The Impact of ICT-Driven Instructional Aids in Nigerian Secondary Schools

2013 ◽  
Vol 1 (3) ◽  
pp. 511-518 ◽  
Author(s):  
Japheth Torruam ◽  
◽  
Cyprian Abur ◽  
Keyword(s):  
Secondary Schools ◽  
Instructional Aids ◽  
The Impact

scholarly journals The impact of accountability reforms on the Key Stage 4 curriculum: How have changes to school and college Performance Tables affected pupil access to qualifications and subjects in secondary schools in England?

2015 ◽  
Author(s):  
Meenakshi Parameshwaran ◽  
Dave J. Thomson
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Performance ◽  
Equal Access ◽  
College Performance ◽  
Stage 4 ◽  
The Impact

The Conservative–Liberal Democrat Coalition Government's reforms to secondary school Performance Tables have changed how schools make decisions about the subjects and qualifications entered by their pupils. The National Pupil Database is used to explore these changes between 2005 and 2014. We find that schools are responding to accountability reforms by changing access to subjects and qualifications for pupils: entry rates for English Baccalaureate qualifications have increased, while those for qualifications no longer counted as a result of the Coalition's response to the Wolf Review have decreased. However, reforms have not yet led to equal access to subjects and qualifications for all pupils.

scholarly journals EXAMINING HOW POSITIVE AND NEGATIVE EMOTIONS INFLUENCE COGNITIVE PERFORMANCE IN SECONDARY SCHOOLS

2020 ◽  
pp. 255-267
Author(s):  
Sonya Yakimova ◽  
◽  
Célia Maintenant ◽  
Anne Taillandier-Schmitt ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Schools ◽  
Cognitive Performance ◽  
Positive Emotions ◽  
Negative Emotions ◽  
School Context ◽  
Dropping Out ◽  
French Version ◽  
The Impact

Few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement andparents’ authorization, we asked 158 adolescents in secondary schools to respond to the French version of Differential Emotion Scale adapted for school context and to nineteensyllogisms which evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. Our hypotheses were partially validated. The impacts of the results as well as perspectives of future researches in relation with self-esteem, psychological disengagement, dropping out of school were discussed.

scholarly journals Grading in Secondary Schools in Germany – The Impact of Social Origin and Gender

2021 ◽  
Vol 2-2 ◽  
pp. 100101
Author(s):  
Michael Bayer ◽  
Sabine Zinn ◽  
Christin Rüdiger
Keyword(s):  
Secondary Schools ◽  
Social Origin ◽  
And Gender ◽  
The Impact

scholarly journals Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools

2019 ◽  
Vol 24 (1) ◽  
pp. 11-19
Author(s):  
Godlove Lawrent
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Support Staff ◽  
Multiple Roles ◽  
Education Expansion ◽  
Teaching Competence ◽  
Competence Beliefs ◽  
The Government ◽  
The Impact

The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning.

scholarly journals Education Sector and Corporate Social Responsibility a Study on Private Sector Secondary School of District North & South Delhi (India)

2020 ◽  
Vol 3 (1) ◽  
pp. 14-18
Author(s):  
Pankaj Dixit
Keyword(s):  
Corporate Social Responsibility ◽  
Secondary School ◽  
Secondary Schools ◽  
Social Responsibility ◽  
Private Sector ◽  
Secondary School Teachers ◽  
Primary Data ◽  
Corporate Strategies ◽  
Corporate Social ◽  
The Impact

Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.  

scholarly journals Analysis of the scores of competency test

2018 ◽  
Vol 210 ◽  
pp. 04006
Author(s):  
Jana Pasáčková
Keyword(s):  
Czech Republic ◽  
Secondary Schools ◽  
The Czech Republic ◽  
Study Programme ◽  
Level Of Knowledge ◽  
Long Term Monitoring ◽  
The University ◽  
The Impact ◽  
Term Monitoring

Since decreasing level of knowledge of mathematics is the problem at universities, not only in the Czech Republic, we try to define some reasons for that between our students from different secondary schools. The paper discusses the results of the examinations in mathematics at the university in the Czech Republic. The aim is focused on the differences between the scores of students from different secondary schools. We compare the results of two tests which students have to pass during the semester. In addition, we compare the impact of introducing a new subject called “Math seminar”. This seminar should help students to complete their knowledge of topics from mathematics of secondary schools. We observe the improvement of students who passed the Math seminar. We observe the impact of passing the school-leaving exam from mathematics as well. We would like to consider this as a part of a long-term monitoring of students in this study programme and re-analyze unsuccessful students after they pass the course “Math seminar”.

Gamification of nutrition: A preliminary study on the impact of gamification on nutrition knowledge, attitude, and behaviour of adolescents in Nigeria

2018 ◽  
Vol 24 (3) ◽  
pp. 137-144 ◽  
Author(s):  
Obidimma Ezezika ◽  
Jessica Oh ◽  
Ngozi Edeagu ◽  
Warami Boyo
Keyword(s):  
Physical Activity ◽  
Secondary Schools ◽  
Focus Groups ◽  
Eating Behaviour ◽  
Well Being ◽  
Nutrition Knowledge ◽  
Sub Saharan Africa ◽  
Dietary Behaviour ◽  
Long Term Effects ◽  
The Impact

Background: In Nigeria and many parts of sub-Saharan Africa, the availability of foods that are high in salt, sugar, and saturated fat is steadily increasing. This has led to an increase in the consumption of such foods among Nigerians, particularly among adolescents. Aim: This pilot study was undertaken to understand whether, and how, gamification of nutrition can have an impact on addressing the problem of unhealthy eating among Nigerian adolescents. Methods: Gamification of nutrition through board games, clubs and vouchers was introduced in three secondary schools in Abuja, Nigeria over a span of three to four months. Semi-structured focus groups were conducted with grade 11 and 12 students in the three secondary schools. Participants were asked about their perceptions of the intervention and how it influenced their eating behaviour, attitudes and knowledge about nutrition. Results: A total of 31 students participated in four focus groups. Participants reported that the intervention shifted their perceptions and preferences, leading them to alter their behaviour by incorporating more nutritious foods (such as fruits and vegetables) into their diet and engaging in more physical activity. Five themes emerged from the analyses: improved eating behaviour; increased physical activity; improved overall well-being; increased nutrition knowledge; and influencing others. Conclusions: The results from the focus groups suggest that gamification of nutrition can lead to improvements in dietary behaviour among adolescents over the short-term. More studies are needed to evaluate the long-term effects of nutrition interventions that use gamification techniques.

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