Perceived Strategies for Curbing Examination Malpractice Among Secondary School Students in Nigeria

Aims: The study examined perceived strategies for curbing examination malpractice among secondary school students in Nigeria. Study Design: The design adopted for this study is descriptive survey design. Place and Duration of Study: The target population are 1182 junior secondary students identified to be verbally victimized. The duration is between June 2021 and August 2021. Methodology: The target population for the study comprised 398,275 senior secondary school teachers in Nigeria (Fact sheet: Research Statistics and Planning Unit of the Ministry of Education, Awka, 2021). The sample for the study was drawn from the accessible population of 6342 secondary school teachers in six education zones of the state namely Aguata, Awka, Nnewi, Ogidi, Onitsha and Otuocha. The sample for the study was drawn using the proportionate stratified sampling technique. The subjects were stratified based on the educations and further the simple random sampling of lucky dip was used to select 634 (372 experienced and 262 less experienced) secondary school teachers for inclusion in the study. The instrument was structured toa 4-point response option of Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1). The instrument was validated by two experts, and the reliability of the instrument was established using Cronbach alpha method with the reliability coefficients 0.78, 0.80 and 0.81. Arithmetic mean was used to answer the research questions, standard deviation was used to determine the homogeneity or heterogeneity of the respondents’ ratings. On the other hand, the t-test for independent sample was used to test the null hypotheses at 0.05 level of significance. Results: At 0.05 level of significance, the cluster mean of the respondents rating was 3.28 This mean score indicates that teachers agreed that preventive strategies curbs examination malpractices among secondary school students. The cluster mean obtained was 2.73. This indicates that the respondents agreed to corrective strategies for curbing examination malpractice among secondary school students. The cluster mean obtained was 2.73. This indicates that the respondents agreed to corrective strategies for curbing examination malpractice among secondary school students. Data reported relating to hypotheses 1 reveals that the significant value is greater than the alpha value 0.05, hence there is no significant difference in the mean rating of teachers on preventive strategies for curbing examination malpractice among secondary school students in Nigeria based on years of experience (0-5 years and 6 years and above). Data reported relating to hypotheses 2 shows that there is a significant difference in the mean rating of teachers on corrective strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years of experience and 6 years and above). Similarly, data presented relating to hypotheses 3 revealed that the significant value is greater than the alpha value 0.05, this means that there is no significant difference in the mean rating of teachers on motivational strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years and 6 years and above). Conclusion: Based on the findings of this study, teachers agreed that preventive strategies, corrective strategies, and the respondents also agreed to motivational strategies for curbing examination malpractice among secondary school students. There is no significant difference in the mean rating of teachers on preventive strategies, while there is a significant difference in the mean rating of teachers on corrective strategies for curbing examination malpractice. Finally, there is no significant difference in the mean rating of teachers on motivational strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years and 6 years and above).

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Adjustment of Secondary School Students in Relation to their Gender

International Journal of Indian Psychology ◽

10.25215/0201.041 ◽

2014 ◽

Vol 2 (1) ◽

Author(s):

Mahesh D. Makwana ◽

Dr. S. M. Kaji

Keyword(s):

Secondary School ◽

Social Adjustment ◽

Secondary School Students ◽

Emotional Adjustment ◽

Secondary School Student ◽

Home School ◽

School Students ◽

Significant Difference ◽

The Mean ◽

Better Than

The present investigation in to find out the Adjustment of Secondary School Students in Relation to their gender boys and girls. The sample consisted of 120 secondary school students out of which 60 where boys and 60 where girls. For this purpose of investigation “Adjustment Inventory” by Dr.R.S.Patel was used. The obtained data were analyzed through ‘t’ test to know the mean difference between secondary school students in relation to their gender. The result shows that there is no significant difference in Home, School and Emotional adjustment of boys and girls secondary school student. But there is significant difference in Social adjustment of boys & girls secondary school students at 0.05 level. It means boys are Social adjustment better than girls

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CONCUSSION OF PLAYERUNKNOWNS BATTLE GROUNDS OFSECONDARY SCHOOLSTUDENTS

International Journal of Advanced Research ◽

10.21474/ijar01/13182 ◽

2021 ◽

Vol 9 (07) ◽

pp. 824-829

Author(s):

Ignatius Topno ◽

◽

Shweta Jha ◽

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Survey Method ◽

School Students ◽

Male And Female ◽

Significant Difference ◽

Moral Qualities ◽

The Mean ◽

Study Type ◽

Type Of School

Through Education,one has to be better adaptand adjust oneselfin order to change oneself and the society at large. In such stable and sustainable situation one can develop with individuals possessing the best mental and moral qualities. As a result, education enables an individual to face all kinds of challenges in life.The main purpose of the study was to investigate the playingof Player Unknowns Battle Grounds(PubG)of Secondary school students. The objectives of the study wereto study playing of PubG of Secondary school students on the basis of gender, standard of the students, boards of study, type of school and medium of study of secondary school students. The researcher employed survey method by executing Self-constructed and validated tool on 135secondary school students ofPatna in Bihar to assess the objectives of the study.The scholar used mean, Median, S.D. and t testfor the calculation of the collected data. The result revealed that there is no significant difference between the mean scores of male and female, IX and X standard students, CBSE and ICSE students intheir playing of PubG of Secondary School students whereas there is a significant difference between the mean scores of ICSE and BSEB, CBSE and BSEB, Private and Government,English and Hindi mediumsecondary school students in their playing of PubG.

