scholarly journals STUDENTS’ MALFEASANCE ACTS, CONSEQUENCES AND ADMINISTRATIVE APPROACHES IN PUBLIC SECONDARY SCHOOLS, DELTA STATE, NIGERIA

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Victor Chukwubueze Nkedishu
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Sampling Method ◽  
Validity Data ◽  
Significance Level ◽  
Ex Post ◽  
Survey Technique ◽  
Ex Post Facto ◽  
Research Questions ◽  
Descriptive Survey

<p>This study examined students’ malfeasance acts, consequences and administrative approaches in public secondary schools, Delta State. It was guided by four research questions and four hypotheses. The study design was ex-post-facto of the descriptive survey technique. A sample of 238 was selected from a population of 476 principals in Delta State secondary schools applying stratified sampling method. Instrument entitled ‘Students’ Malfeasance Acts, Consequences and Administrative Approaches Questionnaire (SMACAAQ) was utilized in the study and its validity was established though face and content validity. Data gathered were analysed with the use of mean rating, standard deviation, ranking and t-test at significance level of 0.05. Findings revealed that perpetual lateness to school, inviting their friends to create conflict in school, oppressing fellow students, coming to school with dangerous weapon were some profiles of malfeasance acts in public secondary schools, Delta State. Letting students know the consequence of malfeasance acts on their academic achievement and society, use well-behaved students to give example, let students know the rewards for being well-behaved were some administrative approaches to curb students’ malfeasance acts in public secondary schools, Delta State. It is recommended that upon admission, students should be issued a handbook which contains rules and regulations of the school, this will help students understand what constitute malfeasance behaviour and avoid them. Orientation should be organised for students from time to time where they will be informed on consequence of malfeasance acts on their academic achievement and society at large.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0754/a.php" alt="Hit counter" /></p>

School Plant Security Management and Students’ Academic Achievement in Public Secondary Schools in Akwa Ibom State.

2019 ◽  
pp. 122-129
Author(s):  
Nwosu-Kanu, D. ◽  
Oleford Ngozika A. ◽  
Ekanem E.E. ◽  
Akpanudo E.M.
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
English Language ◽  
Security Management ◽  
Sampling Procedure ◽  
Ex Post ◽  
Ex Post Facto ◽  
Teachers And Students ◽  
Research Questions ◽  
Multistage Sampling

The study examined school plant security management and students‟ academic achievement in public secondary schools in Akwa Ibom State. Two research questions were raised and two hypotheses were formulated to guide the study. The design of the study was ex-post facto. The study population consisted of 48, 840 SSII students and 6755 teachers in 235 public secondary schools in Akwa Ibom State. The sample comprised 977 SSII students and 811 teachers in 118 Secondary Schoolswhich were sampled, using multistage sampling procedure. Two instruments were used for data collection. They are researcher developed checklist and questionnaire respectively titled “School Plant Security Availability Checklist (SPSAC) and School Plant Security Utilization Questionnaire (SPSUQ)”. SPSUQ was responded to by both the teachers and students. The reliability co-efficient of the instrument was determined using the Cronbach Alpha statistic. The Reliability index of 0.82 was obtained. Mean and Standard Deviation were used to answer the research questions while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 alpha level. The findings of the study are that lacks of security devices in the school affect negatively students‟ academic achievement in English Language, Mathematics and Biology. The study recommended that there is need to overhaul the existing policy on school plant security as to ensure proper provision and utilization of the devices. It also recommended that government should make available suitable security devices and all the materials needed to make them functional.

scholarly journals Counsellor Trainees’ Views about Practicum Exercises in the Guidance and Counselling Programme of the Delta State University, Abraka, Nigeria

2018 ◽  
Vol 11 (7) ◽  
pp. 179
Author(s):  
Grace Omejevwe Akpochafo
Keyword(s):  
Sampling Technique ◽  
State University ◽  
School Head ◽  
Ex Post ◽  
Ex Post Facto ◽  
Exercise Period ◽  
Research Questions ◽  
Level Of Significance ◽  
Descriptive Survey ◽  
Delta State University

