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.

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

Stakeholder Perceptions on the Implementation of Performance Management by Heads of Public Secondary Schools in Nyamagana District, Tanzania

2021 ◽  
Vol 2 (Issue 3) ◽  
Author(s):  
Deusdedith Juma ◽  
Daniel Oduor Onyango ◽  
George Herman
Keyword(s):  
Secondary Schools ◽  
Performance Management ◽  
Simple Random Sampling ◽  
Target Population ◽  
Structured Interview ◽  
Stakeholder Perceptions ◽  
Policy Makers ◽  
The Government ◽  
Mixed Approach

The purpose of this study was to investigate the influence of stakeholder perceptions towards the implementation of PM by the heads of schools in public secondary schools in Nyamagana District. The study adopted a mixed approach through the use of the questionnaire and the interview schedule. The target population of the study comprised a DEO, WEOs, heads of public secondary schools and teachers from Nyamagana District totaling 1249. A total of 194 respondents were selected by using purposive and simple random sampling techniques which included 174 teachers, 12 heads of schools, 7 WEOs and 1 DEO. The study used questionnaires and semi-structured interview as data collection tools. Data was analyzed using descriptive statistics and themes. The study revealed that both teachers and heads of schools are aware of their role in implementing performance management. The study recommends that the government should conduct seminars and workshops so that teachers can appreciate the role of heads of schools in implementing PM so that they can support its implementation. Furthermore, the government and policy makers should provide adequate resources and simplify the process so that it is easily embraced by teachers and implemented by the heads of schools.

scholarly journals SOCIALIZATION COMMUNICATION ROLE OF TEACHERS AND PREVENTION OF TEENAGE PREGNANCIES IN PUBLIC SECONDARY SCHOOLS IN NAROK COUNTY, KENYA

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Purity Miriti ◽  
Hellen Mberia ◽  
Kyalo Wa Ngula
Keyword(s):  
Focus Group ◽  
Secondary Schools ◽  
Teenage Pregnancy ◽  
Student Behavior ◽  
Unique Contribution ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Role Of Teachers ◽  
The Government

Purpose: The purpose was to assess the socialization communication role of teachers and prevention of teenage pregnancies in public secondary schools in Narok County, Kenya. Methodology: A mixed research design was used in the study. The population of the study included all the 8994 female students of Narok County from 52 secondary schools in the Narok County in the year 2019. The respondents were aged between 13-19 years attending both boarding and day public secondary schools in Narok County in both. Stratified technique of sampling was used to sample the population into strata. The study selected proportionally the subjects from different strata. Total study sample size was 536; 500 respondents for the questionnaire, 12 for the interview, and 24 for the focus group discussions. A questionnaire, key informant interviews and focus group discussions were used to collect data. Quantitative data was analyzed using Statistical Package for Social Sciences computer software package (SPSS statistics version 22). Descriptive statistics drawn include mean, and standard deviation which were presented in tables, frequencies and percentages. Inferential statistics drawn include multiple regression and correlation analysis. Findings: A significant majority (86.3%) of the respondents indicated that teachers advise on teenage pregnancy impacts positively on student behavior while the rest indicated that it impacted negatively Unique Contribution to the Society, Policy and Theory: The findings of this research showed that socialization communication helps prevent teenage pregnancies. This therefore means that girls would be able to complete school advance in their studies and when they eventually are of age and ready for marriage, they can help alleviate vicious cycle of poverty as they are eligible to formal employment. There will be general growth in society as women will be empowered. The government and stakeholders should strengthen policies and enhance initiatives to educate more girls and reduce early marriages to the elders in the society, to socialize teenagers in the reality of modern life and the challenges that result in teenage pregnancies. The study improves the theory in that it connects socialization to the role of the teacher

scholarly journals INFLUENCE OF GOVERNMENT FUNDING ON ACADEMIC ACHIEVEMENT OF PUBLIC SECONDARY SCHOOLS IN NYAMAIYA DIVISION, NYAMIRA COUNTY, KENYA

2020 ◽  
Vol 8 (1) ◽  
pp. 01-08
Author(s):  
Jane Nyanchama Nyakoe
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Sample Size ◽  
Teaching And Learning ◽  
Government Funding ◽  
Test Reliability ◽  
Capital Theory ◽  
The Government ◽  
Education Support ◽  
Entrepreneurial Activities

Despite the critical objective of government funding in education, and guaranteeing that all school going children access quality education, recent literature indicates that a good number of them stay away from school. The purpose of this research was to examine the role of economic investments on academic achievement of public secondary schools in Nyamaiya Division, Nyamira County, Kenya. This research study was directed by the listed objective: to establish the influence of government funding on academic achievement of public secondary schools in Nyamaiya division, Nyamira County. The study employed the Human capital theory. The research employed a survey research design which adopted a mixed methodology since it had both quantitative and qualitative aspects. The research employed concurrent triangulation approach. The study targeted 18 principals, 153 class teachers, 3470 students and 1 education support officer. The sample size constituted of 4 principals, 30 class teachers, 347 students and one curriculum support officer a total of 382 respondents. Purposive sampling was used to sample principals and curriculum support officer while random sampling was used to sample class teachers and student. Questionnaires were used to obtain information from students and class teachers while interview guide were used on principals and curriculum support officer. Piloting was conducted in the neighboring Nyamira division on 10% of the sample size. Test-retest technique was used to test reliability. Qualitative data was analysed thematically along the objectives and quantitative data using Statistical Package of Social Sciences (SPSS 21). The quantitative findings of the study were presented using frequency tables, percentages and inferential statistics using correlation whereas qualitative findings were presented thematically and in narration forms. From the analysis, it was noted that; government and donor funds have enabled school infrastructures to be put in place together with some teaching and learning equipment. Agricultural and entrepreneurial activities have enabled parents to raise school fees and supplement on other learning equipments. Improved infrastructure, availability of teaching and learning materials impacts positively on learners’ academic achievement. The study recommends the government to support public secondary schools fully.