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ADOLESCENTS’ AWARENESS OF VARIOUS WAYS OF HUMAN TRAFFICKING AND PREVENTIVE STRATEGIES AS EXPRESSED BY SECONDARY SCHOOL STUDENTS IN OYO METROPOLIS

Sokoto Educational Review ◽

10.35386/ser.v16i2.144 ◽

2015 ◽

Vol 16 (2) ◽

pp. 7

Author(s):

John Idowu Shittu ◽

Ayotunde Oyedele Oyediran ◽

Oyelade Oyekola Olukayode

Keyword(s):

Secondary School ◽

Human Trafficking ◽

Secondary School Students ◽

Sampling Technique ◽

Survey Method ◽

Preventive Strategies ◽

School Students ◽

Significant Difference ◽

Research Questions ◽

Descriptive Survey

This study investigated adolescents’ awareness of the various ways of human trafficking and preventive strategies among secondary school students in Oyo metropolis. Two research questions and two hypotheses were raised to guide the study. Descriptive survey method was adopted to carry out the study. Stratified random sampling technique was employed to select 250 respondents for the study. A researcher designed questionnaire titled ‘Knowledge of Human Trafficking and Preventive Strategies Questionnaire’ (KOHTPSQ); was used as instrument for data collection. The research questions were answered using mean, while the research hypotheses were tested using the z-test statistics at 0.05 level of confidence. The findings showed that male and female students of secondary schools in Oyo metropolis are to a great extent, aware of the ways by which human can be trafficked. A significant difference existed in the knowledge of the ways by which human are being trafficked. It was recommended that counsellors should organise group counselling session/workshop/seminar/ conferences for adolescents’ and parents to educate them on various ways human can be trafficked. Also, government should intensify effort on preventive strategies against human trafficking.

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A STUDY ON HIGHER SECONDARY STUDENTS EMOTIONAL MATURITY AND ACHIEVEMENT IN ECONOMICS IN TIRUNELVELI DISTRICT

INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY ◽

10.24297/ijrem.v1i2.4133 ◽

2012 ◽

Vol 1 (2) ◽

pp. 28-32

Author(s):

M Rajakumar

Keyword(s):

Secondary School ◽

Secondary Students ◽

Secondary School Students ◽

Mean Value ◽

School Students ◽

Emotional Maturity ◽

Male And Female ◽

Rural And Urban ◽

Significant Difference ◽

The Mean

The aim of this study is to find out the Emotional Maturity and Achievement in Economics of higher secondary students in Tirunelveli District. 1060 Higher secondary students were taken as sample. The tool used to find out the Emotional Maturity is constructed and standardized by Emotional Maturity Scale Constructed and Validated by K.M.Roma Pal (1984). The Academic achievement in Economics was found out using the tool constructed by the investigator. The mean value of Emotional Maturity scores (136.53) indicates that the higher secondary students are having extremely unstable Emotional Maturity, The mean value of Achievement in Economics scores (M=75.47) indicates that the higher secondary students are having high Achievement in Economics. There is significant difference between male and female, Day scholar and Hostel staying Higher Secondary students with respect to their Emotional Maturity. There is no significant difference between rural and urban, Government and Aided Higher Secondary school students with respect to their Emotional Maturity. There is significant difference between male and female Higher Secondary students with respect to their Achievement in Economics. There is no significant difference between rural and urban, Day scholar and Hostel staying, Government and Aided Higher Secondary school students with respect to their Achievement in Economics.

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ADOLESCENTS’ AWARENESS OF VARIOUS WAYS OF HUMAN TRAFFICKING AND PREVENTIVE STRATEGIES AS EXPRESSED BY SECONDARY SCHOOL STUDENTS IN OYO METROPOLIS

Sokoto Educational Review ◽

10.35386/ser.v14i2.141 ◽

2018 ◽

Vol 14 (2) ◽

pp. 7

Author(s):

John Idowu Shittu ◽

Ayotunde Oyedele Oyediran ◽

Oyelade Oyekola Olukayode

Keyword(s):

Secondary School ◽

Human Trafficking ◽

Secondary School Students ◽

Sampling Technique ◽

Survey Method ◽

Preventive Strategies ◽

School Students ◽

Significant Difference ◽

Research Questions ◽

Descriptive Survey

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Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students

Education Research International ◽

10.1155/2020/3606490 ◽

2020 ◽

Vol 2020 ◽

pp. 1-8

Author(s):

Umar A. Ginga ◽

Yusuf F. Zakariya

Keyword(s):

