the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had above-average moral intelligence scores and a high distribution of the data. In consideration of each component, it was found that all components had a high mean, with Component 1 Equality having the highest mean, followed by Component 2 Empathy, Component 6 Kindness, Component 5 Self-Control, Component 4 Tolerance and Component 3 Morality (M = 4.088, 3.999, 3.988, 3.931, 3.895 and 3.832, respectively). All components had a slight distribution with a standard deviation (SD) between 0.610 and 0.685 and a distribution coefficient (C.V.) between 14.917 and 17. 219. The most distributed component was Component 4, Tolerance. The least distributed component was Component 1 Equality. When considering the distribution of the data, the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had higher than average ethical intelligence scores in each component and a high distribution of the data.

The correlation coefficient matrix analysis of 15 pairs of observed variables in a model was different from zero at a statistical significance level of.05 (p =.000). In all pairs, the correlation coefficient was between 0.642 and 0.776. In terms of correlation size, it was found that the correlation variables were at a moderate level. The observed variable with the highest mean was Component 1, equality (M = 4.088, SD = 0.610), and the observed variable with the lowest mean was Component 3, morality (M = 3.832, SD = 0.651). When considering the results of Bartlett’s test of sphericity, a statistical test hypothesis whether the correlation matrix was an identity matrix, χ 2  = 10019.858 (df = 15, p =.000), was significantly different from zero at a statistical significance level of.01 and consistent with the index analysis results of Kaiser‒Meyer‒Olkin (KMO), approaching 1 (KMO = 0.925). It revealed that the observed variable correlation matrix was not an identity matrix and that there was enough correlation between the variables for component analysis to verify structure validity. The details of the means, standard deviations and correlations of the observed variables were obtained in the ethical intelligence measurement model for junior high school students.

The results of the corroborative component analysis revealed that the ethical intelligence model for junior high school students was consistent with the empirical data, as determined by GFI = 0.918, AGFI = 0.906, NFI = 0.924, RFI =. 0.917, IFI = 0.939, TLI = 0.934, RMR = 0.025, RMSEA = 0.042 and CFI = 0.939. The coherence indexes were in accordance with the criteria of Hair et al. [ 15 ]. The standard component weight coefficient (β) of the observed variables or indicators showed that all components of the indicators had a standard component weight coefficient (β) of the observed variables or indicators. All of them were statistically significant at the.05 level (p =.000).

The results of the preliminary statistical analysis of moral intelligence scores for junior high school students with reasoning situational questions classified by components presented showed that the overall analysis results were at a high level (M = 3.958), with a low distribution, a standard deviation (SD) of 0.712 and a distribution coefficient (C.V.) of 17.985. When considering the data distribution, it was found that the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had ethical intelligence scores for junior high school students. For reasoning situation questions, it was above average, and the data had a high distribution. Considering each component, it was found that all components had high means. For the behavioral situation questionnaire, it was found that the mean was 58.260 (M = 58.260), with a fairly large distribution, a standard deviation (SD) of 6.778 and a distribution coefficient (C.V.) of 11.635. When considering the distribution of the data, it was found that the negative skew (Sk) and the positive Ku (Ku) indicated that the majority of the samples had ethical intelligence scores for junior high school students. The overall behavioral situation questions were above average, and the data had a slight distribution. For the results of the correlation coefficient matrix analysis, all 3 ethical intelligence scores for junior high school students were among scores from opinion and action questions, scores for situational rationale questions, and scores from questionnaires. Three pairs were different from zero at a statistical significance level of 0.05 (p =.000). In all pairs, the correlation coefficient was between 0.257 and 0.678. In terms of correlation size, the correlation of variables was at a low to moderate level.

Ethical intelligence needs assessment for junior high school students

Current and expected needs were prioritized using the PNI modified Priority Needs Index method, calculated from a mean of the expected condition (I) and a mean of the actual condition (D). No. 1 compared to each component revealed that Component 3 Morality had the highest need (PNI modified =0.095). No. 2 compared to 36 items in total revealed that item 17, the students told the truth reasonably under good morals, had the highest need (PNI modified =0.122). Considering lists of items of Component 1 Equality, it was found that item 5, communicating with others with a sense of conscience, was what students were most aware of in their lives (PNI modified =0.082). For component 2, Empathy, item 7, students with careful thinking before communicating or talking to others to not make others lose their feelings, had the highest need (PNI modified =0.104). Component 3 Morality found that in item 17, students spoke truthfully and rationally under good morals (PNI modified =0.122). Component 4, Tolerance, found that item 24, when encountering various events in their lives, students were able to be patient and wait, had the highest need. (PNI modified =0.093). Component 5, self-control, revealed that item 28, when a mistake occurred, students did not blame others or blame situations, was the most imperative (PNI modified =0.101). Component 6, Kindness, revealed that item 36, students focused on doing good for the public to make people around happy, had the highest need (PNI modified =0.083).

It was found that ethical intelligence indicators referred to characteristics of a person’s intellectual ability to learn, behave and make informed decisions on what to do or not to do in society. It was a level of a person’s moral intelligence consisting of six indicators: (1) equality, (2) empathy, (3) morality, (4) tolerance, (5) self-control, and (6) kindness. This was consistent with the model of Borba [ 8 ], an educational psychologist who gave the idea of ethical intelligence and presented seven components of ethical intelligence enhancement: (1) empathy, (2) conscience, (3) self-control, (4) respect (5) kindness, (6) tolerance, and (7) fairness. In addition, Lennick & Kiel [ 9 ] divided the core components of ethical intelligence into four aspects: honesty and integrity, responsibility, compassion, and forgiveness, which were used to assess a person’s level of ethical intelligence. Consistent with Clarken’s [ 16 ] study of ethical intelligence in schools, it was found that ethical intelligence referred to the ability to apply ethical principles to personal goals, values, and actions. The structure of ethical intelligence consisted of four competencies related to honesty, responsibility, forgiveness, and compassion. This finding was consistent with research by Prasetiawan & Barida [ 17 ], who studied improving adolescents’ moral intelligence and practical problem-solving approaches by using an ethical intelligence tool that consisted of 7 aspects: empathy, self-control, conscience, respect, kindness, tolerance and fairness.

Although the indicators in each theory and research have different components, they all have a comprehensive meaning.

To conduct a tool quality assessment for consistency of the indicators used to measure ethical intelligence of students, the researcher provided (the) definitions of each component for 5 experts to verify their conformity and definitions by calculating the Index of Item (IOC) of each item (The Index of Item Objective Congruence; IOC) between 0.60 and 1.00. It was shown that an ethical intelligence model for junior high school students was created as ethical intelligence behavior alternatives with high content validity, in accordance with the principles of Srisa-ard [ 18 ]. It stated that a consistent index of 0.50 or higher was considered a good, measurable, comprehensive and representative behavioral trait. Therefore, it can be said that the ethical intelligence model for junior high school students created by the researcher was consistent with the content validity of tool quality on reliability (reliability).

To measure the variables, the researcher used Cronbach’s alpha coefficient formula corresponding to the criteria for determining the acceptable level of reliability. It should be at 0.70 or higher (Pinyoanuntapong, [ 19 ]). This is consistent with Johnson and Christenson, who recommend that scales should have a reliability coefficient of 0.70 or higher, depending on the research objective (Mitranun et al., [ 20 ]). The results of the corroborative component analysis revealed that the ethical intelligence model for junior high school students was consistent with the empirical data as determined by GFI = 0.918, AGFI = 0.906, NFI = 0.924, RFI =. 0.917, IFI = 0.939, TLI = 0.934, RMR = 0.025, RMSEA = 0.042 and CFI = 0.939. The harmonization index satisfied the criteria of Hair et al. [ 15 ]. When the results of the analysis are compared with the model-to-empirical coherence criteria stated by Joreskog and Sorbom [ 21 ], it was said that the model was consistent with the empirical data when the RMSEA and standard RMR values were less than 0.05. The GFI and AGFI values should be greater than 0.90. It was found that the data were in accordance with specified criteria, whereas the Harmony Level Index was in accordance with the criteria of Hair et al. [ 15 ]. For all pairs of variables, the correlation coefficient was between 0.257 and 0.678. The correlation of the variables was low to moderate, meaning that a data set was suitable for elemental analysis, as it had no more than 0.8 parts.

Needs assessment of ethical intelligence for junior high school students

It was found that Component 3 Morality was the highest need (PNI modified =0.095), consistent with key principles of educational psychologists such as Freud [ 22 ], Piaget [ 23 ] and Skinner [ 24 ]. They emphasized morality as a social cognitive phenomenon. Individuals developed concepts of righteousness or conscience in the context of social interaction and awareness of consequences reflected through the actions and reactions of people in society. It was found from the study that items on the topic of telling the truth were subject to good morals. Conscious communication with others was a realization among students in their lives. Thinking carefully before communicating or talking with others in order not to let others feel bad. In addition, when things came into their lives, students could be patient and wait, including when mistakes happened. Students were not about to blame others or situations, and they focused on doing well for the public to make people around them happy. These were parts of emotional intelligence. That could help people understand themselves and others’ emotions and control their thoughts and actions. It was a person’s strength in learning new knowledge, problem solving, interpretation, and abstract thinking, as well as creating more creativity. Creativity could also lead to efficiency in thinking. Empowering individuals with emotional intelligence was a preliminary step for later developing and improving creativity. Happiness and emotional intelligence could bring positive emotions to a person. and the result is more positive performance (Mehmet, et al., [ 25 ]).

These topics were the highest need, consistent with Lind [ 26 ], who noted that ethical competence, including accountability, referred to the process by which a person owned his or her own actions and accepted the fact that he or she was responsible for all consequences arising from such actions, including taking responsibility for personal choices, acknowledging one’s own mistakes and failures, and accepting responsibility for serving others to show compassion for others. All of these actions reflected respect for fellow human beings. Engaging in others’ daily lives was an expression of concern that fostered mutual trust and partnership, consistent with Lennick & Kiel [ 5 ]. They stated that honesty, responsibility, compassion and forgiveness were universal human principles that could not be changed in any gender, race, culture or religion. It was emphasized that personal behaviors were demanded to change in accordance with these universal principles. This is also consistent with Monir’s [ 27 ] research, which found that there was a statistically significant relationship between self-compassion and kindness (self-compassion) and moral intelligence. There were some aspects of moral intelligence, such as honesty, responsibility, sympathy and forgiveness. These dimensions were closely related to self-compassion. Therefore, when self-compassion was developed, it would develop moral intelligence. Educators could integrate self-compassion into their teaching curriculum and connect it with moral intelligence.

Recommendations

The components and indicators of ethical intelligence should be studied for youth in other groups, such as primary school students, senior high school students, university students, vocational students, etc., including the development of other indicators as complementary factors (family support/social contributors) for the ethical intelligence scale model and indicators from this study.

The data obtained from the critiques by the expert group should be studied in order to gain more results of the research and develop the ethical intelligence measurement for students in other grades or do further in-depth studies and then make improvement of the measurement model more standardized.

The research findings should be studied to broaden the perspectives of parents, educators and community leaders on the components and indicators of ethical intelligence to use the results to further develop ethical intelligence scales.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available because permission was not obtained from the participants to share their data publicly but could be available from the corresponding author on reasonable request.

