Contribution of Home Based Psychosocial Issues On Students Academic Performance In Public Secondary Schools In Migori County, Kenya.

2020 ◽  
Vol 7 (7) ◽  
pp. 398-419
Author(s):  
Calvince Okongo ◽  
Florence Y. Odera ◽  
M. Sichari
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Home Environment ◽  
Parental Attachment ◽  
Role Model ◽  
Economic Status ◽  
Psychosocial Issues ◽  
Critical Periods ◽  
Home Based ◽  
The Government

The home environment plays pivotal roles in determining children’s future. Every other parent strives to be a role model to be emulated by the children right from childhood to maturity level when these children can now stand strong to respond to the societal demands of life. However, when the home environment is not cordial to the children, this could lead to psychological, biological, mental and social dysfunction a reflection of cognitive disorientation especially for the students in secondary schools. The above situation would undoubtedly lead to a performance which does not measure to the threshold of the learning institutions in which the children have been admitted to pursue their studies .Students in high schools are in critical periods with myriads of psychological, social and academic issues which affect them most of which require personal and confidential psychotherapeutic interventions that the parents themselves could avert to ensure successful completion of secondary education.   The key objective of the study was to establish the contribution of home based psychosocial issues on the students’ academic performance in public secondary schools in Migori County. The paper explores the extent to which parental attachment, socio economic status of parents and parental involvement which are all home based psychosocial factors contribute to the academic performance of both boys and girls .The study findings will challenge the care takers who in this case are the parents and guardians and teachers to understand the psychosocial turmoil students face as they struggle to make ends meet educationally. The findings of this study may assist the Government, NGOs, Principals and all the education stakeholders to understand and create more resources  preferably trained personnel who could be knowledgeable in therapeutics skills to best manage students who might not have had  the best home based care and attention.

scholarly journals Parents Socio-Economic Factors as it Affect Students Academic Performance in Selected Public Secondary Schools in Ado Local Government Area of Ekiti State

2020 ◽  
pp. 144-148
Author(s):  
E. F. Fakunle ◽  
B. K. Ajayi
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Local Government ◽  
Secondary Schools ◽  
Economic Status ◽  
Local Government Area ◽  
Socio Economic Status ◽  
Non Governmental Organizations ◽  
The Rich ◽  
The Government

The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.

FISHING ACTIVITIES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN RACHUONYO NORTH SUB-COUNTY, KENYA

2017 ◽  
Vol 5 (7) ◽  
pp. 109-117
Author(s):  
GRACE AUMA OJIJO ◽  
Lucy Kibera
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary Students ◽  
Secondary School Students ◽  
Basic Education ◽  
School Attendance ◽  
Primary Data ◽  
School Students ◽  
The Government

This study investigated the influence of fishing related activities on academic performance of secondary school students in Rachuonyo North Sub-County. The specific objectives were to examine the activities associated with fishing and determine how they influenced academic performance of secondary students in the Sub-County. The study targeted students and principals of the 49 secondary schools in Rachuonyo North Sub-county. The research used simple random sampling to select 14 public secondary schools and 20 Form Three students from each of the sampled schools. The total sample size was 292 respondents. Primary data was collected and analysed using quantitative and qualitative methods and then presented in tables in percentages. Data analysis was done using SPSS and the Microsoft Excel software. The study established that students participated in fishing activities while attending school. Major fishing activities that students engaged in included: actual fishing an agreement  index of 82.9% of students; repairing of fishing nets which was supported by 74.2% of students; setting of nets in the lake which was supported by 84.4% of students; and removal of fish from the nets which was agreed to by 83.9% of students. Some (91.7%) of the students believed that their counterparts who engaged in fishing activities tended to perform poorly in their classwork.  The study has recommended that parents, School Boards of Management and the communities along the beaches collaborate with each other in order to keep students from engaging in fishing activities for this likely to improve school attendance and academic performance of students. The Government should enforce compulsory basic education as well as provide it free to all children at this level of education.

scholarly journals Academic Achievement of Primary School Pupils: Investigating Home Environment Factors Contributing to Low Academic Performance

2020 ◽  
pp. 49-57
Author(s):  
Olivia Akrofi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Primary School ◽  
Home Environment ◽  
Economic Status ◽  
Parental Style ◽  
Environment Factors ◽  
Socio Economic Status ◽  
Kwame Nkrumah ◽  
Primary School Pupils

