Test Anxiety as Predictor of Academic Performance in Biological Science Examination among Secondary School Students

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.

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EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.535007 ◽

2020 ◽

Vol 5 (35) ◽

pp. 58-64

Author(s):

Lucy Gachenia ◽

Margaret Mwenje

Keyword(s):

High School ◽

Academic Achievement ◽

Academic Performance ◽

Secondary School ◽

School Counseling ◽

Secondary School Students ◽

Counseling Services ◽

Counseling Program ◽

School Students ◽

Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

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Influence of Parenting Styles on the Academic Performance of Secondary School Students in Ethiope East Local Government Area Delta State

International Journal of Educational Technology and Learning ◽

10.20448/2003.22.54.58 ◽

2018 ◽

Vol 2 (2) ◽

pp. 54-58 ◽

Cited By ~ 1

Author(s):

Rev FR DR Jude J Obiunu

Keyword(s):

Academic Performance ◽

Local Government ◽

Secondary School ◽

Parenting Styles ◽

Secondary School Students ◽

Local Government Area ◽

School Students

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Prevalence and Types of Gender-Based Violence among Secondary School Students During Covid-19 Pandemic in Anambra State, South-East Nigeria

10.21203/rs.3.rs-968688/v1 ◽

2021 ◽

Author(s):

Ifeoma Bridget Udigwe ◽

Chioma Phyllis Nnamani ◽

Chioma Chetachukwu Ajator ◽

Chioma Pauline Mbachu ◽

Ogochukwu Chioma Ofiaeli ◽

...

Keyword(s):

Academic Performance ◽

Secondary School ◽

Secondary School Students ◽

Verbal Abuse ◽

P Value ◽

Gender Based Violence ◽

School Students ◽

Cross Sectional ◽

Anambra State ◽

Gender Based

Abstract Background: Gender-based violence (GBV) increases during every type of emergency whether economic crises, conflicts or disease outbreak like in the case of Coronavirus Disease of 2019 (COVID-19) pandemic. This study aimed to determine the prevalence and types of GBV among secondary school students during the COVID-19 pandemic in Anambra State, South East, Nigeria.Methods: The study was a cross-sectional study, conducted among 403 secondary school student who were recruited consecutively after consent and assent were gotten. Self-administered semi-structured questionnaire was used to collect the data. Data was analysed using STATA version 16.0. The level of significance for test of association was set at p-value < 0.05Results: The prevalence of GBV was 63.28%, emotional/verbal abuse were the most prevalent type while sexual abuse was the least type (85.5% vs 8.2%). The highest perpetrator of the emotional/verbal abuse were their fellow students (64.8%). The relationship between GBV and impact of abuse was statistically significant for academic performance, alcohol and tobacco intake (p-values: 0.040, 0.010, 0.029 respectively)Conclusion: The prevalence of GBV is high among students during the COVID-19 pandemic, with the emotional/verbal type being the most prevalent type. GBV has an impact on their academic performance and social lives. We therefore recommend that stakeholders should have target programs to address the diverse effects of GBV on students especially with the pandemic.

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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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