Rodney HC. Considering Moral Intelligence as Part of a Holistic Education Northern Michigan University School of Education. 2010.

Malikeh B, Zhra E, Mahmoud NM. Effect of Moral Intelligence on Leadership European. Journal of Economics, Finance and Administrative Sciences. 2011.

Suphanphet A. Develop I.Q E.Q. M.Q. and meditate with the power of sound waves. Bangkok: MCU; 2002.

Google Scholar  

Kusirivichian P. Intelligence in various fields that everyone should have. J Educ. 2007;8(1):93.

Lennick D, Kiel F. Moral intelligence 2.0: enhancing business performance and leadership success in turbulent times. Upper Saddle River, NJ: Prentice Hall; 2011.

Nixon MM. Aaron Feuerstein: A Case Study in Moral Intelligence South University Proceedings of ASBBS Annual Conference: Las Vegas; 2014.

Teo CT, Lachlan EDC. Developing the moral intelligence of children. National Institute of Education (Singapore); 2000.

Borba M. Building moral intelligence. Michigan Borba, M. (2001). Building moral intelligence. The Step-By-Step Plan to Building Moral Intelligence Michigan. 2001.

Lennick D, Kiel F. Moral intelligence: enhancing business performance & leadership success. New Jersey: Wharton School Publishing; 2005.

Sokhuma K. Development of Moral Intelligence structure. Chonburi: Burapha University, Faculty of Education; 2012.

Wongwanich S. Needs Assessment Research. Bangkok: Chulalongkorn University; 2007.

Prasertsin U. Mixed-Method Evaluation Research. Articles on methodology and theory for behavioral research in organizations. (1st Edition). Bangkok: Thai Sam Bhand Press Limited Partnership; 2014. p. 105–121.

Chantavanich S. Data analysis in qualitative research. (12th edition). Bangkok: Chulalongkorn University; 2016.

Prasertsin U. Research Instruments in Education and Social Science. Bangkok: Chulalongkorn University; 2020.

Hair JF, Black WC, Babin BJ, Anderson RE. Multivariate Data Analysis. 7th Edition, Pearson, New York; 2010.

Clarken RH. (2009). Moral Intelligence in Schools. Paper presented at the annual meeting of the Michigan Academy of Sciences, Arts and Letters. Wayne State University, Detroit, MI, March 20, 2009.

Prasetiawan H, Barida M. The Profile of adolescent’ Moral Intelligence and practical solution to its improvement efforts. SHS Web Conferences. 2018;42:1–5.

Article   Google Scholar  

Srisa-ard B. Preliminary Research (2nd Edition) Bangkok: Suweeriyasarn; 1992.

Pinyoanuntapong B. Development of education evaluation instruments (unit 3 quality of measuring instruments). Nonthaburi: Sukhothai Thammathirat University, The office of the University; 2002.

Mitranun C, Prasertsin U, Ritkumrop K. Development of the self-awareness scale for secondary school students. Kasetsart J Social Sci. 2022;43:777–82.

Joreskog KG et al. LISREL8: New Statistical Features. (2nd Edition). Chicago: Scientific Software International; 2001.

Freud S. Civilization and its discontent. New York: Norton; 1930.

Piaget J. The moral judgment of the child. London: Routledge and Kegan Paul; 1932.

Skinner BF. Science and human behavior. New York: Free; 1956.

Mehmet D, Şenol O, Tahmineh K. Fostering creative thinking skills to burst the effect of emotional intelligence on entrepreneurial skills. Think Skills Creativity. 2023;47(8):1–16.

Lind G. The meaning and measurement of moral judgment competence revisited– a dual-aspect model. In: Fasko D, Willis W, editors. Contemporary philosophical and psychological perspectives on moral development and education. NJ: Hampton; 2008.

Monir N, Sajad Y, Nayyereh R, Elham SD, Fatemeh H, Farzad E. Predicting moral intelligence in nursing students and its relationships with self-compassion, and cultural competence: a cross-sectional study. BMC Nurs. 2022;21:327.

Download references

Acknowledgements

The authors would like to express gratitude to the co-researchers and participants for their cooperation throughout the recruitment and data collection processes.

This research received funding from National Research Council of Thailand join with Srinakharinwirote University, Thailand, in fiscal year 2021.

Author information

Authors and affiliations.

Faculty of Education, North Bangkok University, 6/999 Soi Phaholyothin 52, Phaholyothin Road, Klong Thanon Subdistrict, Sai Mai District, 10220, Bangkok, Thailand

Ujsara Prasertsin & Pattama Roopsuwankun

Educational and Psychological Test Bureau, Srinakharinwirot University, 10110, Wattana, Bangkok, Thailand

Ujsara Prasertsin

Faculty of Education, Ramkhamhaeng University, Ramkhamhaeng Road, Hua-Mark, Bangkapi, 10240, Bangkok, Thailand

Kamontip Srihaset

You can also search for this author in PubMed   Google Scholar

Contributions

UP, mentioned as the researcher and group facilitator interchangeably above, designed the structure of the study as well as collected and analyzed the data. KS and PR also checked the qualitative and quantitative results of the study and helped to critically revise the manuscript. UP, KS and PR read and approved the final manuscript.

Corresponding author

Correspondence to Ujsara Prasertsin .

Ethics declarations

Ethics approval and consent to participate.

This study was approved by the Institutional Review Board of Srinakharinwirot University, Thailand (Research Ethics Certification Number: SWUEC-268/2564E). Prior to the commencement of the study, the researcher explained to all participants that all information gathered during the program would be kept private and confidential, as would their authority to withdraw from the program at any point in time they would like to do so. Furthermore, The informed consent was obtained from all participants. All individuals gave their verbal or written consent after being fully informed. All methods have been carried out in accordance with research guidelines and regulations related to human research ethics.

Consent for publication

Not applicable.

Competing interests

The authors declare that they have no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary Material 1

Rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Prasertsin, U., Srihaset, K. & Roopsuwankun, P. Development of indicators and moral intelligence scales for junior high school students: mixed-method research. BMC Psychol 12 , 174 (2024). https://doi.org/10.1186/s40359-024-01640-w

Download citation

Received : 11 September 2023

Accepted : 04 March 2024

Published : 26 March 2024

DOI : https://doi.org/10.1186/s40359-024-01640-w

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Moral intelligence
• Mixed-method research
• Junior high school students

BMC Psychology

ISSN: 2050-7283

• General enquiries: [email protected]

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• My Account Login
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 02 December 2020

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

• Locke Davenport Huyer   ORCID: orcid.org/0000-0003-1526-7122 1 , 2   na1 ,
• Neal I. Callaghan   ORCID: orcid.org/0000-0001-8214-3395 1 , 3   na1 ,
• Sara Dicks 4 ,
• Edward Scherer 4 ,
• Andrey I. Shukalyuk 1 ,
• Margaret Jou 4 &
• Dawn M. Kilkenny   ORCID: orcid.org/0000-0002-3899-9767 1 , 5  

npj Science of Learning volume  5 , Article number:  17 ( 2020 ) Cite this article

39k Accesses

4 Citations

13 Altmetric

Metrics details

The multi-disciplinary nature of science, technology, engineering, and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary pursuits. Discrepancies between the knowledge-based high school learning approach and the experiential approach of future studies leaves some students disillusioned by STEM. We present Discovery , a term-long inquiry-focused learning model delivered by STEM graduate students in collaboration with high school teachers, in the context of biomedical engineering. Entire classes of high school STEM students representing diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking concomitantly within the secondary school and university environments. Assessment of grades and survey data suggested positive impact of this learning model on students’ STEM interests and engagement, notably in under-performing cohorts, as well as repeating cohorts that engage in the program on more than one occasion. Discovery presents a scalable platform that stimulates persistence in STEM learning, providing valuable learning opportunities and capturing cohorts of students that might otherwise be under-engaged in STEM.

Similar content being viewed by others

Subject integration and theme evolution of STEM education in K-12 and higher education research

Zehui Zhan & Shijing Niu

Skill levels and gains in university STEM education in China, India, Russia and the United States

Prashant Loyalka, Ou Lydia Liu, … Yanyan Li

Academic ecosystems must evolve to support a sustainable postdoc workforce

Murielle Ålund, Nathan Emery, … Eben Gering

Introduction

High school students with diverse STEM interests often struggle to understand the STEM experience outside the classroom 1 . The multi-disciplinary nature of many career fields can foster a challenge for students in their decision to enroll in appropriate high school courses while maintaining persistence in study, particularly when these courses are not mandatory 2 . Furthermore, this challenge is amplified by the known discrepancy between the knowledge-based learning approach common in high schools and the experiential, mastery-based approaches afforded by the subsequent undergraduate model 3 . In the latter, focused classes, interdisciplinary concepts, and laboratory experiences allow for the application of accumulated knowledge, practice in problem solving, and development of both general and technical skills 4 . Such immersive cooperative learning environments are difficult to establish in the secondary school setting and high school teachers often struggle to implement within their classroom 5 . As such, high school students may become disillusioned before graduation and never experience an enriched learning environment, despite their inherent interests in STEM 6 .

It cannot be argued that early introduction to varied math and science disciplines throughout high school is vital if students are to pursue STEM fields, especially within engineering 7 . However, the majority of literature focused on student interest and retention in STEM highlights outcomes in US high school learning environments, where the sciences are often subject-specific from the onset of enrollment 8 . In contrast, students in the Ontario (Canada) high school system are required to complete Level 1 and 2 core courses in science and math during Grades 9 and 10; these courses are offered as ‘applied’ or ‘academic’ versions and present broad topics of content 9 . It is not until Levels 3 and 4 (generally Grades 11 and 12, respectively) that STEM classes become subject-specific (i.e., Biology, Chemistry, and/or Physics) and are offered as “university”, “college”, or “mixed” versions, designed to best prepare students for their desired post-secondary pursuits 9 . Given that Levels 3 and 4 science courses are not mandatory for graduation, enrollment identifies an innate student interest in continued learning. Furthermore, engagement in these post-secondary preparatory courses is also dependent upon achieving successful grades in preceding courses, but as curriculum becomes more subject-specific, students often yield lower degrees of success in achieving course credit 2 . Therefore, it is imperative that learning supports are best focused on ensuring that those students with an innate interest are able to achieve success in learning.

When given opportunity and focused support, high school students are capable of successfully completing rigorous programs at STEM-focused schools 10 . Specialized STEM schools have existed in the US for over 100 years; generally, students are admitted after their sophomore year of high school experience (equivalent to Grade 10) based on standardized test scores, essays, portfolios, references, and/or interviews 11 . Common elements to this learning framework include a diverse array of advanced STEM courses, paired with opportunities to engage in and disseminate cutting-edge research 12 . Therein, said research experience is inherently based in the processes of critical thinking, problem solving, and collaboration. This learning framework supports translation of core curricular concepts to practice and is fundamental in allowing students to develop better understanding and appreciation of STEM career fields.