Home environment factors affect the mental and psychological capability of the learner to attain academic feats. This study investigated home environment factors contributing to low academic performance in primary school pupils in Ghana focusing on the Kwame Nkrumah University of Science and Technology (KNUST) Primary School in Kumasi. Home environment factors include socio-economic status, parental style and family size. Qualitative and quantitative data were collected from 120 learners and 60 parents of the institution using questionnaires and interview respectively. The results revealed that a significant number of pupils described their homes as not conducive for learning and this was largely attributed to the parental socio-economic status. Again, lack of parental involvement negatively influences the academic work of learners. The study concluded that parents should be encouraged to participate in regular Parent-Teacher Association (PTA) meetings to learn more about parental styles and strategies to be more involved in their children’s education. Keywords: Home environment factors, academic achievement, academic performance, socioeconomic status, parental style.

scholarly journals The Relationship between Female Girls Education Policies and Academic Performance of Female Students in Rwanda

2021 ◽  
Vol 4 (6) ◽  
pp. 62-81
Author(s):  
Tuyishime Janvier ◽  
◽  
Dr. Hesbon Opiyo Andala ◽  
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Learning Outcomes ◽  
Cultural Practices ◽  
Female Students ◽  
Instructional Materials ◽  
Education Policies ◽  
Interview Guide ◽  
The Government ◽  
The Relationship

The implementation of female education policies plays a significant role in promotion of academic performance and other schooling learning outcomes. The purpose of this study therefore was to establish the relationship between female girls’ education policies and academic performance of female students in Rusizi District in Rwanda. This study adopted correlation research design while structured questionnaires, interview guide and document reviews were used as data collection instruments. The target population was 283 respondents. The sample size was 166 obtained by the use of Yamane formula. The sample was obtained by the use of simple random and purposive sampling techniques. Questionnaire, interview guide and document review were used to collect the data. The findings revealed that 53.1% strongly agreed with recruiting and training gender sensitive teachers, 86.4% agreed with specifying the provision of alternative education for girls, 80.0% felt agreed with encouraging girls ‘participation. Thus, 77.0% felt female students received toilet support. The study recommended the government to make attention to the improvement of academic performance, education quality and pertinence in secondary schools and enable girls to achieve high level of learning outcomes. The community should abandon some harmful cultural practices faced by female students in secondary schools because they contribute to low esteem and ambitions. Secondary schools should adopt gender sensitive courses and give utter instructional materials like boos and other equipment. Keywords: Education policy, Girls’ education, Academic performance, secondary schools, Rwanda.

scholarly journals Financial Resource Planning Dynamics and Performance of Upgraded Extra-County Schools to National Status in Western Kenya Counties

2021 ◽  
Vol 3 (1) ◽  
pp. 27-39
Author(s):  
Violet Wekesa ◽  
Lydia Kipkoech ◽  
Peter Okemwa
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Primary Schools ◽  
Regional Distribution ◽  
Resource Planning ◽  
School Management ◽  
Financial Resource ◽  
Western Kenya ◽  
Planning Strategies ◽  
The Government

The assessment of secondary school success is according to the number of students they are producing to join universities and other higher learning institutions. To increase access to all pupils from primary schools to access secondary schools, the government of Kenya upgraded previously extra county schools to national status to ensure regional distribution of schools across the nation. With the upgrade, the government was required to inject funds to enable facilities expansion. Despite the upgrade, the money allocated and disbursed to schools has always been inadequate to meet the needs of students. Therefore, this demands that school management makes plans for financial mobilisation to ensure that school operations are done without interruptions. The paper looks at the financial resource planning strategies that upgraded national schools in western Kenya have in place for the purpose of improving their performance. Data was collected from eight of the upgraded schools making up the study population where principals and teachers were the respondents. A sample of 156 respondents was selected to answer research questions through interviews and questionnaires. Analysis of data was performed using quantitative and qualitative methods. SPSS facilitated quantitative data analysis. The study found out that schools experienced financial shortfall arising from inadequate capitation grants from the government and delay in payment of schools by students. To cushion themselves, schools had made several financial plans like applying for grants for infrastructure development. Further, despite schools having large tracts of land, some school management did not put into use either through growing grass for dairy farming or planting crops for subsidising school food supplies. Computed correlation statistics showed a weak correlation that existed (r=0.191 and p=0.016) between financial planning dynamics and academic performance of upgraded national schools in the western region of Kenya. The paper concludes that financial resource planning strategies had minimal effects on the academic performance of upgraded national secondary schools in Kenya Certificate of Secondary examinations. The paper recommends that there is a need for school administration to work with stakeholders to identify profitable projects that can be implemented in their school to earn income.

scholarly journals Computer Literacy and Secondary School Teachers’ Job Effectiveness in Kwara State

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Olarewaju Ogundele ◽  
Patricia Agnes Ovigueraye Etejere
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Computer Literacy ◽  
Computer Training ◽  
Sampling Technique ◽  
Significance Level ◽  
Record Keeping ◽  
Job Effectiveness ◽  
The Government ◽  
Computer Literate

