scholarly journals Teachers’ Perceptions towards Slow Learners Academic Achievement and Role of Guidance Services at Secondary School Levels in District Peshawar

2021 ◽  
Vol 9 (VI) ◽  
Author(s):  
Muhammad Shafiq Khalil
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Teaching Method ◽  
Ease Of Use ◽  
Guidance And Counseling ◽  
Mixed Method Research ◽  
Guidance Services ◽  
Slow Learners

The main purpose of the study is to evaluate the teacher’s perception towards slow learners academic achievement and role of guidance services at secondary school levels in district Peshawar. This was a Mixed Method research. Data was collected through administering especially designed questionnaire and used conveniently sample designed for selection of 200 Public and Private secondary schools Teachers/Head Masters, both male and female. Teachers/Head Masters were also asked to write suggestions for the improvement. It is found that positive teacher-student relation is necessary for the academic achievement of the students, especially the slow learners. Most of the teachers agreed that they take interest in the academics of their students and that they know how to teach their subject in a better way. Majority of the teachers responded positively that they can motivate the students for learning and that students feel comfortable in their class and they take feedback during the lesson. Student’s opinion is also taken and it is found that most of the students are satisfied with teaching method of the teachers. Teachers suggested that the strength of the class should be less, so that they could give full attention to each and every student. Majority of the teachers/head masters of secondary schools in district Peshawar reported ease of use of guidance and counseling services in their schools. It is also observed that the students have a complex of problems, domestic, personal, psychological, schools related and home centered etc. However, guidance and counseling need in a school required further investigation. The focal strength of character of the study was also exploring guidance services in the secondary schools. The applied significance of this study is to help policy maker in education institution to take care of the suggestion and perception of the teachers regarding slow learners academic achievement. This study will help in making strategies for quality education at secondary levels schools in Pakistan and provide suggestions to overcome the environmental issues and make improvement

scholarly journals Motivational Predictors of Tenth Graders’ Academic Achievement in Harari Secondary Schools

2021 ◽  
Vol 9 (3) ◽  
pp. 9
Author(s):  
Tamrat Dina Teressa ◽  
Gadissa Bekele
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Predictive Power ◽  
Teaching Method ◽  
Teaching Style ◽  
Cluster Sampling ◽  
Student Centered

The main purpose of this study was to examine the effects of intrinsic predictors, teaching style, and extrinsic predictors and challenges of male and female 10th graders’ academic achievement in Harari National Regional state. The population of the study were students from Abadir secondary school, Shakib secondary school, and Harari senior secondary schools. The samples (n = 104) were selected using cluster sampling technique from eight secondary schools in the region. Reliability tests indicated acceptable coefficients (0.72, 0.85 and 0.82) for the three domains of the questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings show that student-centered teaching approach is the most robust predictor of academic success. Some of the variables in the study indicated poor predictive power, some indicated moderate, and others showed high predictive power over students’ academic achievement. The findings are insightful in that they reveal why some students succeed in tasks, why some give up easily, and why some other students persist. It is recommended that teachers adopt a learner/student-centered teaching method to enable their students to develop self-sustaining approach in order to maintain a lifelong enthusiasm for their future learning. The findings have implications for curriculum experts who can transform their routine approach to general education curricula in such a way as to inspire and change students’ personal, moral, emotional, psychological and behavioural adjustments towards academic success.

scholarly journals Extra Lessons and Academic Achievement of Learners among Urban Day High Density Secondary School Learners

2019 ◽  
Vol 2 (3) ◽  
pp. 136-150
Author(s):  
Richard Bukaliya
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
High Density ◽  
Slow Learners ◽  
Gifted Learners ◽  
Institutions Of Higher Learning ◽  
Extension Work ◽  
Learning School ◽  
The Government

This multiple case study was an analysis of the perceptions of teachers, parents, school inspectors and learners towards the role of extra lessons on the academic achievement of learners in three secondary schools in Chegutu Urban, Zimbabwe. The study was guided by the Incentive Theory of Motivation developed by Young (1936), which postulates that there are many reasons that drive people towards doing certain things. The study adopted the interpretivist paradigm that hinges on the premise that social meaning is created by interacting with various participants affected by a phenomenon it was rooted in the qualitative approach. Interviews, focus group discussions and document analysis were used to generate data. The results of the study show that extra lessons were used to improve learners` academic achievement. Extra lessons came in as a form of remediation for learners who failed to grasp concepts during the formal learning school hours. The lessons also enhanced slow learners‟ achievement and sustained gifted learners` academic levels through extension work. They helped learners in getting admission into institutions of higher learning. Due to the positive academic role of the extra lessons, it was recommended that there is need to take extra lessons seriously. Extra lessons could be used to make up for the time limitations in the urban day high density secondary schools where there is double sessioning. However, there is need to monitor the learners as they go away for the extra lessons to find out if, indeed, they are benefitting from them. Learners, who stand to benefit from the extra lessons, need to take into account that they should not wait for teachers to do virtually everything for them but rather use extra lessons for guidance on how they go about certain activities. Learners should do most of the activities through learner centred approaches, under the guidance of the extra lessons teachers. There is need for a legal frame work to operationalise the extra lessons. The Government of Zimbabwe could have extra lessons as a revenue base through which teachers practising extra lessons could have their extra remuneration from extra lessons taxed.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