Despite the described positive attributes, many students do not have the ability or resources to engage within STEM-focused schools, particularly given that they are not prevalent across Canada, and other countries across the world. Consequently, many public institutions support the idea that post-secondary led engineering education programs are effective ways to expose high school students to engineering education and relevant career options, and also increase engineering awareness 13 . Although singular class field trips are used extensively to accomplish such programs, these may not allow immersive experiences for application of knowledge and practice of skills that are proven to impact long-term learning and influence career choices 14 , 15 . Longer-term immersive research experiences, such as after-school programs or summer camps, have shown successful at recruiting students into STEM degree programs and careers, where longevity of experience helps foster self-determination and interest-led, inquiry-based projects 4 , 16 , 17 , 18 , 19 .

Such activities convey the elements that are suggested to make a post-secondary led high school education programs successful: hands-on experience, self-motivated learning, real-life application, immediate feedback, and problem-based projects 20 , 21 . In combination with immersion in university teaching facilities, learning is authentic and relevant, similar to the STEM school-focused framework, and consequently representative of an experience found in actual STEM practice 22 . These outcomes may further be a consequence of student engagement and attitude: Brown et al. studied the relationships between STEM curriculum and student attitudes, and found the latter played a more important role in intention to persist in STEM when compared to self-efficacy 23 . This is interesting given that student self-efficacy has been identified to influence ‘motivation, persistence, and determination’ in overcoming challenges in a career pathway 24 . Taken together, this suggests that creation and delivery of modern, exciting curriculum that supports positive student attitudes is fundamental to engage and retain students in STEM programs.

Supported by the outcomes of identified effective learning strategies, University of Toronto (U of T) graduate trainees created a novel high school education program Discovery , to develop a comfortable yet stimulating environment of inquiry-focused iterative learning for senior high school students (Grades 11 & 12; Levels 3 & 4) at non-specialized schools. Built in strong collaboration with science teachers from George Harvey Collegiate Institute (Toronto District School Board), Discovery stimulates application of STEM concepts within a unique term-long applied curriculum delivered iteratively within both U of T undergraduate teaching facilities and collaborating high school classrooms 25 . Based on the volume of medically-themed news and entertainment that is communicated to the population at large, the rapidly-growing and diverse field of biomedical engineering (BME) were considered an ideal program context 26 . In its definition, BME necessitates cross-disciplinary STEM knowledge focused on the betterment of human health, wherein Discovery facilitates broadening student perspective through engaging inquiry-based projects. Importantly, Discovery allows all students within a class cohort to work together with their classroom teacher, stimulating continued development of a relevant learning community that is deemed essential for meaningful context and important for transforming student perspectives and understandings 27 , 28 . Multiple studies support the concept that relevant learning communities improve student attitudes towards learning, significantly increasing student motivation in STEM courses, and consequently improving the overall learning experience 29 . Learning communities, such as that provided by Discovery , also promote the formation of self-supporting groups, greater active involvement in class, and higher persistence rates for participating students 30 .

The objective of Discovery , through structure and dissemination, is to engage senior high school science students in challenging, inquiry-based practical BME activities as a mechanism to stimulate comprehension of STEM curriculum application to real-world concepts. Consequent focus is placed on critical thinking skill development through an atmosphere of perseverance in ambiguity, something not common in a secondary school knowledge-focused delivery but highly relevant in post-secondary STEM education strategies. Herein, we describe the observed impact of the differential project-based learning environment of Discovery on student performance and engagement. We identify the value of an inquiry-focused learning model that is tangible for students who struggle in a knowledge-focused delivery structure, where engagement in conceptual critical thinking in the relevant subject area stimulates student interest, attitudes, and resulting academic performance. Assessment of study outcomes suggests that when provided with a differential learning opportunity, student performance and interest in STEM increased. Consequently, Discovery provides an effective teaching and learning framework within a non-specialized school that motivates students, provides opportunity for critical thinking and problem-solving practice, and better prepares them for persistence in future STEM programs.

Program delivery

The outcomes of the current study result from execution of Discovery over five independent academic terms as a collaboration between Institute of Biomedical Engineering (graduate students, faculty, and support staff) and George Harvey Collegiate Institute (science teachers and administration) stakeholders. Each term, the program allowed senior secondary STEM students (Grades 11 and 12) opportunity to engage in a novel project-based learning environment. The program structure uses the problem-based engineering capstone framework as a tool of inquiry-focused learning objectives, motivated by a central BME global research topic, with research questions that are inter-related but specific to the curriculum of each STEM course subject (Fig. 1 ). Over each 12-week term, students worked in teams (3–4 students) within their class cohorts to execute projects with the guidance of U of T trainees ( Discovery instructors) and their own high school teacher(s). Student experimental work was conducted in U of T teaching facilities relevant to the research study of interest (i.e., Biology and Chemistry-based projects executed within Undergraduate Teaching Laboratories; Physics projects executed within Undergraduate Design Studios). Students were introduced to relevant techniques and safety procedures in advance of iterative experimentation. Importantly, this experience served as a course term project for students, who were assessed at several points throughout the program for performance in an inquiry-focused environment as well as within the regular classroom (Fig. 1 ). To instill the atmosphere of STEM, student teams delivered their outcomes in research poster format at a final symposium, sharing their results and recommendations with other post-secondary students, faculty, and community in an open environment.

The general program concept (blue background; top left ) highlights a global research topic examined through student dissemination of subject-specific research questions, yielding multifaceted student outcomes (orange background; top right ). Each program term (term workflow, yellow background; bottom panel ), students work on program deliverables in class (blue), iterate experimental outcomes within university facilities (orange), and are assessed accordingly at numerous deliverables in an inquiry-focused learning model.

Over the course of five terms there were 268 instances of tracked student participation, representing 170 individual students. Specifically, 94 students participated during only one term of programming, 57 students participated in two terms, 16 students participated in three terms, and 3 students participated in four terms. Multiple instances of participation represent students that enrol in more than one STEM class during their senior years of high school, or who participated in Grade 11 and subsequently Grade 12. Students were surveyed before and after each term to assess program effects on STEM interest and engagement. All grade-based assessments were performed by high school teachers for their respective STEM class cohorts using consistent grading rubrics and assignment structure. Here, we discuss the outcomes of student involvement in this experiential curriculum model.

Student performance and engagement

Student grades were assigned, collected, and anonymized by teachers for each Discovery deliverable (background essay, client meeting, proposal, progress report, poster, and final presentation). Teachers anonymized collective Discovery grades, the component deliverable grades thereof, final course grades, attendance in class and during programming, as well as incomplete classroom assignments, for comparative study purposes. Students performed significantly higher in their cumulative Discovery grade than in their cumulative classroom grade (final course grade less the Discovery contribution; p  < 0.0001). Nevertheless, there was a highly significant correlation ( p  < 0.0001) observed between the grade representing combined Discovery deliverables and the final course grade (Fig. 2a ). Further examination of the full dataset revealed two student cohorts of interest: the “Exceeds Expectations” (EE) subset (defined as those students who achieved ≥1 SD [18.0%] grade differential in Discovery over their final course grade; N  = 99 instances), and the “Multiple Term” (MT) subset (defined as those students who participated in Discovery more than once; 76 individual students that collectively accounted for 174 single terms of assessment out of the 268 total student-terms delivered) (Fig. 2b, c ). These subsets were not unrelated; 46 individual students who had multiple experiences (60.5% of total MTs) exhibited at least one occasion in achieving a ≥18.0% grade differential. As students participated in group work, there was concern that lower-performing students might negatively influence the Discovery grade of higher-performing students (or vice versa). However, students were observed to self-organize into groups where all individuals received similar final overall course grades (Fig. 2d ), thereby alleviating these concerns.

a Linear regression of student grades reveals a significant correlation ( p  = 0.0009) between Discovery performance and final course grade less the Discovery contribution to grade, as assessed by teachers. The dashed red line and intervals represent the theoretical 1:1 correlation between Discovery and course grades and standard deviation of the Discovery -course grade differential, respectively. b , c Identification of subgroups of interest, Exceeds Expectations (EE; N  = 99, orange ) who were ≥+1 SD in Discovery -course grade differential and Multi-Term (MT; N  = 174, teal ), of which N  = 65 students were present in both subgroups. d Students tended to self-assemble in working groups according to their final course performance; data presented as mean ± SEM. e For MT students participating at least 3 terms in Discovery , there was no significant correlation between course grade and time, while ( f ) there was a significant correlation between Discovery grade and cumulative terms in the program. Histograms of total absences per student in ( g ) Discovery and ( h ) class (binned by 4 days to be equivalent in time to a single Discovery absence).

The benefits experienced by MT students seemed progressive; MT students that participated in 3 or 4 terms ( N  = 16 and 3, respectively ) showed no significant increase by linear regression in their course grade over time ( p  = 0.15, Fig. 2e ), but did show a significant increase in their Discovery grades ( p  = 0.0011, Fig. 2f ). Finally, students demonstrated excellent Discovery attendance; at least 91% of participants attended all Discovery sessions in a given term (Fig. 2g ). In contrast, class attendance rates reveal a much wider distribution where 60.8% (163 out of 268 students) missed more than 4 classes (equivalent in learning time to one Discovery session) and 14.6% (39 out of 268 students) missed 16 or more classes (equivalent in learning time to an entire program of Discovery ) in a term (Fig. 2h ).

Discovery EE students (Fig. 3 ), roughly by definition, obtained lower course grades ( p  < 0.0001, Fig. 3a ) and higher final Discovery grades ( p  = 0.0004, Fig. 3b ) than non-EE students. This cohort of students exhibited program grades higher than classmates (Fig. 3c–h ); these differences were significant in every category with the exception of essays, where they outperformed to a significantly lesser degree ( p  = 0.097; Fig. 3c ). There was no statistically significant difference in EE vs. non-EE student classroom attendance ( p  = 0.85; Fig. 3i, j ). There were only four single day absences in Discovery within the EE subset; however, this difference was not statistically significant ( p  = 0.074).

The “Exceeds Expectations” (EE) subset of students (defined as those who received a combined Discovery grade ≥1 SD (18.0%) higher than their final course grade) performed ( a ) lower on their final course grade and ( b ) higher in the Discovery program as a whole when compared to their classmates. d – h EE students received significantly higher grades on each Discovery deliverable than their classmates, except for their ( c ) introductory essays and ( h ) final presentations. The EE subset also tended ( i ) to have a higher relative rate of attendance during Discovery sessions but no difference in ( j ) classroom attendance. N  = 99 EE students and 169 non-EE students (268 total). Grade data expressed as mean ± SEM.

Discovery MT students (Fig. 4 ), although not receiving significantly higher grades in class than students participating in the program only one time ( p  = 0.29, Fig. 4a ), were observed to obtain higher final Discovery grades than single-term students ( p  = 0.0067, Fig. 4b ). Although trends were less pronounced for individual MT student deliverables (Fig. 4c–h ), this student group performed significantly better on the progress report ( p  = 0.0021; Fig. 4f ). Trends of higher performance were observed for initial proposals and final presentations ( p  = 0.081 and 0.056, respectively; Fig. 4e, h ); all other deliverables were not significantly different between MT and non-MT students (Fig. 4c, d, g ). Attendance in Discovery ( p  = 0.22) was also not significantly different between MT and non-MT students, although MT students did miss significantly less class time ( p  = 0.010) (Fig. 4i, j ). Longitudinal assessment of individual deliverables for MT students that participated in three or more Discovery terms (Fig. 5 ) further highlights trend in improvement (Fig. 2f ). Greater performance over terms of participation was observed for essay ( p  = 0.0295, Fig. 5a ), client meeting ( p  = 0.0003, Fig. 5b ), proposal ( p  = 0.0004, Fig. 5c ), progress report ( p  = 0.16, Fig. 5d ), poster ( p  = 0.0005, Fig. 5e ), and presentation ( p  = 0.0295, Fig. 5f ) deliverable grades; these trends were all significant with the exception of the progress report ( p  = 0.16, Fig. 5d ) owing to strong performance in this deliverable in all terms.