This study investigated the relationship between computer literacy and teacher’s job effectiveness of secondary schools in Kwara State, Nigeria. The study was a correlation survey. Stratified random sampling technique was used to select 1800 respondents. The respondents were comprised of 40 principals, 80 vice principals, 120 heads of departments, 120 teachers, and 200 prefects totaling 600 respondents from each of the three senatorial districts in Kwara State.  Five research hypotheses were generated for the study. Computer Literacy Questionnaire (CLQ) and Teacher’s Job Effectiveness Questionnaire (TJEQ) were used to collect relevant data. The instruments were validated and the reliability index of .63 and .69 was obtained for the (CLQ) and (TJEQ) respectively. The data obtained were analyzed using Pearson Product Moment Correlation statistic and t-test statistics and tested at .05 significance level. The findings revealed that computer literacy encourages appreciation and utilization of computers during teaching learning processes which invariably aid teachers’ job effectiveness, such as job performance, record keeping, school discipline, and supports students’ academic performance. It also revealed that computer literate teachers perform better in the schools than non-computer literate teachers in the schools by making use of computers during their teaching, the use of computers arouse students’ interest in the teachings which supports effective student academic performance. Those schools with non-computer literate teachers were never exposed to computers’ usage which detracted from effective teaching and learning in the schools. It was recommended that computer systems be supplied to every school for the teachers and students use by the government, nongovernmental agencies, and philanthropists.  Also all teachers should be encouraged by the government through provision of in service computer training opportunities. In doing so, teachers’ job effectiveness in Kwara State secondary schools will improve.

scholarly journals Teachers’ Collective Efficacy as a Predictor of Students’ Academic Performance in North Central Nigeria

2021 ◽  
Vol 10 (1 (19)) ◽  
pp. 101-120
Author(s):  
Yusuf Laro Ibrahim ◽  
Yunus Adebunmi Fasasi ◽  
Mustapha Adam Ishola ◽  
Yusuf Suleiman
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Secondary Schools ◽  
Collective Efficacy ◽  
Important Predictor ◽  
North Central ◽  
The North ◽  
Pertinent Data ◽  
The Government

Public secondary schools in Nigeria occupy a significant position for providing qualitative education, yet there has been increasing public discontent with the quality of students being produced in the country’s public secondary schools. Teachers are regarded as one of the resources necessary for achieving the goals of secondary education. It is against this backdrop that this study examined teachers’ collective efficacy as a predictor of students’ academic performance in North Central Nigeria. Three research questions and hypotheses were generated to guide the study, which made use of a correlation-type descriptive research design with a population consisting of all teachers in the North Central region. An instrument titled the Teachers’ Collective Efficacy Questionnaire (TCEQ) was developed to elicit pertinent data from the participants. Also, students’ academic achievement was measured. The results of the study revealed that no substantial nexus existed between the teachers’ experience and the students’ academic achievement. However, the teachers’ verbal encouragement was found to be an important predictor of the learners’ academic success. Similarly, the teachers’ academic emphasis was a significant predictor of the learners’ academic performance. Based on this, it was established that teachers’ collective efficacy is an important predictor that can be used to improve students’ academic achievement. The study recommended that education administrators should acquaint their staff with the importance of collective efficacy towards improving students’ academic performance. It was also recommended that the government should organize workshops, seminars, and conferences for the supervisors, principals, and teachers of schools on efficacy issues and that teachers should be well motivated to maintain a high degree of efficacy in their various schools.

scholarly journals COVID-19 Home Based Management in Poor Resources Settings: A Case of Rwanda

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Uwera S ◽  
◽  
Nikwigize S ◽  
Bagwaneza T ◽  
Rutayisire E ◽  
...  
Keyword(s):  
Health Workers ◽  
Economic Status ◽  
World Health ◽  
Home Based ◽  
Access To Water ◽  
The Government ◽  
Health Organization ◽  
And Control ◽  
Home Based Care

COVID-19 is an infectious disease and can be transmitted from humans to humans through infected air droplets during coughing and sneezing or though contact with contaminated hands or surfaces. By March 01st 2021, World Health Organization (WHO) reported 113,820,168 confirmed cases globally, among them 2,851,062 are from the continent of Africa. Rwanda reported 18,850 confirmed cases, and 261 deaths. Healthcare systems have been burdened by the huge number of COVID-19 cases. Home-Based Care (HBC) was introduced as an alternative option to control the pandemic specifically in poor resource countries. Since December 2020, the number of COVID-19 case and death continued to rise in Rwanda. To handle this issue, the government of Rwanda started promoting the home-based care for asymptomatic people or patients with mild symptoms and they would be followed up by trained Community Health Workers (CHW). The increased number of positive cases is attributed to inadequate compliance to COVID-19 Infectious Prevention and Control (IPC) measures, low socio-economic status, inability to self-isolate due to having small and shared living rooms, food insecurity, lack of familiarity to disinfection procedures for home sanitation, inadequate access to water, weak policy regulating HBC, insufficient PPEs for CHWs, CHW fear of getting infected through HBC, low level of community awareness and perception, comorbidities, poor communication during follow up of HBC patients. Overall, we concluded that HBC has been very crucial in management of COVID-19 as it relieved the burden on health facilities, but more improvement on HBC is needed to be properly applicable in poor resource settings.