PELATIHAN PEER COUNSELOR DAN PENGENALAN MEDIA PROMOTIF UNTUK PEER COUNSELOR

2021 ◽  
Vol 2 (3) ◽  
pp. 103-107
Author(s):  
Resti Rahmadika Akbar ◽  
Rahma Triyana ◽  
Prima Adelin
Keyword(s):  
Medical Students ◽  
First Year ◽  
Guidance And Counseling ◽  
Guidance Services ◽  
Peer Counselors ◽  
Training Stage ◽  
Post Test ◽  
Peer Counselor ◽  
Selection Stage

Medical students as early adults have different challenges from high school, especially medical students. Based on the results of the previous study, it was found that medical students experienced anxiety, stress, and even depression with various levels. Ranging from mild to moderate-severe. Various efforts have been made, starting with increasing early detection of students from the first year, to the training stage to increase the role of academic advisory lecturers, to solving student problems that are sent to the counseling guidance section. The purpose of this training is that peer guidance services can be used as a form of guidance and counseling services provided to adolescents or early adults who have low social interaction. Before the training, it was started with the selection stage for peer counselors using an empathy questionnaire, based on the results of the questionnaire 28 students were found to be candidates for peer counselors. The training begins with a pretest then presentation material and case discussions then end with a post-test. Based on the results of the pre-test and post-test, there was an increase in knowledge about peer counselors, their roles, the benefits of counseling, and media that can be used as promotions as part of the peer counselor's duties. It is hoped that from this training, students can increase the role of assistance to students from the early stages so that severe cases experienced by students both in terms of academic and non-academic can be resolved.

scholarly journals Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Alemayehu Habte ◽  
Alemayehu Bishaw ◽  
Meskerem Lechissa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Addis Ababa ◽  
Pedagogical Beliefs ◽  
Ethical Education ◽  
Policy Narratives

AbstractIn Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.

scholarly journals Efektivitas Penerapan Full Day School di Sekolah Menengah

Jurnal Ecogen ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 449
Author(s):  
Miftah Afifah Zafar ◽  
Armida S
Keyword(s):  
Academic Achievement ◽  
Literature Review ◽  
Secondary School ◽  
Secondary Schools ◽  
Day School ◽  
Learning Objective ◽  
Religious Activities ◽  
Effective Level ◽  
Full Day ◽  
Pedagogical Approaches

The literature review result article aims to determine the application of full day school in secondary schools. In this study the authors used a type of libary research with philosophical and pedagogical approaches. The results of the literature review found, the authors found that the application of full day school in secondary schools had reached a high or very effective level of qualification of 92% with the achievement of learning objective namely an increase in academic achievement of 87,5% and the formation of student characters reaching 92% in implementing this full day school. While the integrity in the implementation of full day school hs been running optimally and received a good response from parents of students as well as students and teacher and educators involved in implementing full day school. Furthermore, the adaptation of the application of full day school to the field conditions has reached 80% effective level with the maximum running of intracuricular activities, extracuricular activities, and religious activities, buth the curricular activities in implementing full day school have not reached good implementation.Keywords : effectiveness, full day school, secondary school.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

The Need for a Reorientation of Secondary School Mathematics from the High School View Point

1935 ◽  
Vol 28 (2) ◽  
pp. 80-90
Author(s):  
M. L. Hartung
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary Schools ◽  
View Point ◽  
Professional Schools ◽  
Marked Contrast ◽  
Secondary School Mathematics ◽  
Engineering Mathematics ◽  
Take All

Three years ago a prominent professor of education in a large eastern University published a book entitled, “Secondary Schools in 1960.” The author assumes the role of prophet, and among his predictions for 1960 are the following: “A very few students in eleventh and twelfth grades take a course in Pre-engineering Mathematics. (But in practice most prospective engineers take all their vocational mathematics in professional schools—as do the followers of nearly all other vocations.…) In marked contrast to the earlier time, it is found that commonly not more than twenty percent of pupils take any mathematics in grades seven to twelve.”

scholarly journals KINERJA GURU BK DALAM MELAKSANAKAN PROGRAM BK LAYANAN BIMBINGAN KARIR DI SMA

2021 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Nadya Rahmadani
Keyword(s):  
Career Guidance ◽  
Career Decisions ◽  
Professional Service ◽  
Guidance And Counseling ◽  
Guidance Services ◽  
Career Plan ◽  
Career Information ◽  
Growth Development

Guidance and Counseling is a professional service conducted by the teacher of BK. One of the services in guidance and counseling to help learners to achieve growth, development, exploring and taking career decisions rationally and realistically based on information, self understanding and planning to achieve success in his life, with career guidance services. The purpose of this writing is to socialize the role of the BK teachers in implementing the BK program of career guidance services at the school and providing information about career guidance services activities that can be applied in schools. Career guidance services are conducted in order for learners to get the career information they needed so that students can create a mature career plan.

scholarly journals THE ROLE OF ELECTRONIC LIBRARIES IN TEACHER PROFESSIONAL ACTIVITY

1970 ◽  
Vol 10 (2) ◽  
Author(s):  
Svitlana M. Ivanova
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Professional Activity ◽  
School Teachers ◽  
Teacher Professional

The article is devoted to the problem of the development of electronic libraries and their role in teachers’ professional activity in secondary schools. There are considered the problems of using the electronic libraries by secondary school teachers.

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