The Influence of School Type and Self-Efficacy on Academic Stress among Higher Secondary School Students

The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students? interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multifactor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students? surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth?s interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society.

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VALIDITY OF PRIMARY SCHOOL EXAMINATION AS A PREDICTOR OF SECONDARY SCHOOL EXAMINATION SCORE AMONG PUBLIC SECONDARY SCHOOL STUDENTS KENYA

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v6.i4.2018.1483 ◽

2018 ◽

Vol 6 (4) ◽

pp. 80-94

Author(s):

Eunice Atieno Agingu

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Secondary School Students ◽

Study Data ◽

School Type ◽

School Students ◽

Public Secondary School ◽

Ex Post ◽

Ex Post Facto ◽

Study Population

The purpose of this study was to determine the validity of KCPE as a predictor of KCSE scores among public secondary school students in Kisii central Sub-county, Kenya. This study was guided by a conceptual framework where KCPE was the independent variable and KCSE the dependent variable. It adopted Correlational and Ex-post-facto research designs. The study population was 3,897 KCSE candidates from 55 public secondary schools. Stratified random sampling based on school type and size was used to select 16 public secondary schools for the study. Saturated sampling was employed to include all KCSE candidates whose KCPE marks were available in each sampled school, yielding a sample of 1,391 students. Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed quantitatively using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.693; n=1391; p < 0.05) between KCPE and KCSE scores. It recommended that; KCPE should continue to be used as selection tool for secondary school admission and school evaluation using KCSE examination scores should be based on students’ past KCPE scores.

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Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

International Journal of STEM Education ◽

10.1186/s40594-021-00307-x ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Logan Fiorella ◽

So Yoon Yoon ◽

Kinnari Atit ◽

Jason R. Power ◽

Grace Panther ◽

...

Keyword(s):

Mathematics Achievement ◽

Secondary School ◽

Test Anxiety ◽

Secondary Students ◽

Self Efficacy ◽

Secondary School Students ◽

Intrinsic Value ◽

Self Regulation ◽

School Students ◽

Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

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Entrepreneurial Self-efficacy of Vocational and Technical Secondary School Students

The International Journal of the Humanities Annual Review ◽

10.18848/1447-9508/cgp/v07i04/42667 ◽

2009 ◽

Vol 7 (4) ◽

pp. 21-30

Author(s):

Zaidatol Akmaliah Lope Pihie ◽

Afsaneh Bagheri ◽

Zaidatol Haslinda Abdullah Sani

Keyword(s):

Secondary School ◽

Self Efficacy ◽

Secondary School Students ◽

School Students ◽

Technical Secondary School

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Influence of Self-efficacy on Academic Competence of Secondary School Students in Osun State

American International Journal of Education and Linguistics Research ◽

10.46545/aijelr.v3i1.150 ◽

2020 ◽

Vol 3 (1) ◽

pp. 38-44

Author(s):

Atoyebi Adeola Olusegun ◽

Omoteso Bonke Adepeju ◽

Babalola Tofunmi Matthew

Keyword(s):

Secondary School ◽

Self Efficacy ◽

Random Sampling ◽

Secondary School Students ◽

Sampling Technique ◽

Simple Random Sampling ◽

Academic Competence ◽

Positive Influence ◽

School Students ◽

Senior Secondary

The study ascertained the level of academic competence of secondary school students in Osun State and also determined level of self-efficacy of the students. It investigated the influence of self-efficacy on the students’ academic competence. These were with a view to providing information on factor that could influence the academic competence of secondary school students. The study adopted descriptive survey research design. The population for the study comprised senior secondary school students in Osun State. The sample size comprised 600 respondents, selected using multistage sampling technique. One Local Government Area (LGA) was selected from each of the three senatorial districts in the State using simple random sampling technique. From each LGA, four senior secondary schools were selected using simple random sampling technique (12 schools in all) and from each school, 50 students were selected from senior secondary II using simple random sampling technique. Three instruments were used to collect information for the study, namely: Academic Competence Evaluation Scale (ACES), and General Self-Efficacy Scale (GSES). Data collected were analyzed using percentages and ANOVA. The results showed that 9.41%, 60.21% and 30.37% of secondary school students in Osun State demonstrated low, moderate and high levels of academic competence respectively. The results of the study also indicated that there was a significant positive influence of self-efficacy on academic competence of the students (F =69.35; p<0.05). The study concluded that self-efficacy influenced academic competence of secondary school students in Osun State.

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