The “multi-term” (MT) subset of students (defined as having attended more than one term of Discovery ) demonstrated favorable performance in Discovery , ( a ) showing no difference in course grade compared to single-term students, but ( b outperforming them in final Discovery grade. Independent of the number of times participating in Discovery , MT students did not score significantly differently on their ( c ) essay, ( d ) client meeting, or ( g ) poster. They tended to outperform their single-term classmates on the ( e ) proposal and ( h ) final presentation and scored significantly higher on their ( f ) progress report. MT students showed no statistical difference in ( i ) Discovery attendance but did show ( j ) higher rates of classroom attendance than single-term students. N  = 174 MT instances of student participation (76 individual students) and 94 single-term students. Grade data expressed as mean ± SEM.

Longitudinal assessment of a subset of MT student participants that participated in three ( N  = 16) or four ( N  = 3) terms presents a significant trend of improvement in their ( a ) essay, ( b ) client meeting, ( c ) proposal, ( e ) poster, and ( f ) presentation grade. d Progress report grades present a trend in improvement but demonstrate strong performance in all terms, limiting potential for student improvement. Grade data are presented as individual student performance; each student is represented by one color; data is fitted with a linear trendline (black).

Finally, the expansion of Discovery to a second school of lower LOI (i.e., nominally higher aggregate SES) allowed for the assessment of program impact in a new population over 2 terms of programming. A significant ( p  = 0.040) divergence in Discovery vs. course grade distribution from the theoretical 1:1 relationship was found in the new cohort (S 1 Appendix , Fig. S 1 ), in keeping with the pattern established in this study.

Teacher perceptions

Qualitative observation in the classroom by high school teachers emphasized the value students independently placed on program participation and deliverables. Throughout the term, students often prioritized Discovery group assignments over other tasks for their STEM courses, regardless of academic weight and/or due date. Comparing within this student population, teachers spoke of difficulties with late and incomplete assignments in the regular curriculum but found very few such instances with respect to Discovery -associated deliverables. Further, teachers speculated on the good behavior and focus of students in Discovery programming in contrast to attentiveness and behavior issues in their school classrooms. Multiple anecdotal examples were shared of renewed perception of student potential; students that exhibited poor academic performance in the classroom often engaged with high performance in this inquiry-focused atmosphere. Students appeared to take a sense of ownership, excitement, and pride in the setting of group projects oriented around scientific inquiry, discovery, and dissemination.

Student perceptions

Students were asked to consider and rank the academic difficulty (scale of 1–5, with 1 = not challenging and 5 = highly challenging) of the work they conducted within the Discovery learning model. Considering individual Discovery terms, at least 91% of students felt the curriculum to be sufficiently challenging with a 3/5 or higher ranking (Term 1: 87.5%, Term 2: 93.4%, Term 3: 85%, Term 4: 93.3%, Term 5: 100%), and a minimum of 58% of students indicating a 4/5 or higher ranking (Term 1: 58.3%, Term 2: 70.5%, Term 3: 67.5%, Term 4: 69.1%, Term 5: 86.4%) (Fig. 6a ).

a Histogram of relative frequency of perceived Discovery programming academic difficulty ranked from not challenging (1) to highly challenging (5) for each session demonstrated the consistently perceived high degree of difficulty for Discovery programming (total responses: 223). b Program participation increased student comfort (94.6%) with navigating lab work in a university or college setting (total responses: 220). c Considering participation in Discovery programming, students indicated their increased (72.4%) or decreased (10.1%) likelihood to pursue future experiences in STEM as a measure of program impact (total responses: 217). d Large majority of participating students (84.9%) indicated their interest for future participation in Discovery (total responses: 212). Students were given the opportunity to opt out of individual survey questions, partially completed surveys were included in totals.

The majority of students (94.6%) indicated they felt more comfortable with the idea of performing future work in a university STEM laboratory environment given exposure to university teaching facilities throughout the program (Fig. 6b ). Students were also queried whether they were (i) more likely, (ii) less likely, or (iii) not impacted by their experience in the pursuit of STEM in the future. The majority of participants (>82%) perceived impact on STEM interests, with 72.4% indicating they were more likely to pursue these interests in the future (Fig. 6c ). When surveyed at the end of term, 84.9% of students indicated they would participate in the program again (Fig. 6d ).

We have described an inquiry-based framework for implementing experiential STEM education in a BME setting. Using this model, we engaged 268 instances of student participation (170 individual students who participated 1–4 times) over five terms in project-based learning wherein students worked in peer-based teams under the mentorship of U of T trainees to design and execute the scientific method in answering a relevant research question. Collaboration between high school teachers and Discovery instructors allowed for high school student exposure to cutting-edge BME research topics, participation in facilitated inquiry, and acquisition of knowledge through scientific discovery. All assessments were conducted by high school teachers and constituted a fraction (10–15%) of the overall course grade, instilling academic value for participating students. As such, students exhibited excitement to learn as well as commitment to their studies in the program.

Through our observations and analysis, we suggest there is value in differential learning environments for students that struggle in a knowledge acquisition-focused classroom setting. In general, we observed a high level of academic performance in Discovery programming (Fig. 2a ), which was highlighted exceptionally in EE students who exhibited greater academic performance in Discovery deliverables compared to normal coursework (>18% grade improvement in relevant deliverables). We initially considered whether this was the result of strong students influencing weaker students; however, group organization within each course suggests this is not the case (Fig. 2d ). With the exception of one class in one term (24 participants assigned by their teacher), students were allowed to self-organize into working groups and they chose to work with other students of relatively similar academic performance (as indicated by course grade), a trend observed in other studies 31 , 32 . Remarkably, EE students not only excelled during Discovery when compared to their own performance in class, but this cohort also achieved significantly higher average grades in each of the deliverables throughout the program when compared to the remaining Discovery cohort (Fig. 3 ). This data demonstrates the value of an inquiry-based learning environment compared to knowledge-focused delivery in the classroom in allowing students to excel. We expect that part of this engagement was resultant of student excitement with a novel learning opportunity. It is however a well-supported concept that students who struggle in traditional settings tend to demonstrate improved interest and motivation in STEM when given opportunity to interact in a hands-on fashion, which supports our outcomes 4 , 33 . Furthermore, these outcomes clearly represent variable student learning styles, where some students benefit from a greater exchange of information, knowledge and skills in a cooperative learning environment 34 . The performance of the EE group may not be by itself surprising, as the identification of the subset by definition required high performers in Discovery who did not have exceptionally high course grades; in addition, the final Discovery grade is dependent on the component assignment grades. However, the discrepancies between EE and non-EE groups attendance suggests that students were engaged by Discovery in a way that they were not by regular classroom curriculum.

In addition to quantified engagement in Discovery observed in academic performance, we believe remarkable attendance rates are indicative of the value students place in the differential learning structure. Given the differences in number of Discovery days and implications of missing one day of regular class compared to this immersive program, we acknowledge it is challenging to directly compare attendance data and therefore approximate this comparison with consideration of learning time equivalence. When combined with other subjective data including student focus, requests to work on Discovery during class time, and lack of discipline/behavior issues, the attendance data importantly suggests that students were especially engaged by the Discovery model. Further, we believe the increased commute time to the university campus (students are responsible for independent transit to campus, a much longer endeavour than the normal school commute), early program start time, and students’ lack of familiarity with the location are non-trivial considerations when determining the propensity of students to participate enthusiastically in Discovery . We feel this suggests the students place value on this team-focused learning and find it to be more applicable and meaningful to their interests.

Given post-secondary admission requirements for STEM programs, it would be prudent to think that students participating in multiple STEM classes across terms are the ones with the most inherent interest in post-secondary STEM programs. The MT subset, representing students who participated in Discovery for more than one term, averaged significantly higher final Discovery grades. The increase in the final Discovery grade was observed to result from a general confluence of improved performance over multiple deliverables and a continuous effort to improve in a STEM curriculum. This was reflected in longitudinal tracking of Discovery performance, where we observed a significant trend of improved performance. Interestingly, the high number of MT students who were included in the EE group suggests that students who had a keen interest in science enrolled in more than one course and in general responded well to the inquiry-based teaching method of Discovery , where scientific method was put into action. It stands to reason that students interested in science will continue to take STEM courses and will respond favorably to opportunities to put classroom theory to practical application.

The true value of an inquiry-based program such as Discovery may not be based in inspiring students to perform at a higher standard in STEM within the high school setting, as skills in critical thinking do not necessarily translate to knowledge-based assessment. Notably, students found the programming equally challenging throughout each of the sequential sessions, perhaps somewhat surprising considering the increasing number of repeat attendees in successive sessions (Fig. 6a ). Regardless of sub-discipline, there was an emphasis of perceived value demonstrated through student surveys where we observed indicated interest in STEM and comfort with laboratory work environments, and desire to engage in future iterations given the opportunity. Although non-quantitative, we perceive this as an indicator of significant student engagement, even though some participants did not yield academic success in the program and found it highly challenging given its ambiguity.

Although we observed that students become more certain of their direction in STEM, further longitudinal study is warranted to make claim of this outcome. Additionally, at this point in our assessment we cannot effectively assess the practical outcomes of participation, understanding that the immediate effects observed are subject to a number of factors associated with performance in the high school learning environment. Future studies that track graduates from this program will be prudent, in conjunction with an ever-growing dataset of assessment as well as surveys designed to better elucidate underlying perceptions and attitudes, to continue to understand the expected benefits of this inquiry-focused and partnered approach. Altogether, a multifaceted assessment of our early outcomes suggests significant value of an immersive and iterative interaction with STEM as part of the high school experience. A well-defined divergence from knowledge-based learning, focused on engagement in critical thinking development framed in the cutting-edge of STEM, may be an important step to broadening student perspectives.

In this study, we describe the short-term effects of an inquiry-based STEM educational experience on a cohort of secondary students attending a non-specialized school, and suggest that the framework can be widely applied across virtually all subjects where inquiry-driven and mentored projects can be undertaken. Although we have demonstrated replication in a second cohort of nominally higher SES (S 1 Appendix , Supplementary Fig. 1 ), a larger collection period with more students will be necessary to conclusively determine impact independent of both SES and specific cohort effects. Teachers may also find this framework difficult to implement depending on resources and/or institutional investment and support, particularly if post-secondary collaboration is inaccessible. Offerings to a specific subject (e.g., physics) where experiments yielding empirical data are logistically or financially simpler to perform may be valid routes of adoption as opposed to the current study where all subject cohorts were included.