The study investigated counsellor trainees’ views of practicum exercise in Guidance and Counselling programme in Delta State University, Abraka, Nigeria. To guide the study, four research questions were raised and one hypothesis formulated. The study is a descriptive survey which utilized the ex-post facto design. The population was made up of all guidance and counselling students who had done the practicum exercise in the 2017 Sandwich contact. A sample of 35 students was used and this was drawn using purposive sampling technique. The instrument used for data collection was the questionnaire which was valid and had a reliability index of 0.74. The data was analysed using mean, standard deviation and t-test for the hypothesis at 0.05 level of significance. The findings revealed that students gained competencies during the period, had positive view about their supervisor but suggested that supervisors should come more than once. Moreover, the students enjoyed the support of the school counsellor and the school head. On duration, the study revealed that the period was too short. The study recommends among others for extension of the practicum exercise period and also for supervisors to visit more than once.

scholarly journals Student Demographic Factors on Perception of The Influence of Guidance and Counselling and School Adjustment in Keiyo North Sub-County, Kenya.

2020 ◽  
Vol 8 (9) ◽  
pp. 58-74
Author(s):  
Wilson Kiptala ◽  
John Kipruto ◽  
Evelyn Kanus
Keyword(s):  
Secondary Schools ◽  
School Adjustment ◽  
Demographic Factors ◽  
Male Students ◽  
School Type ◽  
Significance Level ◽  
Counselling Services ◽  
Ex Post ◽  
Class Level ◽  
Ex Post Facto

The purpose of the study was to investigate student demographic factors on perception of the influence of guidance and counseling and school adjustment in Keiyo North Sub-County, Kenya. The objectives of the study were: to determine gender type and students’ perceptions on the influence of guidance and counselling on school adjustment, school type and students’ perceptions on the influence of guidance and counselling on school adjustment and class level and students’ perceptions on the influence of guidance and counselling services on their overall school adjustment. The study was guided by the self-perception theory. The ontology was pragmatism and the epistemology was realism. The research method was mixed method. The research design was ex post-facto, random sampling and stratified techniques were applied. A sample of 21 schools and 367 out of the 8001 students in the sub-county secondary schools were selected. A further, 16 participants were purposively selected (one from each class level of the type of school). Questionnaires and interview guides were used to collect data. Descriptive and inferential statistics were used to analyze the quantitative data. The hypotheses were tested at a significance level of 0.05. The qualitative data was analyzed thematically. The major finding of the study was that female students had a higher mean perception (3.6391, SD .06308) than the male students (3.4000 SD .07159). The study concluded that consistency and competence in provision of guidance and counselling services is wanting in secondary schools in the sub-county. Based on the findings of the study, it was recommended that since there exists’ significant differences in demographic factors on students’ perceptions on the influence of guidance and counselling on their school adjustment, there was need to address the challenges and shortcomings that exist in the provision of guidance and counselling, and encourage the male students to participate in guidance and counselling activities.

scholarly journals School Climate and Its Influence on Public Secondary Schools’ Performance in Mvomero District, Morogoro, Tanzania

2019 ◽  
pp. 1-11
Author(s):  
Leonid L. Nkuba ◽  
Said M. S. Massomo
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Secondary Schools ◽  
Well Being ◽  
Division I ◽  
Strong Positive Correlation ◽  
Academic Emphasis ◽  
Division Iii ◽  
Ex Post ◽  
Ex Post Facto