scholarly journals PROVISION OF NECESSARY TEACHING AND LEARNING NEEDS FOR IMPROVING ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT IN TANZANIA INCLUSIVE SECONDARY SCHOOLS

2021 ◽  
Vol 9 (4) ◽  
pp. 303-323
Author(s):  
Celestine D. G. Karuhawe
Keyword(s):  
Qualitative Research ◽  
Academic Performance ◽  
Secondary Schools ◽  
Visual Impairment ◽  
Teaching And Learning ◽  
Continuous Process ◽  
Research Approach ◽  
Learning Needs ◽  
The Government

This paper focuses on provision of necessary teaching and learning needs for improving academic performance of students with visual impairment study- ing in inclusive private as well as public secondary schools in Tanzania. It was guided by the following three specific objectives: to analyse reasons for provid- ing necessary teaching and learning needs of students with visual impairment in Tanzania inclusive secondary schools; to assess types of teaching and learn- ing needs that are necessary in provision of education for VI students in Tanza- nia inclusive secondary schools; to highlight significance of providing necessary teaching and learning needs to students with visual impairment in Tanzania inclusive secondary schools. The Open System’s Model was adapted in conducting this study. The model provides pieces of advice for provision of education under the following stages: input, process, and output to enable students learn efficiently as well as per- form better in studies and examinations. In its pursuit, the study applied qualitative research approach and a case study design. Qualitative research approach and the case study allowed the researcher to avoid biases by sup- porting researched information with clear facts as advised in rules of credibil- ity, transferability, dependability, and confirmability. Twenty-four participants selected under purposive sampling procedure were involved in the study. Semi- structured interviews and focus group discussions were the employed data col- lection methods. The researcher insists that necessary teaching and learning needs should always be provided in Tanzania inclusive secondary schools for students with visual impairment. Their significance is to facilitate students’ les- son understanding and better performance in examinations. Good examination results will assure parents and the government on extent to which education provided in the country meets intended national goals. It should be maintained by making provision of such needs a continuous process.

Relationship between teacher characteristics and school performance in public secondary schools in Nyamasheke and Nyarugenge District, Rwanda

2018 ◽  
Vol 1 (1) ◽  
pp. 62-71
Author(s):  
Philothere Ntawiha ◽  
Mary A. Otieno ◽  
Justin Nshimiyimana ◽  
Rita P. Nimusabe ◽  
James Harindintwari
Keyword(s):  
Secondary Schools ◽  
School Performance ◽  
Classroom Environment ◽  
Professional Training ◽  
Role Model ◽  
Simple Random Sampling ◽  
Teacher Characteristics ◽  
Coefficient Of Determination ◽  
Head Teachers ◽  
The Government

In school system, the teacher is the key input as he/she is the one to create a conducive atmosphere for learning by preparing the learning content, preparing classroom environment, ordering materials, using a variety of methods to deliver learning, and he/she also assesses the level of learners, manages time and students, and should be a good role model. Therefore, the purpose of this study was to determine whether and to the extent to which relationship exists between teacher characteristics and school performance in public secondary schools in Nyamasheke and Nyarugenge districts. Specifically, the study sought to describe teacher characteristics, determine the extent to which teacher characteristics correlate with school performance, and find out the strategies adopted to enhance school performance in public secondary schools located in the two districts. This study was guided by Education Production Function theory and it adopted a correlation research design. The target population involved 70 head teachers and 2 district education officers. 21 head teachers and 2 district education officers were surveyed. Stratified sampling, simple random sampling and purposive sampling techniques were used to select this sample and questionnaires, document review schedule, and interview schedule were used to collect data. It was found that only 61.15% of teachers have a bachelor’s degree, among them only 63.81% have undergone a pedagogical course, and only 56.05% have an experience of more than three years. It was further found that among the teacher characteristics, teacher qualification, professional training and experience highly correlate with school mean performance and as the coefficient of determination for each varies between 0.41 and 0.63. It was therefore recommended that the government and all other stakeholders should allocate more resources to train more teachers and retain experienced ones and provide more in-service training to enhance teachers’ professionalism.

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