As we consider Discovery in a bigger picture context, expansion and implementation of this model is translatable. Execution of the scientific method is an important aspect of citizen science, as the concepts of critical thing become ever-more important in a landscape of changing technological landscapes. Giving students critical thinking and problem-solving skills in their primary and secondary education provides value in the context of any career path. Further, we feel that this model is scalable across disciplines, STEM or otherwise, as a means of building the tools of inquiry. We have observed here the value of differential inclusive student engagement and critical thinking through an inquiry-focused model for a subset of students, but further to this an engagement, interest, and excitement across the body of student participants. As we educate the leaders of tomorrow, we suggest that use of an inquiry-focused model such as Discovery could facilitate growth of a data-driven critical thinking framework.

In conclusion, we have presented a model of inquiry-based STEM education for secondary students that emphasizes inclusion, quantitative analysis, and critical thinking. Student grades suggest significant performance benefits, and engagement data suggests positive student attitude despite the perceived challenges of the program. We also note a particular performance benefit to students who repeatedly engage in the program. This framework may carry benefits in a wide variety of settings and disciplines for enhancing student engagement and performance, particularly in non-specialized school environments.

Study design and implementation

Participants in Discovery include all students enrolled in university-stream Grade 11 or 12 biology, chemistry, or physics at the participating school over five consecutive terms (cohort summary shown in Table 1 ). Although student participation in educational content was mandatory, student grades and survey responses (administered by high school teachers) were collected from only those students with parent or guardian consent. Teachers replaced each student name with a unique coded identifier to preserve anonymity but enable individual student tracking over multiple terms. All data collected were analyzed without any exclusions save for missing survey responses; no power analysis was performed prior to data collection.

Ethics statement

This study was approved by the University of Toronto Health Sciences Research Ethics Board (Protocol # 34825) and the Toronto District School Board External Research Review Committee (Protocol # 2017-2018-20). Written informed consent was collected from parents or guardians of participating students prior to the acquisition of student data (both post-hoc academic data and survey administration). Data were anonymized by high school teachers for maintenance of academic confidentiality of individual students prior to release to U of T researchers.

Educational program overview

Students enrolled in university-preparatory STEM classes at the participating school completed a term-long project under the guidance of graduate student instructors and undergraduate student mentors as a mandatory component of their respective course. Project curriculum developed collaboratively between graduate students and participating high school teachers was delivered within U of T Faculty of Applied Science & Engineering (FASE) teaching facilities. Participation allows high school students to garner a better understanding as to how undergraduate learning and career workflows in STEM vary from traditional high school classroom learning, meanwhile reinforcing the benefits of problem solving, perseverance, teamwork, and creative thinking competencies. Given that Discovery was a mandatory component of course curriculum, students participated as class cohorts and addressed questions specific to their course subject knowledge base but related to the defined global health research topic (Fig. 1 ). Assessment of program deliverables was collectively assigned to represent 10–15% of the final course grade for each subject at the discretion of the respective STEM teacher.

The Discovery program framework was developed, prior to initiation of student assessment, in collaboration with one high school selected from the local public school board over a 1.5 year period of time. This partner school consistently scores highly (top decile) in the school board’s Learning Opportunities Index (LOI). The LOI ranks each school based on measures of external challenges affecting its student population therefore schools with the greatest level of external challenge receive a higher ranking 35 . A high LOI ranking is inversely correlated with socioeconomic status (SES); therefore, participating students are identified as having a significant number of external challenges that may affect their academic success. The mandatory nature of program participation was established to reach highly capable students who may be reluctant to engage on their own initiative, as a means of enhancing the inclusivity and impact of the program. The selected school partner is located within a reasonable geographical radius of our campus (i.e., ~40 min transit time from school to campus). This is relevant as participating students are required to independently commute to campus for Discovery hands-on experiences.

Each program term of Discovery corresponds with a five-month high school term. Lead university trainee instructors (3–6 each term) engaged with high school teachers 1–2 months in advance of high school student engagement to discern a relevant overarching global healthcare theme. Each theme was selected with consideration of (a) topics that university faculty identify as cutting-edge biomedical research, (b) expertise that Discovery instructors provide, and (c) capacity to showcase the diversity of BME. Each theme was sub-divided into STEM subject-specific research questions aligning with provincial Ministry of Education curriculum concepts for university-preparatory Biology, Chemistry, and Physics 9 that students worked to address, both on-campus and in-class, during a term-long project. The Discovery framework therefore provides students a problem-based learning experience reflective of an engineering capstone design project, including a motivating scientific problem (i.e., global topic), subject-specific research question, and systematic determination of a professional recommendation addressing the needs of the presented problem.

Discovery instructors were volunteers recruited primarily from graduate and undergraduate BME programs in the FASE. Instructors were organized into subject-specific instructional teams based on laboratory skills, teaching experience, and research expertise. The lead instructors of each subject (the identified 1–2 trainees that built curriculum with high school teachers) were responsible to organize the remaining team members as mentors for specific student groups over the course of the program term (~1:8 mentor to student ratio).

All Discovery instructors were familiarized with program expectations and trained in relevant workspace safety, in addition to engagement at a teaching workshop delivered by the Faculty Advisor (a Teaching Stream faculty member) at the onset of term. This workshop was designed to provide practical information on teaching and was co-developed with high school teachers based on their extensive training and experience in fundamental teaching methods. In addition, group mentors received hands-on training and guidance from lead instructors regarding the specific activities outlined for their respective subject programming (an exemplary term of student programming is available in S 2 Appendix) .

Discovery instructors were responsible for introducing relevant STEM skills and mentoring high school students for the duration of their projects, with support and mentorship from the Faculty Mentor. Each instructor worked exclusively throughout the term with the student groups to which they had been assigned, ensuring consistent mentorship across all disciplinary components of the project. In addition to further supporting university trainees in on-campus mentorship, high school teachers were responsible for academic assessment of all student program deliverables (Fig. 1 ; the standardized grade distribution available in S 3 Appendix ). Importantly, trainees never engaged in deliverable assessment; for continuity of overall course assessment, this remained the responsibility of the relevant teacher for each student cohort.

Throughout each term, students engaged within the university facilities four times. The first three sessions included hands-on lab sessions while the fourth visit included a culminating symposium for students to present their scientific findings (Fig. 1 ). On average, there were 4–5 groups of students per subject (3–4 students per group; ~20 students/class). Discovery instructors worked exclusively with 1–2 groups each term in the capacity of mentor to monitor and guide student progress in all project deliverables.

After introducing the selected global research topic in class, teachers led students in completion of background research essays. Students subsequently engaged in a subject-relevant skill-building protocol during their first visit to university teaching laboratory facilities, allowing opportunity to understand analysis techniques and equipment relevant for their assessment projects. At completion of this session, student groups were presented with a subject-specific research question as well as the relevant laboratory inventory available for use during their projects. Armed with this information, student groups continued to work in their classroom setting to develop group-specific experimental plans. Teachers and Discovery instructors provided written and oral feedback, respectively , allowing students an opportunity to revise their plans in class prior to on-campus experimental execution.

Once at the relevant laboratory environment, student groups executed their protocols in an effort to collect experimental data. Data analysis was performed in the classroom and students learned by trial & error to optimize their protocols before returning to the university lab for a second opportunity of data collection. All methods and data were re-analyzed in class in order for students to create a scientific poster for the purpose of study/experience dissemination. During a final visit to campus, all groups presented their findings at a research symposium, allowing students to verbally defend their process, analyses, interpretations, and design recommendations to a diverse audience including peers, STEM teachers, undergraduate and graduate university students, postdoctoral fellows and U of T faculty.

Data collection

Teachers evaluated their students on the following associated deliverables: (i) global theme background research essay; (ii) experimental plan; (iii) progress report; (iv) final poster content and presentation; and (v) attendance. For research purposes, these grades were examined individually and also as a collective Discovery program grade for each student. For students consenting to participation in the research study, all Discovery grades were anonymized by the classroom teacher before being shared with study authors. Each student was assigned a code by the teacher for direct comparison of deliverable outcomes and survey responses. All instances of “Final course grade” represent the prorated course grade without the Discovery component, to prevent confounding of quantitative analyses.

Survey instruments were used to gain insight into student attitudes and perceptions of STEM and post-secondary study, as well as Discovery program experience and impact (S 4 Appendix ). High school teachers administered surveys in the classroom only to students supported by parental permission. Pre-program surveys were completed at minimum 1 week prior to program initiation each term and exit surveys were completed at maximum 2 weeks post- Discovery term completion. Surveys results were validated using a principal component analysis (S 1 Appendix , Supplementary Fig. 2 ).

Identification and comparison of population subsets

From initial analysis, we identified two student subpopulations of particular interest: students who performed ≥1 SD [18.0%] or greater in the collective Discovery components of the course compared to their final course grade (“EE”), and students who participated in Discovery more than once (“MT”). These groups were compared individually against the rest of the respective Discovery population (“non-EE” and “non-MT”, respectively ). Additionally, MT students who participated in three or four (the maximum observed) terms of Discovery were assessed for longitudinal changes to performance in their course and Discovery grades. Comparisons were made for all Discovery deliverables (introductory essay, client meeting, proposal, progress report, poster, and presentation), final Discovery grade, final course grade, Discovery attendance, and overall attendance.

Statistical analysis

Student course grades were analyzed in all instances without the Discovery contribution (calculated from all deliverable component grades and ranging from 10 to 15% of final course grade depending on class and year) to prevent correlation. Aggregate course grades and Discovery grades were first compared by paired t-test, matching each student’s course grade to their Discovery grade for the term. Student performance in Discovery ( N  = 268 instances of student participation, comprising 170 individual students that participated 1–4 times) was initially assessed in a linear regression of Discovery grade vs. final course grade. Trends in course and Discovery performance over time for students participating 3 or 4 terms ( N  = 16 and 3 individuals, respectively ) were also assessed by linear regression. For subpopulation analysis (EE and MT, N  = 99 instances from 81 individuals and 174 instances from 76 individuals, respectively ), each dataset was tested for normality using the D’Agostino and Pearson omnibus normality test. All subgroup comparisons vs. the remaining population were performed by Mann–Whitney U -test. Data are plotted as individual points with mean ± SEM overlaid (grades), or in histogram bins of 1 and 4 days, respectively , for Discovery and class attendance. Significance was set at α ≤ 0.05.

Reporting summary

Further information on research design is available in the Nature Research Reporting Summary linked to this article.

Data availability

The data that support the findings of this study are available upon reasonable request from the corresponding author DMK. These data are not publicly available due to privacy concerns of personal data according to the ethical research agreements supporting this study.

Holmes, K., Gore, J., Smith, M. & Lloyd, A. An integrated analysis of school students’ aspirations for STEM careers: Which student and school factors are most predictive? Int. J. Sci. Math. Educ. 16 , 655–675 (2018).

Article   Google Scholar  

Dooley, M., Payne, A., Steffler, M. & Wagner, J. Understanding the STEM path through high school and into university programs. Can. Public Policy 43 , 1–16 (2017).

Gilmore, M. W. Improvement of STEM education: experiential learning is the key. Mod. Chem. Appl. 1, e109. https://doi.org/10.4172/2329-6798.1000e109 (2013).