The study determined the school climate in eight public secondary schools and its relationship to students’ academic achievement. The study employed quantitative approach within ex-post facto research design using three climate questionnaires for secondary schools and a sample of 160 teachers. The study revealed that the general climates of all schools were non-conducive or negative. In determining the relationship, the subtest of intimate teachers’ behaviour indicated a strong positive significant correlation (r = 0.821) with division II and (r = 0.868) with division III. However, the frustrated teachers’ behaviour subtest was significantly negatively correlated (r = - 0.779) with division IV. The subtest of institutional integrity indicated a strong correlation (r = 0.887) with division IV, while initiating structure showed a strong positive correlation (r = 0.824) with division I, lastly, the subtests of headmaster/mistress influence and academic emphasis both indicated a strong significant (r = 0.848 and r = 0.860) correlations with division I and II, respectively. This study confirmed that, students’ academic achievement is influenced by school climate. Therefore, school climates need to be conducive or positive for the survival and well-being of schools.

scholarly journals Methods used in Implementing Games programs and their Effects on Academic achievement in Secondary Schools in Rongo Sub-County, Migori County, Kenya

2015 ◽  
Vol 7 (1) ◽  
pp. 1242-1249
Author(s):  
OkinyiDeya Derrick ◽  
Indoshi, F. C ◽  
Oracha P.
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Target Population ◽  
Control Group ◽  
Formal Curriculum ◽  
Head Teachers ◽  
Ex Post ◽  
Ex Post Facto ◽  
And Control

Generally, it has been established that games are part of non-formal curriculum and they do complement the formal curriculum. However, in secondary schools, games have been treated as second rate. Methods used in implementing of games programs varies from one school to another because of the varied support given and its value in enhancing academic achievement has not been established. The purpose of this study was to investigate the implementation of games and its contribution to students academic achievement in secondary schools in Rongo Sub- County, Kenya. The objective of this study was to determine methods used in implementing games programs in secondary schools in Rongo Sub-County secondary schools and their effects on academic achievement.The study adopted correlation, survey and ex post facto designs. The target population included 50 games teachers, 50 head teachers and 2000 form four students in 50 schools in Rongo Sub-county that sat for the Rongo Sub-County Examinations in the year 2010. Saturated sampling technique was used to select 46 games teachers and 46 head teachers used in the study. Stratified random sampling technique was used to select 700 form four students who were a divided into two equal groups (n=350) named as experimental group and control group. Students questionnaires, games teachers questionnaires, games teachers interview schedules, head teachers interview schedule and an observation schedule for games facilities were used to collect data. Quantitative data was analyzed using descriptive statistics while qualitative data was received in verbatim form, transcribed and reported according to emerging themes. Findings for the study the study further established that academic achievement had some relationship with the level to which a student participated in games programs. It was recommended that school administrations should provide adequate material and support for implementing games and special attention should be given to the academic wellbeing of participants in games since games do contribute to better academic achievement of students.

scholarly journals Comparative Study of the Impact of Class Repetition and Mass Promotion on Students’ Academic Achievement in Anambra State

2017 ◽  
Vol 13 (28) ◽  
pp. 394
Author(s):  
Eboatu, V. N.
Keyword(s):  
Academic Achievement ◽  
Promotion Policy ◽  
Anambra State ◽  
Junior Secondary School ◽  
Ex Post ◽  
Junior Secondary ◽  
Ex Post Facto ◽  
Significant Positive Change ◽  
Research Questions ◽  
The Impact

This study investigated the impact of the practice of class repetition and mass promotion of failed JSS1 students on their academic achievement in Anambra State. The causal comparative or ex-post-facto type of the survey research design was adopted with four research questions and four hypotheses guiding the study. The population of the study consisted of all failed Junior Secondary School (JSS1) students in Anambra State secondary schools in the base year (2004/2005), from which a sample of 636 was drawn. A researcher designed form was used to collect the students’ results. The statistical analysis of frequencies, range of scores, percentages and Pearson Product Moment Correlation were used to answer the research questions, while t-test was used to test the hypotheses. Findings of the study, among other things, show that the repeated students made a significant positive change in their repeated JSS1 and that the repeated students’ results were significantly better than those of the mass promoted group JSS2 results. Based on the findings, the researcher recommends that educational policy makers adopt an eclectic promotion policy that will enable the school managers repeat students in cases where it is felt that class repetition will enhance students’ learning and academic achievement.

