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 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 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.

Influence of Environment and Gender on Career Choice among Secondary School Students in Kaura Local Government Area, Kaduna State, Nigeria

2020 ◽  
Vol 3 (2) ◽  
pp. 123-134
Author(s):  
Abayomi Ambali Alaka ◽  
Salamatu Ishaku ◽  
Sadiq Aderibigbe Idowu
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Career Choice ◽  
Secondary School Students ◽  
Research Question ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
School Students ◽  
And Gender

The study examined the influence of environment and gender on career choice among secondary school students in Kaura Local Government of Kaduna State. A descriptive research design was used and 18 secondary schools were clustered into three chiefdoms to draw a sample of 6 secondary schools using purposive sampling technique. Also, a sample of 422 students from a population of 3558 students from the three Chiefdoms was drawn using cluster sampling technique. The study developed and used a questionnaire tagged 'Environment, Gender and Career Choice Questionnaire (EGCCQ)' with correlation coefficient of 0.78. The students' career choice was based on the adoption of Career Interest Survey (CIS) and Vocational Interest Inventory (VII) developed by Bakare (1977). Descriptive statistics of simple percentage was used for the research question generated, while inferential statistics of multiple regression analysis was employed to analyse the null hypotheses developed for the study and tested at 0.05 level of significance. The findings revealed that students had preferences for career choice based on gender and environment. There was a significant composite influence of environment and gender on career choice among secondary school students in Kaura Local Government of Kaduna State, with the influence of environment being relatively than that of gender. It is therefore recommended among others that students should be well counselled in the choice of career process by professional counsellors and they should take into consideration the immediate environment of the students, their gender, interest, ability, skills and personality.

scholarly journals Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

2018 ◽  
Vol 8 (4) ◽  
pp. 154 ◽  
Author(s):  
Susan Staats ◽  
Lori Laster
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Secondary Schools ◽  
Universal Design ◽  
Universal Design For Learning ◽  
School Teacher ◽  
Concurrent Enrollment ◽  
University Education ◽  
Design For Learning ◽  
The Impact

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

scholarly journals Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach

2019 ◽  
Vol 1 (2) ◽  
pp. 1-19
Author(s):  
Yusuf Suleiman ◽  
Zahyah Hanafi ◽  
Thanslikan Muhajir
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Secondary Schools ◽  
School System ◽  
Qualitative Approach ◽  
Sampling Techniques ◽  
Observation Methods ◽  
Essential Services ◽  
Convenience Sampling ◽  
Observation Method

Extracurricular services are regarded as essential services in school system. Studies suggest that access to the services lead to students’ academic success. Literature shows that the use of qualitative approach to investigate extracurricular services is limited. In view of the foregoing, this study examined the perceived influence of extracurricular services on students’ academic achievement in secondary schools. Twenty (20) principals were selected from the three senatorial districts of Kwara State using stratified, purposive and convenience sampling techniques. Instruments used include interview and observation methods to collect relevant data from the participants. Specifically, observation method was used to complement findings from interview. Our findings reveal that extracurricular services influenced students’ academic achievement. Also, our findings revealed that inadequate availability of extracurricular facilities and personnel are the factors militating against effective provision of extracurricular services. The study recommends that adequate extracurricular facilities (football pitch, volleyball court, hall for social activities, etc.) should be available in schools. Lastly, adequate extracurricular services personnel should be deployed to schools to ensure active participation of students in various activities.

Impact of Parents’ Socio Economic Status on Academic Achievement of Secondary School Agricultural Students in Konshisha Local Government

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Reliability Method ◽  
Agricultural Students ◽  
The Impact

This study was on the impact of parents’ socio economic status on academic achievement of secondary schools agricultural students in Konsisha Local Government. Specific objectives for the study were: identify the impact of family structure on academic achievement of secondary school agricultural students in Konshisha Local Government, investigate the impact of parents’ educational background on academic achievement of secondary school agricultural students in Konshisha Local Government and ascertain the impact of parents’ income on academic achievement of secondary school agricultural students in Konshisha Local Government. Three research questions were raised and answered by the study. The design for the study was survey research design. Population for the study was 440 while purposive sampling technique was adopted for this study. A structured questionnaire titled: Parents’ Socio-economic Status Questionnaire (PSESQ) was used for data collection. The instrument was validated by three experts. Cronbach Alpha reliability method was used to determine the internal consistency of the instrument and a coefficient of 0.81 was obtained. All the administered copies of the questionnaire were retrieved and analyzed using Mean, Standard Deviation and t – test. It was found out that academic achievement of students in secondary schools could be impacted by 4 family structures, 6 parents’ educational background and 6 impact of parents’ income on academic achievement of students in secondary schools. It was therefore, recommended that, Students from good socio economic background should use the opportunity to attain good academic heights, parents should provide basic school needs for their children to enable them attain good academic heights and parents should seek varying sources of income so that they can meet up with the school needs of their children.

scholarly journals Association of Classroom Environment with Academic Achievement of Secondary School Girls in Pakistan

2017 ◽  
Vol 8 (2) ◽  
pp. 121-127
Author(s):  
Tariq Javed
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Classroom Environment ◽  
Statistical Tests ◽  
Positive Association ◽  
School Level ◽  
Chi Square ◽  
Secondary School Level ◽  
School Girls