Roberts, T. et al. Students’ perceptions of STEM learning after participating in a summer informal learning experience. Int. J. STEM Educ. 5 , 35 (2018).

Gillies, R. M. & Boyle, M. Teachers’ reflections on cooperative learning: Issues of implementation. Teach. Teach. Educ. 26 , 933–940 (2010).

Nasir, M., Seta, J. & Meyer, E.G. Introducing high school students to biomedical engineering through summer camps. Paper presented at the ASEE Annual Conference & Exposition, Indianapolis, IN. https://doi.org/10.18260/1-2-20701 (2014).

Sadler, P. M., Sonnert, G., Hazari, Z. & Tai, R. Stability and volatility of STEM career interest in high school: a gender study. Sci. Educ. 96 , 411–427 (2012).

Sarikas, C. The High School Science Classes You Should Take . https://blog.prepscholar.com/the-high-school-science-classes-you-should-take (2020).

Ontario, G. o. The ontario curriculum grades 11 and 12. Science http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf (2008).

Scott, C. An investigation of science, technology, engineering and mathematics (STEM) focused high schools in the US. J. STEM Educ.: Innov. Res. 13 , 30 (2012).

Google Scholar  

Erdogan, N. & Stuessy, C. L. Modeling successful STEM high schools in the United States: an ecology framework. Int. J. Educ. Math., Sci. Technol. 3 , 77–92 (2015).

Pfeiffer, S. I., Overstreet, J. M. & Park, A. The state of science and mathematics education in state-supported residential academies: a nationwide survey. Roeper Rev. 32 , 25–31 (2009).

Anthony, A. B., Greene, H., Post, P. E., Parkhurst, A. & Zhan, X. Preparing university students to lead K-12 engineering outreach programmes: a design experiment. Eur. J. Eng. Educ. 41 , 623–637 (2016).

Brown, J. S., Collins, A. & Duguid, P. Situated cognition and the culture of learning. Educ. researcher 18 , 32–42 (1989).

Reveles, J. M. & Brown, B. A. Contextual shifting: teachers emphasizing students’ academic identity to promote scientific literacy. Sci. Educ. 92 , 1015–1041 (2008).

Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L. & Burgess, W. D. Research skills and STEM undergraduate research students’ aspirations for research careers: mediating effects of research self-efficacy. J. Res. Sci. Teach. 50 , 940–951 (2013).

Boekaerts, M. Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learn. Instr. 7 , 161–186 (1997).

Honey, M., Pearson, G. & Schweingruber, H. STEM Integration in K-12 Education: Status, Prospects, and An Agenda for Research . (National Academies Press, Washington, DC, 2014).

Moote, J. K., Williams, J. M. & Sproule, J. When students take control: investigating the impact of the crest inquiry-based learning program on self-regulated processes and related motivations in young science students. J. Cogn. Educ. Psychol. 12 , 178–196 (2013).

Fantz, T. D., Siller, T. J. & Demiranda, M. A. Pre-collegiate factors influencing the self-efficacy of engineering students. J. Eng. Educ. 100 , 604–623 (2011).

Ralston, P. A., Hieb, J. L. & Rivoli, G. Partnerships and experience in building STEM pipelines. J. Professional Issues Eng. Educ. Pract. 139 , 156–162 (2012).

Kelley, T. R. & Knowles, J. G. A conceptual framework for integrated STEM education. Int. J. STEM Educ. 3 , 11 (2016).

Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C. W. & Black, A. An examination of middle school students’ STEM self-efficacy with relation to interest and perceptions of STEM. J. STEM Educ.: Innov. Res. 17 , 27–38 (2016).

Bandura, A., Barbaranelli, C., Caprara, G. V. & Pastorelli, C. Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Dev. 72 , 187–206 (2001).

Article   CAS   Google Scholar  

Davenport Huyer, L. et al. IBBME discovery: biomedical engineering-based iterative learning in a high school STEM curriculum (evaluation). Paper presented at ASEE Annual Conference & Exposition, Salt Lake City, UT. https://doi.org/10.18260/1-2-30591 (2018).

Abu-Faraj, Ziad O., ed. Handbook of research on biomedical engineering education and advanced bioengineering learning: interdisciplinary concepts: interdisciplinary concepts. Vol. 2. IGI Global (2012).

Johri, A. & Olds, B. M. Situated engineering learning: bridging engineering education research and the learning sciences. J. Eng. Educ. 100 , 151–185 (2011).

O’Connell, K. B., Keys, B. & Storksdieck, M. Taking stock of oregon STEM hubs: accomplishments and challenges. Corvallis: Oregon State University https://ir.library.oregonstate.edu/concern/articles/hq37vt23t (2017).

Freeman, K. E., Alston, S. T. & Winborne, D. G. Do learning communities enhance the quality of students’ learning and motivation in STEM? J. Negro Educ. 77 , 227–240 (2008).

Weaver, R. R. & Qi, J. Classroom organization and participation: college students’ perceptions. J. High. Educ. 76 , 570–601 (2005).

Chapman, K. J., Meuter, M., Toy, D. & Wright, L. Can’t we pick our own groups? The influence of group selection method on group dynamics and outcomes. J. Manag. Educ. 30 , 557–569 (2006).

Hassaskhah, J. & Mozaffari, H. The impact of group formation method (student-selected vs. teacher-assigned) on group dynamics and group outcome in EFL creative writing. J. Lang. Teach. Res. 6 , 147–156 (2015).

Ma, V. J. & Ma, X. A comparative analysis of the relationship between learning styles and mathematics performance. Int. J. STEM Educ. 1 , 3 (2014).

Weinstein, C. E. & Hume, L. M. Study Strategies for Lifelong Learning . (American Psychological Association, 1998).

Toronto District School Board. The 2017 Learning Opportunities Index: Questions and Answers. https://www.tdsb.on.ca/Portals/research/docs/reports/LOI2017v2.pdf (2017).

Download references

Acknowledgements

This study has been possible due to the support of many University of Toronto trainee volunteers, including Genevieve Conant, Sherif Ramadan, Daniel Smieja, Rami Saab, Andrew Effat, Serena Mandla, Cindy Bui, Janice Wong, Dawn Bannerman, Allison Clement, Shouka Parvin Nejad, Nicolas Ivanov, Jose Cardenas, Huntley Chang, Romario Regeenes, Dr. Henrik Persson, Ali Mojdeh, Nhien Tran-Nguyen, Ileana Co, and Jonathan Rubianto. We further acknowledge the staff and administration of George Harvey Collegiate Institute and the Institute of Biomedical Engineering (IBME), as well as Benjamin Rocheleau and Madeleine Rocheleau for contributions to data collation. Discovery has grown with continued support of Dean Christopher Yip (Faculty of Applied Science and Engineering, U of T), and the financial support of the IBME and the National Science and Engineering Research Council (NSERC) PromoScience program (PROSC 515876-2017; IBME “Igniting Youth Curiosity in STEM” initiative co-directed by DMK and Dr. Penney Gilbert). LDH and NIC were supported by Vanier Canada graduate scholarships from the Canadian Institutes of Health Research and NSERC, respectively . DMK holds a Dean’s Emerging Innovation in Teaching Professorship in the Faculty of Engineering & Applied Science, U of T.

Author information

These authors contributed equally: Locke Davenport Huyer, Neal I. Callaghan.

Authors and Affiliations

Institute of Biomedical Engineering, University of Toronto, Toronto, ON, Canada

Locke Davenport Huyer, Neal I. Callaghan, Andrey I. Shukalyuk & Dawn M. Kilkenny

Chemical Engineering and Applied Chemistry, University of Toronto, Toronto, ON, Canada

Locke Davenport Huyer

Translational Biology and Engineering Program, Ted Rogers Centre for Heart Research, University of Toronto, Toronto, ON, Canada

Neal I. Callaghan

George Harvey Collegiate Institute, Toronto District School Board, Toronto, ON, Canada

Sara Dicks, Edward Scherer & Margaret Jou

Institute for Studies in Transdisciplinary Engineering Education & Practice, University of Toronto, Toronto, ON, Canada

Dawn M. Kilkenny

You can also search for this author in PubMed   Google Scholar

Contributions

LDH, NIC and DMK conceived the program structure, designed the study, and interpreted the data. LDH and NIC ideated programming, coordinated execution, and performed all data analysis. SD, ES, and MJ designed and assessed student deliverables, collected data, and anonymized data for assessment. SD assisted in data interpretation. AIS assisted in programming ideation and design. All authors provided feedback and approved the manuscript that was written by LDH, NIC and DMK.

Corresponding author

Correspondence to Dawn M. Kilkenny .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary information

Supplemental material, reporting summary, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Davenport Huyer, L., Callaghan, N.I., Dicks, S. et al. Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Sci. Learn. 5 , 17 (2020). https://doi.org/10.1038/s41539-020-00076-2

Download citation

Received : 05 December 2019

Accepted : 08 October 2020

Published : 02 December 2020

DOI : https://doi.org/10.1038/s41539-020-00076-2

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Mathematics Teaching Practices on Mathematical Proficiency of Junior High School Students

International Journal of Research Publications

Related Papers

IJMRAP Editor , Sheena Jade

The ability to develop, apply, and interpret Mathematics to solve issues in a range of real-world contexts is known as skills in Mathematics. This study was undertaken to identify the level of the students' Mathematical skills; reasoning, communication, and ability to solve Mathematical problems and competencies, and performance. The study was conducted at the Schools in Alubijid West District with one hundred seventy-five (175) grade 7 students as actual respondents. The study employed descriptive survey research method which includes quantitative approach in collecting numerical data through questionnaire. Additionally, it utilized the mean, standard deviation, and frequency and percentage distribution. The link between the variables was also determined using the Pearson product-moment correlation coefficient. The result shows that Students' Mathematical Skills on reasoning was found on High Level while Mathematical Ability to Solve Problem and Competencies were found on Moderate Level. It was concluded that Mathematical Skills is significantly correlated to Mathematics Performance. Thus, it must be given consideration and attention. The researcher recommends that the students should develop Mathematical Skills and teachers should be trained for additional teaching strategies.

IJAR Indexing

Mathematical Achievement is the competency shown by the student in the subject mathematics. Its measure is the score on an achievement test in mathematics. The present study is based on the mathematical achievement of X class students of Secondary School in Bageshwar District. A sample comprised of 200 students studying in class X was selected randomly from Secondary schools of Bageshwar district. The research tool developed and standardized by Dr. Ali Imam and Dr, Tahira Khatoon was administered to the students. A descriptive research method was used in the present research. Statistical techniques Mean, S.D., and t-test were used to analyze the data. The result of the study shows that there is a significant difference between the mathematical achievements of class X students of secondary schools on the basis of their sex and social belongingness, however, it is interesting to know that rural male and urban male students are almost similar in their mathematical achievement scores.