scholarly journals In-Service Teachers’ Perception of Continuing Education Programmes in Two African Universities

2019 ◽  
Vol 4 (2) ◽  
pp. 127-135
Author(s):  
Francis O. Olaniyi ◽  
Dumisani R. Nzima
Keyword(s):  
South Africa ◽  
Continuing Education ◽  
Target Population ◽  
State University ◽  
Ex Post ◽  
Ex Post Facto ◽  
Research Questions ◽  
Africa University ◽  
Descriptive Survey ◽  
The Impact

The study compared the in-service teachers’ perception of continuing education programmes from two universities in Africa; University of Zululand, South Africa (UZ), and Adekunle Ajasin University, Akungba-Akoko, Nigeria, (AAU). The study covers the impact, effectiveness and efficiency of UZ and AAU on in-service teachers’ of continuing education programmes. The target population and sample for the study were the current teachers of continuing education programmes of these universities. The instrument tagged ‘Questionnaire for Perceptions of Continuing Education Programmes by in-service Teachers’   (QPCEPIT) was designed and used for data collection. The descriptive survey research design of ex-post facto was adopted for the study. 150 questionnaires were randomly used for pilot study, carried out at Ekiti State University, Ado Ekiti, Nigeria, whilst 500 questionnaires each were administered at both UZ and AAU of which 365 and 321 responses were valid and analysed respectively. Four research questions were carefully formulated to ascertain the perceptions of continuing education programmes by in-service teachers in the selected universities. Inferential statistics was used to draw conclusions and test the research questions for the study. The results of the comparative study revealed that the conclusiveness of the learning environment, the nature and quality of student support services provided, the quality and learners’ perception of course modules or materials, accommodation problems and venue of the programme were the major predictors for motivation of in-service teachers of the programme. Based on the findings of the study recommendations were made on how the programme will have impact on the in-service teachers and how the universities that are running the programme will be effectively and efficiently manage the programme for the acceleration and advancement of socio-economic growth in South Africa, Nigeria, and the world at large.

The Effect of Social Support and Hope on Resilience in Adolescents

Humaniora ◽  
2019 ◽  
Vol 10 (3) ◽  
pp. 219
Author(s):  
Novi Hidayat ◽  
Siti Rohmah Nurhayati
Keyword(s):  
Social Support ◽  
Junior High School ◽  
Quantitative Methods ◽  
Sampling Techniques ◽  
Cronbach’S Alpha ◽  
Significance Level ◽  
Cronbach's Alpha ◽  
Central Java ◽  
Ex Post ◽  
Ex Post Facto

This study intended to investigate the effect of social support and hope simultaneously and independently on resilience in adolescents. This study used quantitative methods with ex post facto design. Multistage random sampling techniques were used, which resulted in a sample of 291 adolescents in junior high school from Pagentan district, Central Java, Indonesia. They completed three questionnaires of social support, hope, and resilience. The validity of the instruments used was measured by psychology measurement experts (content validity). Then, the reliability of the instruments was analyzed using Cronbach’s alpha. The Cronbach’s alpha for each instrument was 0,854 (social support), 0,835 (hope), and 0,778 (resiliency). Data were analyzed using multiple regression at the significance level of 0,05. The results of the study reveal that there is an effect of social support and hope simultaneously and independently on resilience in adolescents. There are effective contributions of social support and hope to the resilience of about 41% (from social support 13,2% and hope of 27,8% respectively).