Abstract The purpose of the study was to find out the association of classroom environment with the academic achievement of secondary school girls in Pakistan. The population of the study was 1104 Secondary School Teachers SSTs / Trained Graduate Teachers TGTs (Female), 5628 secondary school girls in 64 Federal Government Girls Secondary Schools. Multistage sampling was used in the present research. Three categories of schools (Large, Medium, Small) were constructed for research purpose on the basis of the number of students who appeared in SSC-I annual examination 2014 by a federal board of intermediate and secondary education Islamabad. The objectives of the study were to find out the nature of the classroom environment at girls secondary schools and to identify the association of classroom environment with the academic achievement of girls at secondary school level. Two hypotheses were formulated and tested with the help of statistical tests to achieve the objectives of the study. The study was descriptive in nature and survey technique was used to collect data from respondents. Data were collected on various aspects of the classroom environment, including temperature, furniture and fixture, arrangement of furniture, air, light, writing board facilities. The tool consisting of fourteen statements on classroom environment was getting validated from four experts to determine content validity. Reliability of the research instrument was determined by using Cronbach Alpha based which was. 855. The analysis of the collected data was carried out by using two non parametric statistical tests, i.e. (i) Chi Square test, (ii) Mann Whitney U test. There was a positive association between the classroom environment and academic achievement of girls at secondary school level.

scholarly journals EFFECTS OF EDUCATIONAL FIELD TRIPS ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA

2020 ◽  
Vol 3 (2) ◽  
pp. 41-44
Author(s):  
Jamilu Ja’afar Salihu ◽  
I.D Abubakar
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Field Trip ◽  
Field Trips ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Educational Field

The study examined the Effects of Educational Field Trips on Social Studies Students’ Academic Achievement in Junior Secondary Schools in Kaduna State, Nigeria. The design of the study was the non-equivalent pre-test post-test control group type of quasi experiment. The population of the study consisted of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria numbering 26,322. Also, 120 students were purposively sampled from JSSII in the following schools: Government Junior Secondary School Tudun-Jukun, Zaria, Government Junior Secondary School, Awai, Government Junior Secondary School, Aba and Government Junior Secondary School Muchiya, Sabon-Gari. The data collection instrument was Social Studies Achievement Test (SOSAT). The content and construct validity was ascertained by experts in Social Studies, language and test and measurement. The reliability coefficient index power of the instrument stood at 0.81 determined using Pearson Product Moment Correlation Coefficient (PPMC). The data analysis tools were mean and standard deviation used in answering the question posed while t-test independent samples was used in testing the null hypothesis postulated at 0.05 alpha. The study found that there exist significant difference between the mean academic achievement scores of students taught Social Studies using educational field trip (experimental) and those who were taught with lecture method (control). In the light of the foregoing, the study recommended that teachers in the Kaduna State should be encouraged to adopt educational field trip in teaching Social Studies in order to enhance students’ academic achievement.

scholarly journals Equal Effectiveness of Kumon Method of Teaching Mathematics among Boys & Girls

2018 ◽  
Vol 9 (3) ◽  
pp. 906-913
Author(s):  
Jameela Ashraf
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Teaching Mathematics ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Grade 5 ◽  
Significant Difference ◽  
Two Phases

The study was designed to investigate the effectiveness of Kumon method in comparison with traditional method in the teaching of Mathematics to grade-5. Kumon is a math and reading enrichment program, which provides practice and instruction to each individual. This helps the students to think and work independently. The hypothesis of this experimental study was that in Mathematics, Grade-5 students have no significant difference in their academic achievement treated by Kumon method and by traditional lecture method. The objective of the study was to determine the effectiveness of Kumon teaching method for academic achievement of children in Mathematics. All grade-5 students of Fazaia inter colleges of Rawalpindi and Islamabad was the population. Cluster sampling technique was used. One of the three Fazaia colleges (junior section) was selected randomly. All grade-5 students of the selected cluster formed the sample of the study. The study was conducted in two phases at two different time periods applying the same procedure, the same teachers but the groups were different.  Data was collected and analyzed by applying t-test and recommendations were given on the basis of findings of the study. This experimental research shows that Kumon method is more effective for teaching mathematics to Grade 5 students in comparison with traditional lecture method. It also shows that Kumon method is equally helpful in teaching mathematics effectively to boys and girls.

scholarly journals A comparative analysis of Biology books included in the Federal list of school textbooks (2018) for grades 5–7

2020 ◽  
Vol 9 (4) ◽  
pp. 312-316
Author(s):  
Antonina Vasilyevna Marina ◽  
Irina Nikolaevna Selina ◽  
Ekaterina Mikhailovna Churapina ◽  
Anna Serezhaevna Shahzadyan
Keyword(s):  
Comparative Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Educational Process ◽  
Federal State ◽  
School Teachers ◽  
Biology Teachers ◽  
Main Component ◽  
State Educational

The paper discusses one of the most important issues for educational process organization while teaching Biology at secondary school educational and methodological support and its main component a course book. The authors prove the urgency of this problem as school teachers face a great choice of Biology course books. The paper also contains a brief overview how the notion course book developed in Russia. The authors have given a modern interpretation of the notion course book taking into account the Federal State Educational Standards of General Education. Particular attention is paid to considering the structure of the course book. The specificity of a Biology course book for secondary schools is characterized. The authors have also revealed some variability of Biology course books for 57 grades of secondary schools in modern conditions when there are two federal lists of school textbooks. The reasons for the existing difficulties in the choice of a Biology course book by school Biology teachers are revealed. Particular attention is paid to the criteria for a comparative analysis of the content of Biology course books for secondary schools. The authors have also revealed a degree of completeness of Biology courses with various components for grades 57. The presented materials can be used by school teachers while teaching a Biology course at a secondary school.

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