Proceedings of the Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia

Zaid Zainal

Asian Research Journal of Arts &amp; Social Sciences

Serkan Boyraz

Aims: In this study, mathematics self-report levels of secondary school students were examined in terms of gender, grade level and participation in Support and Training Courses (STC) were and the findings and suggestions were provided. For this purpose, the problem of the research consists of the question &quot;Do the mathematics self-report levels of secondary school students show a significant difference in terms of some variables?&quot; Study Design: In the study, since a study was conducted to determine the mathematics self-report levels of secondary school students, the general survey model, one of the quantitative research methods, was preferred. Place and Duration of Study: The study population of the research consists of 5th, 6th, 7th and 8th grade secondary school students in Afyonkarahisar in the 1st semester of the 2021-2022 academic year. While 298 participants were reached, in the preliminary examination of the data obtained from the reached sample, it was seen that 28...

Journal of Humanities and Education Development

Joseph Reyes

Psychology and Education: A Multidisciplinary Journal

Psychology and Education , Joan Alendajao

During the twentieth century, the meaning of successful Mathematics learning underwent several shifts in response to changes in both society and schooling. For roughly the first half of the century, success in learning the mathematics of pre-kindergarten to eighth grade usually meant facility in using the computational procedures of arithmetic, with many educators emphasizing the need for skilled performance and others emphasizing the need for students to learn procedures with understanding. To this end, the researchers is conducting a study to identify academic predictors of learning proficiency across strands of mathematics of grade 8 students of a public secondary school in Marikina City, the Marikina High School. The study is descriptive in nature and makes use of 6 groups of subjects: they were composed of 42 Grade 8 of Marikina High School, a secondary public school in the Schools Division of Marikina City, Metro Manila. From the research findings, it can be concluded that the majority of the respondents got a high rating in Algebra and Geometry, most of the student respondents fell above the passing rate of the subject Mathematics, and most of the student respondents accumulated a high score rating in Statistics and Probability. The null hypothesis is rejected; therefore, there is a significant difference between students' proficiency levels in Mathematics along with Algebra and Geometry. In academic characteristics related to the proficiency level of the students along study strategy in terms of Rehearsal, analyzing its contents again and again in studying math materials is strongly agreed by the student-respondents; Organization, reading through the class notes textbook and finding out the most important parts is strongly agreed; Self-regulation, listing down related formula first is strongly agreed; Study Environment, making it a hobby to study Math at a fixed time is agreed; Attitude towards Mathematics, student-respondents treat Mathematics difficult but an interesting subject. There is no significant difference in the Academic Characteristics of the respondents except in terms of Attitude towards Mathematics and Time and Study Environment, which have a strong positive/negative difference in the academic characteristics of the respondents. Moreover, a significant relationship exists between academic characteristics and students' proficiency levels.

Ninia Inoncillo- Calaca

The study determined the extent of Mathematics learning outcomes achieved by the Junior High Schoolers of St. Paul University Surigao. The main instruments used to solicit information were researcher-made questionnaires. The participants of this study were 6 Mathematics teachers and 151 students at St. Paul University Surigao Junior High School during the school year 2019-2020. Data gathered were analyzed using the means, standard deviation, and t-test. &lt;br&gt; The teachers perceived that the students achieved the mathematics learning outcomes to some extent. Similarly, the students also perceived that they achieved mathematics learning outcomes to some extent. Hence, the teachers&#39; understanding matched with students&#39; actual achievements validating the teachers&#39; teaching approaches. It was also revealed that there is no significant difference between the respondents&#39; perceptions on the extent of the mathematics learning outcomes achieved by the students but there ...

Journal of Physics: Conference Series

Agapitus Kaluge

This survey was conducted to describe the mathematical literacy of state junior high school students in Kupang, East Nusa Tenggara province. Not only was it done due to the low performances of Indonesian 15-year-old students in PISA but also since there was not any research studies that had been done before to map the mathematical literacy of 15-year-old students in Kupang. This study used two-stage cluster randomized sampling to choose six-state junior high schools representing six sub-districts around Kupang. A total of 377 ninth-grade students were selected to become the respondents in this survey. They were tested using fifteen mathematical literacy problems directly adopted from PISA 2012 and some development researches items. The results showed that the mathematical literacy of state junior high school students in Kupang generally was in a low category. When we looked into three process domains as well as four content domains, the math literacy of students was also classified ...

KnE Social Sciences

Ruby Thomas

trusti hapsari

This research investigates the students’ mathematical literacy competence and difficulties in answering the mathematic literacy questions. This study is considered as a survey research. 53 students are participating in this research. The data are collected through the instrument of mathematical literacy competence test. A quantitative analysis is employed to examine the students’ mathematical literacy competence levels. Meanwhile, the qualitative analysis is conducted to figure out the students’ errors in completing the mathematic literacy test. Mathematic literacy is greatly important for students to acquire. Mathematical literacy is an ability to completely master the mathematic concepts and apply them in our daily life. Mathematical literacy competence deals with the ability to formulate, apply, and interprate mathematics in various contexts. The students’ mathematical literacy is considered still poor. The students’ difficulties are identified through the students’ errors in ans...

RELATED PAPERS

Ferian Spentri

FMC - Formación Médica Continuada en Atención Primaria

Jose Trillo

Recursos genéticos e …

Zosimo Huaman

Procedia Engineering

Stanisław Legutko

Revista de Administração em Saúde

Rilva Muñoz

Denis Scuto

Acta Universitatis Nicolai Copernici Zarządzanie

Agnieszka Drews

MIS Quarterly

Eduardo Diniz

The Lancet Global Health

Ahsan Saleem

Ria Angraini

Journal of Gorgan University of Medical Sciences

Mohammad Alamgir Kabir

MedEdPublish

Adesuwa Garrick

Archives of Oto-Rhino-Laryngology

Jaime Kapitulnik

Savannah Clayton

International journal of molecular sciences

HAROON A.M. SAEED

Dylan Mcdowell

Kristiani Sigalingging

Open Forum Infectious Diseases

Christopher Destache

Rina Ramírez Mesias

Boletín Mexicano de Derecho Comparado

María de Montserrat Pérez Contreras

Buca Egitim Fakultesi Dergisi

Mehmet Ali Kartal

Ezequiel Di Paolo

MUCHAMAD ALI SAFA'AT

Agustin Sanchez Ducca

Numismatica e Antichità Classiche -Quaderni Ticinesi (NAC) LII, Lugano

Albert Ribera

See More Documents Like This

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• News & Insights
• All News & Insights

Center for Education, Identity and Social Justice hosts USC Hybrid High students for visit and releases report on study of the school

The final report finds students’ sense of belonging to their high school and college declines after graduation and provides recommendations to improve student support.

On Wednesday, Feb. 21, 2024, USC Rossier’s Center for Education, Identity and Social Justice hosted 30 USC Hybrid High School students on the USC University Park Campus. The students enjoyed a full agenda: they participated in a session focusing on university admissions and financial aid, met with current USC students, had lunch with USC Rossier Dean Pedro Noguera and Chair of USC Rossier’s Board of Councilors Mary Atwater James , and toured the USC grounds—including a stop at USC Athletics where they bumped into some of USC’s star student athletes.

The day focused on giving the students information about and exposure to first-generation, Latino and Black-centered experiences at USC as well as information about the various academic and social supports available to students on the USC campus, Center founders and co-directors Shafiqa Ahmadi and Darnell Cole said. This focus is especially important considering that 97% percent of USC Hybrid High students identify as either Black or Latino and 84% qualify for free or reduced lunch.

Developed by the USC Rossier School of Education with the goal of serving the students from the neighborhoods around the University Park campus, USC Hybrid High College Prep opened its doors in 2012. Ednovate, the public charter network that operates USC Hybrid High, has since opened an additional seven schools, all with the goal of preparing students from traditionally underserved areas for college. The students’ visit to USC on Feb. 21 is just one of many efforts the school makes to foster a college-going environment for students.

The results of these efforts have been impressive: 100% of USC Hybrid High students have been accepted to college. With a desire to better understand the experiences of USC Hybrid High students both while enrolled at the school and after they go to college, the USC Rossier Center for Education, Identity and Social Justice conducted a six-year longitudinal study of USC Hybrid High graduates from the classes of 2016 and 2017. The study, conducted by Ahmadi, Cole and their research team and funded by Mary Atwater James, aims to identify ways that high schools like USC Hybrid High can better prepare students for higher education while they are students and post-graduation, and how colleges can better support students while enrolled and after graduation. 

“I am deeply honored to support USC Hybrid High,” James said. “Graduates emerging from the school exhibit resilience and confidence, and are well-prepared to navigate the next steps in their lives. Their dedication to pursuing post-secondary education is a testament to their hard work. My gratitude extends to the dedicated teachers and staff at Hybrid High, who not only equip students for the challenges ahead but also foster an environment of warmth and inclusivity.”

The Center for Education, Identity and Social Justice released their first report on the study in 2020. The initial report, based on analysis of interviews and survey data, focused on participants’ transition from high school to college.

“When students feel a sense of cultural relevance, engagement and validation in their educational space they are more likely to feel like they belong and that they matter to the institution they attend,” Cole said of the report’s findings. Key takeaways included:

• Students’ sense of belonging to USC Hybrid High was higher for students who were currently attending college compared to those who were not.
• While USC Hybrid High students rated the school’s cultural responsiveness highly (above a 4 on a 5-point scale), students who were attending college rated the school’s cultural responsiveness higher than those who were not currently enrolled in college.
• The study found statistically significant correlations between the school’s cultural relevance and cultural responsiveness and students’ sense of belonging and education satisfaction.

On Feb. 21, the Center released its second report which focuses on participants’ experiences at college and post-college. The research team found that as time passed, students’ sense of belonging to both USC Hybrid High and their colleges declined. Additionally, fewer participants completed the requested surveys by year three of the study, likely due to the challenges presented during the COVID-19 pandemic. Drawing from the qualitative interviews and survey data, the team created recommendations for USC Hybrid High and colleges to better support students. “These recommendations,” Ahmadi said, “are essential for supporting students as they continue to succeed and make multi-generational change through education.”

Recommendations for USC Hybrid High include:

• Increase the rigor of classes to better mimic college coursework.
• Promote Historically Black Colleges and Universities to the school’s Black students.
• Increase communication and connection to USC Hybrid High alumni by promoting employment opportunities and hosting career workshops.

Recommendations for colleges include:

• Increases resources aimed at preparing students for graduate school, including offering students the opportunity to participate in research projects.
• Hire mental health professionals whose identities are similar to the students they serve.
• Professional development courses to better prepare students for the workforce.

“Addressing students’ professional, academic and mental health is crucial to their sense of belonging and mattering to their high school and colleges.” Cole said. The center hopes to secure additional funding to continue its work with USC Hybrid High School.  

Shafiqa Ahmadi

• Professor of Clinical Education
• Co-director of the Center for Education, Identity and Social Justice

Darnell Cole

• Professor of Education

Center for Education, Identity and Social Justice

Article Type

Article topics.

• USC Hybrid High

Related News & Insights

March 15, 2024

Landmark study shows that ‘transcendent’ thinking may grow teens’ brains over time

CANDLE scientists find that adolescents who grapple with the bigger meaning of social situations experience greater brain growth, which predicts stronger identity development and life satisfaction years later.

Featured Faculty

• Mary Helen Immordino-Yang
• Xiao-Fei Yang

March 14, 2024

New editorial team of Educational Researcher outlines vision

In the first issue published under the incoming editors, the group states their intent to make ER a home for ‘critical examinations of race, gender, social class, sexuality and disability.’