scholarly journals Teachers’ Collective Efficacy as a Predictor of Students’ Academic Performance in North Central Nigeria

2021 ◽  
Vol 10 (1 (19)) ◽  
pp. 101-120
Author(s):  
Yusuf Laro Ibrahim ◽  
Yunus Adebunmi Fasasi ◽  
Mustapha Adam Ishola ◽  
Yusuf Suleiman
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Secondary Schools ◽  
Collective Efficacy ◽  
Important Predictor ◽  
North Central ◽  
The North ◽  
Pertinent Data ◽  
The Government

Public secondary schools in Nigeria occupy a significant position for providing qualitative education, yet there has been increasing public discontent with the quality of students being produced in the country’s public secondary schools. Teachers are regarded as one of the resources necessary for achieving the goals of secondary education. It is against this backdrop that this study examined teachers’ collective efficacy as a predictor of students’ academic performance in North Central Nigeria. Three research questions and hypotheses were generated to guide the study, which made use of a correlation-type descriptive research design with a population consisting of all teachers in the North Central region. An instrument titled the Teachers’ Collective Efficacy Questionnaire (TCEQ) was developed to elicit pertinent data from the participants. Also, students’ academic achievement was measured. The results of the study revealed that no substantial nexus existed between the teachers’ experience and the students’ academic achievement. However, the teachers’ verbal encouragement was found to be an important predictor of the learners’ academic success. Similarly, the teachers’ academic emphasis was a significant predictor of the learners’ academic performance. Based on this, it was established that teachers’ collective efficacy is an important predictor that can be used to improve students’ academic achievement. The study recommended that education administrators should acquaint their staff with the importance of collective efficacy towards improving students’ academic performance. It was also recommended that the government should organize workshops, seminars, and conferences for the supervisors, principals, and teachers of schools on efficacy issues and that teachers should be well motivated to maintain a high degree of efficacy in their various schools.

scholarly journals THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA

2017 ◽  
Vol 75 (1) ◽  
pp. 34-53
Author(s):  
Bisera S. Jevtić
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Educational System ◽  
Professional Services ◽  
Prosocial Behaviour ◽  
Analysis And Synthesis ◽  
Descriptive Method ◽  
Educational Professional

Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers’ encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings and a study conducted on the sample of 695 respondents are presented. The method of theoretical analysis and synthesis, the causal non-experimental method and the descriptive method are applied. The applied techniques include content analysis, scaling and evaluation. The results showed that teachers’ activities partly promoted prosocial behaviour. The results of the research pointed to certain pedagogical implications: the reform of the educational system in Serbia; a change of educational objectives and tasks; establishing a continuity between all levels of the educational system and raising cooperation with parents; educational professional services to teachers in the area of raising their interest in acquiring and applying strategies and skills directed at educating prosocially oriented personalities and improving the quality of their work. Key words: school indicators, interrelatedness of predictors, encouragement of prosocial behaviour, academic achievement, comparative analysis.

scholarly journals Parental Participation in Provision of Infrastructural Facilities and Their Influence on Students’ Performance in Public Day Secondary Schools in Gem Sub County, Kenya

2019 ◽  
Vol 7 (2) ◽  
pp. 58
Author(s):  
James Ochieng Sika
Keyword(s):  
Secondary Schools ◽  
Sampling Method ◽  
Survey Design ◽  
Parental Participation ◽  
Infrastructure Development ◽  
Study Population ◽  
The Government ◽  
Role Of Parents ◽  
Descriptive Survey

The role of parents was seen as the missing link in provision of infrastructural facilities leading to achievement of desirable performance as the government fulfilled her mandate of providing free education through the Free Day Secondary Education funds. Descriptive survey design was used. The study population included 20 principals, 184 teachers, 776 parents and 776 students. The respondents who were sampled through purposive, incidental and random sampling method included principals, parents, teachers’ and form four students. The study shows there was a significant relationship between Provision of Infrastructural Facilities and students’ performance (R = .594; p < .001). The results of the regression indicated that parents’ participation in provision of Infrastructural Facilities explained 35.2% of the variance in students’ performance (R2 =.352, F (1, 239) = 130.105, p < .001). It was found that parents’ participation in provision of Infrastructural Facilities significantly predicted performance of MFIs (B = .376; p < .001). By replacing the significant coefficients into the equation connecting parents’ participation in provision of Infrastructural Facilities with students’ performance, the equation becomes Y=24,768+ 0.376X2 +:έ. Library, toilets and laboratory in day secondary schools were found to be inadequate hence affecting their performance. The study recommends that parents should be involved in infrastructure development secondary schools as this could influence academic achievement.

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