Secondary School ◽

Instructional Strategy ◽

Secondary School Students ◽

Social Constructivist ◽

School Students ◽

The Social ◽

Significant Difference ◽

The Mean ◽

And Control ◽

The Impact

There have been perennial concerns on the low academic performance of students among researchers and other education stakeholders. Innovative teaching strategies have, therefore, gained prominence in the field of mathematics education. The purpose of this study is to investigate the impact of a social constructivist instructional strategy on students’ performance in algebra. The present study is quasi-experimental, and its type is a posttest control group involving 154 secondary school students that are randomly selected across four intact classes. The random selection of students to treatment and control controls is assumed to improve the validity of the results. Two research questions are raised, and two null hypotheses are formulated and tested at p≤0.05 level of significance. One research instrument, algebra performance test (APT), was developed, pilot-tested (test-retest reliability coefficient of 0.897), and used to measure students’ performance in both treatment and control groups. The data are analyzed using independent sample t-tests. The findings indicate that there are significant differences in the mean performance scores between experimental (mean = 16.05, SD = 2.74) and control (mean = 11.46, SD = 2.49) groups, t(152) = 10.83, p<0.05. These findings may be interpreted to be evidence of the effectiveness of the social constructivist instructional strategy in improving performance in algebra better than the conventional teaching method. Also, a significant difference exists between the mean performance scores of males (mean = 17.83, SD = 2.82) and females (mean = 14.72, SD = 1.77) in the experimental group (t(80) = 6.11, p<0.05). Thus, the effect of the social constructivist instructional strategy on students’ performance in algebra is gender-sensitive. Based on these findings, some recommendations are made to students, teachers, parents, administrators, and other stakeholders.

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Evaluating Saudi EFL Secondary Schools Students' Performance on Paul Nation's Standardized Vocabulary Level Tests

Theory and Practice in Language Studies ◽

10.17507/tpls.0905.01 ◽

2019 ◽

Vol 9 (5) ◽

pp. 487

Author(s):

Ali Albashir Mohammed ◽

Mesfer Ahmed Msefer Alwadai

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Teaching And Learning ◽

Secondary School Students ◽

Secondary School Teachers ◽

Secondary School Student ◽

Vocabulary Size ◽

School Students ◽

English Grammar ◽

Word Level

The current study aims to evaluate Saudi EFL Secondary School students' performance on Paul Nation's Standardized vocabulary level tests .It also aims to examine the vocabulary size of EFL Saudi Secondary School students at Asir district. Two tools were used for collecting data. The first one was Paul Nation's Vocabulary Levels Test (VLT). The second tool was a questionnaire (TVLSQ) with 13 items .The purposive sample consisted of (80) students besides (20) English teachers. The study sample was selected from Abha secondary schools schools/Saudi Arabia. The study came out with the following results: Saudi EFL Secondary school students' vocabulary size word test falls within 1,000 frequency level, indicating that students are unable to gasp an average text. Saudi EFL Secondary School student who obtained higher marks in 1,000 word level also obtained higher marks in 2,000 –word level and vice versa. These results confirmed the high correlation between the two tests which hits 0.76.Moreover,in Paul Nation's Vocabulary Levels Test( VLT) the more words Saudi EFL Secondary school student knows, the better score his/her four skills. To most secondary school teachers as well as students, English grammar is the main focus on their teaching and learning, not the vocabulary.

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Do teachers know their students? Examining teacher attunement in secondary schools

School Psychology International ◽

10.1177/0143034318786536 ◽

2018 ◽

Vol 39 (4) ◽

pp. 416-432 ◽

Cited By ~ 5

Author(s):

Eleonora Marucci ◽

Beau Oldenburg ◽

Davide Barrera

Keyword(s):

Secondary School ◽

Risk Behavior ◽

Secondary School Students ◽

Secondary School Teachers ◽

Sixth Grade ◽

School Teachers ◽

School Students ◽

Five Dimensions ◽

The Mean ◽

Peer Nominations

Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.

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A STUDY ON MORAL REASONING AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN SATHYAMANGALAM TALUK OF ERODE DISTRICT

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i4.1201 ◽

2021 ◽

Vol 12 (4) ◽

pp. 1322-1327

Author(s):

Father Sri Marshal Joseph, Et. al.

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Moral Reasoning ◽

Home Environment ◽

Secondary School Students ◽

Secondary School Teachers ◽

School Teachers ◽

School Students ◽

Significant Difference ◽

Good Behaviour

Moral reasoning is mainly focusing on making right decisions to do right activities and exhibit good behaviour of school students in a particular situation and it provides chances for them to discover and realize values, to build character and to improve personality. The findings reveal that there exits significant difference amongst moral reasoning of secondary school students and their profile. Moral reasoning is positively and moderately related with academic achievement of secondary school students. Hence, secondary school teachers should give proper guidance to their secondary school students for improving their moral reasoning and ethical and moral behaviours. Parents must provide conducive home environment for their secondary school students to enhance their abilities for moral reasoning and academic achievement. Furthermore, secondary school teachers should interact, discuss and exchange ideas regularly with their secondary school students for increasing their moral reasoning and academic achievement. Peer groups and family members must also give moral support to their secondary school students for improving their moral reasoning and academic achievement. In addition, secondary schools should conduct various programmes for enhancing moral reasoning and academic achievement among their secondary school students.

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