• Royel M. Johnson, PhD

Conference focuses on peer collaboration and advancing equity through higher education research

At annual Research for Impact Conference, over 250 attendees heard from over 80 presenters on research projects across the USC Rossier community.

• Pedro Noguera
• Gale M. Sinatra
• Adrian H. Huerta
• Artineh Samkian

High school students raise over $90,000 for cancer research with annual 5k race

Hundreds of people on Sunday packed WakeMed Soccer in Cary for the Running Over Cancer 5k run.

The race was organized by a team of high school students in 2012, hoping to raise awareness and funds for research.

Since then, it has raised over $1 million for the American Cancer Society and passed down to other high school students passionate about finding a cure for cancer.

For participants, Princess Catherine of Wales’ diagnosis was a reminder that cancer can affect anyone.

“It has touched almost everyone’s lives in some way or another,” Running Over Cancer 5k co-char Charlotte Stringer said. “So fundraising for it and getting patient support and research money… It’s so important, and it can change people’s lives.”

Chris Speranza, a junior at Ravenscroft, said the race is important for him on a personal level.

“A lot of my members of my family have been affected by cancer [of] all different types,” he explained. “Being able to run for them…it’s truly a great cause.”

The students were some of the more than 400 people who participated in the 5k on Sunday. The students use the funds raised to earn a spot in Oregon’s Hood to Coast Relay Race, known as the “Mother of All Relays,” with over 12,500 entrants.

During the race, they learned how to get sponsors and work with organizations to support the American Cancer Society. More than 400 people came out.

As participants walked or ran on the track.. they reflected on each step aimed at getting closer to the goal: curing the disease.

“[The race] brings not only awareness, but I know there are programs to the ACS, like the Hope Lodge, which my grandmother was a benefactor from. She got to stay for free while she was getting her treatment,” Speranza said. “So knowing that I'm able to provide resources like that for other people, not just my grandmother, is a great feeling.”

• MyU : For Students, Faculty, and Staff

hUMNs of Chemistry #13

Gwen Bailey 

Sher/her Assistant Professor

Tell us about your journey to the University of Minnesota.

I became fascinated with synthetic chemistry as an intern at Tekmira Pharmaceuticals (now Arbutus Biopharm) in Burnaby, BC. It struck me as so powerful that humans could manipulate matter in order to make and break bonds and create compounds with new chemical compositions and properties. Later in third-year inorganic chemistry class, I became fascinated with the chemistry of metals, and the rest of my career has been devoted to pursuing this passion. Like many others in my discipline, I was motivated by the desire to learn and develop new knowledge by carrying out experimental research. I was also passionate about sustainability and soon realized that I could use my knowledge of inorganic chemistry to contribute to more sustainable synthesis and energy solutions. My excitement for this topic is what drove me to pursue a Ph.D. at the University of Ottawa (fun fact: Canada's only officially bilingual institution!) and then a postdoc at Caltech. 

We would love to hear more about your research! What do you hope to accomplish with this work? What is the real-world impact for the average person?

Our research is focused on development of atomically precise nanocluster systems that mimic the structure and reactivity of heterogeneous electrocatalysts. By preparing these discrete compounds and evaluating them in solution environments, we can precisely pinpoint important mechanistic information including the site of substrate binding, delocalization of charge, and the dynamic reconfiguration of bonds that leads to substrate turnover. Our cluster systems not only capture the capabilities of heterogeneous electrocatalysts in a discrete model but they go one step beyond these capabilities in that they have a high density of active sites and are precisely tunable in their steric environment and electronic structure according to well-defined structure-property relationships. Overall, we hope to develop new approaches to catalysis using our atomically precise nanocluster systems and ultimately contribute solutions to solve climate change, for example by developing methods for synthesizing commodity chemicals on large scale using abundant feedstocks (like CO2) and renewable electricity. 

What courses do you teach? What can students expect to get out of your course?

I teach advanced inorganic chemistry classes (CHEM 4745/8745 and 4715/8715) and introductory general chemistry (CHEM 1061). I love talking to students and drawing them into deep conversations about the properties and study of matter! I believe that education is accessible to anyone with a good work ethic and growth mindset, and my teaching style reflects this philosophy. Activities in my classes are split between short, interactive lectures and small-group activities where students go deep with the material through problem-solving and discussion. Students in my classes can expect to be challenged intellectually and ultimately rewarded with new ways of thinking about challenging scientific concepts. 

What do you hope to contribute to the chemistry community at the University?

Beyond the science, I hope to reflect that chemistry is something that is accessible and practicable for all, and that teamwork and mentorship are integral to the practice. Also, I hope to provide opportunities for students to grow their personal, interpersonal, and scientific abilities through the practice of science and through participation in conferences and other programming. 

What do you do outside of the classroom/lab/office for fun?

I am pretty much obsessed with training my body for better health and longevity. I have enjoyed reading books such as "Outlive" by Peter Attia that have focused my efforts in these areas. My current exercise program includes regular zone 2 training (cycling/walking), interval training, strength training, and (mostly for fun) bouldering. 

John Beumer

Senior Designer, Center for Sustainable Polymers

Please give a brief description of your role within the UMN Chemistry department.

I am the Senior Designer for the Center For Sustainable Polymers. My day-to-day tasks include creating artwork for publication, managing the website, and leading our monthly research meetings. 

Before coming to the University of Minnesota I was a design consultant for Pentair and Bright Health in the Twin Cities. In addition, I spent a fair amount of time in the nonprofit world leading marketing and communications efforts. 

What’s your favorite piece of chemistry/science pop culture media? Why do you love it?

I remember visiting the Bell Museum for a CSP Annual Meeting years ago and we got to see closeup images of the Mars surface in their Planetarium. It is so special to live in a time when we get to see images from another planet. And I am equally excited to see what the Mars Perseverance rover returns to us in 2033.

Where is your favorite spot in the Twin Cities?

The Prospect Park Water Tower is a favorite spot. It is currently in the process of renovation but my guess is that they will have limited access to the tower again in a couple of years. It is a great place to get a birds eye view of Minneapolis. 

Emily Robinson

She/her Graduate Student, Buhlmann Group

I am a Minnesotan, born and raised! I went to college and got my chemistry degree at the University of Minnesota Morris, which is part of the U system but out in the middle of western Minnesota, in 2020. I also studied for a semester at the University of Limerick in Ireland for a semester studying chemical nanotechnology. I applied for graduate school all over the US but UMN was one of the few schools felt I could thrive in. I loved the atmosphere and people I met.

We would love to hear more about your research interests! What do you hope to accomplish with this work? What is the real-world impact for the average person?

I work on the development of ion-selective electrodes. Ion detection is vital for medical analysis, environmental monitoring, and industrial applications. think of ions such as chloride and potassium, for medical purposes such as to assess kidney function, and nitrate and arsenate, common environmental pollutants. While there is equipment that can detect there ions, many of them are costly, require complex instrumentation with trained professionals, and are not time-efficient. Ion-selective electrodes (ISEs) are my are an great alternative, they have high selectivity, sensitivity, and versatility. They also overcome the limits that many other instruments have, being relatively small, easy to handle, and give fast response times. These factors are critical for point of care, for rapid test results, and for deployable, wearable, and implantable devices. For these applications, sensors not only need to be dependable for short periods but for days or even years. That is why I have pushed the boundaries of ISE systems to develop exceedingly stable sensing and reference electrodes that can be used to meet the needs of the medical, environmental, and industrial fields today.

Are you involved in any student groups? What inspired you to get involved?

I am currently the co-president for the Joint Safety Team! I have always been a big proponent of lab safety culture and when the opportunity came up, I thought why not? I have been able to work with other lab safety teams throughout the US and we recently submitted a paper on LSO programs as well as were accepted to host a symposium at ACS fall on lab safety culture. Lab safety is something that affects everyone, whether it be on big or small scales, and I am very happy to have been able to be a part of that here.

We keep a garden on our patio that I (try to) help take care of and I am always down for an easy hike in the fall.

Black Coffee & Waffle Bar

Tell us about who makes up your household (including pets).

Our household is myself, my partner Zach who does cancer research at UMN, and our adorable grey tuxedo cat Beatrice

Related news releases

• Jan-Niklas Boyn and Kade Head-Marsden join Department of Chemistry
• hUMNs of Chemistry #11
• Professor Peter Carr retires after over 45 years on Department of Chemistry faculty
• hUMNs of Chemistry #10
• hUMNs of Chemistry #8
• Future undergraduate students
• Future transfer students
• Future graduate students
• Future international students
• Diversity and Inclusion Opportunities
• Learn abroad
• Living Learning Communities
• Mentor programs
• Programs for women
• Student groups
• Visit, Apply & Next Steps
• Information for current students
• Departments and majors overview
• Departments
• Undergraduate majors
• Graduate programs
• Integrated Degree Programs
• Additional degree-granting programs
• Online learning
• Academic Advising overview
• Academic Advising FAQ
• Academic Advising Blog
• Appointments and drop-ins
• Academic support
• Commencement
• Four-year plans
• Honors advising
• Policies, procedures, and forms
• Career Services overview
• Resumes and cover letters
• Jobs and internships
• Interviews and job offers
• CSE Career Fair
• Major and career exploration
• Graduate school
• Collegiate Life overview
• Scholarships
• Diversity & Inclusivity Alliance
• Anderson Student Innovation Labs
• Information for alumni
• Get engaged with CSE
• Upcoming events
• CSE Alumni Society Board
• Alumni volunteer interest form
• Golden Medallion Society Reunion
• 50-Year Reunion
• Alumni honors and awards
• Outstanding Achievement
• Alumni Service
• Distinguished Leadership
• Honorary Doctorate Degrees
• Nobel Laureates
• Alumni resources
• Alumni career resources
• Alumni news outlets
• CSE branded clothing
• International alumni resources
• Inventing Tomorrow magazine
• Update your info
• CSE giving overview
• Why give to CSE?
• College priorities
• Give online now
• External relations
• Giving priorities
• Donor stories
• Impact of giving
• Ways to give to CSE
• Matching gifts
• CSE directories
• Invest in your company and the future
• Recruit our students
• Connect with researchers
• K-12 initiatives
• Diversity initiatives
• Research news
• Give to CSE
• CSE priorities
• Corporate relations
• Information for faculty and staff
• Administrative offices overview
• Office of the Dean
• Academic affairs
• Finance and Operations
• Communications
• Human resources
• Undergraduate programs and student services
• CSE Committees
• CSE policies overview
• Academic policies
• Faculty hiring and tenure policies
• Finance policies and information
• Graduate education policies
• Human resources policies
• Research policies
• Research overview
• Research centers and facilities
• Research proposal submission process
• Research safety
• Award-winning CSE faculty
• National academies
• University awards
• Honorary professorships
• Collegiate awards
• Other CSE honors and awards
• Staff awards
• Performance Management Process
• Work. With Flexibility in CSE
• K-12 outreach overview
• Summer camps
• Outreach events
• Enrichment programs
• Field trips and tours
• CSE K-12 Virtual Classroom Resources
• Educator development
• Sponsor an event