scholarly journals Faktor-faktor yang mempengaruhi kinerja guru SMA

2018 ◽  
Vol 5 (1) ◽  
pp. 43-56
Author(s):  
Diana Pramesti ◽  
Muhyadi Muhyadi
Keyword(s):  
Work Motivation ◽  
Economic Status ◽  
Work Climate ◽  
Expert Judgement ◽  
Significance Level ◽  
Socio Economic Status ◽  
Ex Post ◽  
Confirmatory Factor ◽  
Ex Post Facto ◽  
Principal Supervision

Penelitian ini bertujuan untuk mengungkapkan pengaruh: Supervisi kepala sekolah, motivasi kerja guru, iklim kerja dan status sosial ekonomi secara parsial maupun bersama-sama berpengaruh terhadap kinerja guru SMA Negeri di Kota Pangkalpinang. Penelitian ini merupakan penelitian ex-post facto dengan pendekatan kuantitatif. Penelitian ini menggunakan teknik sampling jenuh di mana semua populasi sebagai subjek penelitian. Pengujian validitas dilakukan dengan expert judgement dan confirmatory factor analisys (CFA). Pengujian reliabilitas menggunakan Cronbach’s Alpha (α). Analisis data menggunakan teknik statistik regresi berganda. Hasil penelitian meliputi (1) Supervisi kepala sekolah berpengaruh terhadap kinerja guru dengan nilai signifikansi 0,032< 0,05. (2) Motivasi kerja berpengaruh terhadap kinerja guru nilai signifikansi 0,000< 0,05. (3) Iklim kerja guru berpengaruh terhadap kinerja guru nilai signifikansi 0,031< 0,05. (4) Status sosial ekonomi tidak berpengaruh terhadap kinerja guru nilai signifikansi 0,130>0,05. (5) Supervisi kepala sekolah, motivasi kerja, iklim kerja guru dan status sosial ekonomi secara bersama-sama berpengaruh terhadap kinerja guru nilai signifikansi 0,000<0,05. Sumbangan efektif setiap variabel sebagai berikut (1) supervisi kepala sekolah sebesar 8,1%; (2) motivasi kerja guru sebesar 42,0%; (3) iklim kerja guru sebesar 17,3%; (4) status sosial ekonomi sebesar 1,8% dan (5) supervisi kepala sekolah, motivasi kerja, iklim kerja guru, status sosial ekonomi secara bersama-sama berpengaruh terhadap kinerja guru sebesar 62,3%.Kata kunci: supervisi kepala sekolah, motivasi kerja guru, iklim kerja guru, status sosial ekonomi, kinerja guru THE FACTORS OF AFFECTING SENIOR HIGH SCHOOLSTEACHER’S PERFORMANCEAbstractThe research aims to reveal the effect of: Principal supervision, teacher's work motivation, teachers’ work climate, and socio-economic status simultaneously on the performance of the teachers of State Senior High Schools in Pangkalpinang. This research was ex-post facto research with the quantitative approach. It used the saturated sample where all the population became the sample. The validation was done through expert judgement and confirmatory factor analisys (CFA). The reliability was measured using Cronbach's Alpha (α). The data analysis used the multiple regression statistical technique. The results included. (1) The principal supervision affects the performance of the teachers, with the highest significance of 0.032 < 0,05. (2) The work motivation affects teacher performance at the significance level of  0.000 < 0,05. (3) Teachers’ working climate affects their performance with the highest significance of 0.031 < 0,05. (4) Socio-economic status does not affect the performance of the teacher with the highest significance of 0.133 > 0,05. (5) The principal supervision, work motivation, teachers’ work climate, and socio-economic status simultaneously affect the performance of the teachers, at the significance level of 0.000 < 0,05. The effective contribution of each variable as a follows: (1) Principal supervision is 8.1%; (2) Teacher motivation is 42.0%; (3) work climate is17.3%; (4) Socio-economic status is 1.8% and, (5) Principal supervision, the motivation to work, teachers’ work climate, socio-economic status altogether are 63.3%.Keywords: principal supervision, teacher work motivation, teachers work climate, socio-economic status, teachers performance

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

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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