Students' gender and academic performance in social studies: A case study of selected secondary schools in Akwa Ibom State

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
SD Edinyang ◽  
CC Ihejiamaizu ◽  
OE Akpan
Keyword(s):  
Academic Performance ◽  
Social Studies ◽  
Secondary Schools

scholarly journals Teacher-Students’ Relationship and Students’ Academic Performance in Public Secondary Schools in Magu District, Tanzania

2021 ◽  
Author(s):  
Mahona Joseph Paschal ◽  
Demetria Gerold Mkulu
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Freedom Of Expression ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Teacher Students ◽  
Descriptive Survey ◽  
School Heads

This study explored the influence of teacher – students’ relationship on students’ academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher–students’ relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher - students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher- students relationships poor teacher – student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher – students relationships will be maintained

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.

scholarly journals Organizational Commitment and Academic Performance (Case Study: Students at Secondary Schools for Girls)

2012 ◽  
Vol 69 ◽  
pp. 1529-1538 ◽  
Author(s):  
Zohreh Gholipour Haftkhavani ◽  
Batoul Faghiharam ◽  
Alireza Araghieh
Keyword(s):  
Academic Performance ◽  
Organizational Commitment ◽  
Secondary Schools
Sign in / Sign up

Export Citation Format

Share Document