The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies

Goal setting is one of the most important principal initiated strategies that facilitate students’ academic achievement in schools. This is because it energizes the students’ participation in academic programs and as a result enhances their academic achievement. World over, research has shown that motivation of the students enhance their academic achievement. In Mbita Sub-County, despite the existence of motivation strategies put in place by principals, the Sub-County was still performing poorly as was revealed by the Kenya Certificate of Secondary Education (KCSE) examination results of 2018, 2019 and 2020. The Sub-County was ranked last in KCSE Examinations compared to the five other neighbouring sub- counties in Homa Bay County. Mbita Sub-County was ranked position five with an average mean score of 4.886 compared to Rangwe which was position one with a mean score of 5.354, Rachuonyo South was second with a mean score of 5.022, Rachuonyo East was third with a mean score of 4.988 while Homa Bay town was fourth with a mean score of 4.958. The objective of this study was to establish the influence of Principal-initiated Goal Setting on students’ academic achievement in public secondary schools. The study established that Principal-initiated goal setting strategy significantly influenced students’ academic achievement in public secondary schools by promoting independent learning among students. The findings are beneficial to policy makers and education administrators in formulating policies that can be used to improve students’ achievement in KCSE as well as improve practices in the initiation of motivational strategies in schools.

The use of motivational speakers strategy in enhancing students’ academic achievement in schools in Kenya was adopted by many school administrators in the late 1980s after the introduction of private / holiday tuition in the late 1970s. By 2010, many charismatic professional motivational speakers were commonplace in schools on invitation. Currently many schools are utilising services of motivational speakers. This is based on the premise that worldover research has shown that motivation of the students enhance their academic achievement. There was therefore need to conduct a rigorous study to establish the actual position of this strategy in the 21st Century. Mbita Sub County was selected as the site for the study. This is because despite the existence of principal-initiated motivational strategy put in place by principals, the Sub-County still performs least with results showing that between 2018 and 2020, the Sub-County was ranked last in Kenya Certificate of Secondary Education (KCSE) examinations compared to the five other neighbouring sub- counties in Homa Bay County. Mbita Sub-County was ranked position five with an average mean score of 4.886 compared to Rangwe which was position one with a mean score of 5.354, Rachuonyo South was second with a mean score of 5.022, Rachuonyo East was third with a mean score of 4.988 while Homa Bay town was fourth with a mean score of 4.958. The objective of the study was to establish the influence of Principal-initiated motivational speakers strategy on students’ academic achievement in public secondary schools in Mbita Sub-County, Kenya. The study established that Principal-initiated motivational speakers strategy significantly influenced students’ academic achievement in public secondary schools by enhancing frequent consultation with teachers. The study recommends that Principals should advise motivational speakers on the specific aspects to address as they talk to students targeting the aspect of optimum use of study time, discipline, examination answering skills, change of attitude about difficult subjects and other aspects that lead to students’ academic achievement. The findings are beneficial to policy makers and education administrators in improving students’ achievement.

This study looks into the elements that contribute to the poverty trap and how it affects learner academic progress in selected Nongoma secondary schools in South Africa's Zululand district. A mixed qualitative and quantitative data gathering strategy was utilized to collect the information. Purposeful sampling was employed to pick five secondary high schools in this area, as well as teachers and students who were conveniently selected for the study. Financial resources, a lack of aspiration and motivation, and school dropouts are all results of poverty traps, according to the research, and these factors impede learners' academic achievement in the schools studied. According to the study, reducing or eliminating poverty requires collective efforts, and all educational actors should contribute their respective quotas to provide basic infrastructure to both schools and rural communities, redistribute income and wealth, and plan improvements to encourage students to see the world from various perspectives.
 
 Received: 19 July 2021 / Accepted: 14 March 2022 / Published: 5 May 2022

Education is viewed as a tool for change. Globally, efforts are geared toward enhancing the educational process of studentsf academic achievement in secondary schools. However, there are differences in studentsf attributes, and the desire for parents to provide better educational opportunities to their children. This study randomly sampled 300 respondents in Katsina State. The data for the study were collected using a structured questionnaire to achieve the purpose of the study and were analyzed using descriptive statistics, ANOVA and t-test. A positive and significant association was observed between age and respondentsf academic achievement (0.382, P.0.36). Overall, majority of the respondents perceived their families as having high academic aspirations for them. It is recommended that parents should be educated about good parental roles that enhance their childrenfs motivation for improving their academic achievement in schools.

Background: The Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Objective: The Relationship between Learning style and undergraduate nursing students’ Academic Achievement in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran Methods: A correlational cross sectional study was conducted. The subjects of this study were Undergraduate nursing students 232 from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous learning style questionnaire. The questionnaire was divided into three sections including (a) demographic profile (b) Kolb’s Learning Style Inventory (c) Academic achievement. An initial version of the questionnaire was piloted on a small group of nursing students as the context was validated by a panel of expertise in nursing education. All ethical considerations were applied in this study. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were <20 years, and 5.6% were >25 years old. The most frequency learning style of students was Abstract Conceptualization (37.5%). In addition, Active Experiential (30.17%), Reflective Observation (19.83%) and Concrete Experiencing (12.5%) were in the next order in LS of students. The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning style and Academic Achievement (P> 0.05). There was a relationship between Learning styles and gender (P<0.05). There was a relationship between learning style and academic level (P=0.041). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning.

This research was conducted in order to determine the factors negatively affecting academic achievement in a primary school located in a neighborhood consisting of families with low socioeconomic status in the city center of Erzurum, by a teacher working in that school and an academic of Ataturk University in 2011-2012 academic year. Case study was used as a research method, and interview technique as a data collection tool. The research was conducted with the participation of two administrators, eight teachers, five parents and five students from the school. As a result of the study, it was determined that the leading factor that negatively affected the academic achievement in a school located in a neighborhood with low socio-economic status was the socio-economic conditions of the families; which was followed by the settlement of the school, students, parents, teachers, school facilities and some characteristics of school administrators; respectively.

The role of the school principal is to provide a school environment that promotes academic achievement. The purpose of this study was to investigate the relationship between principals’ human resource management practices and academic achievement in public secondary schools. Embedded mixed method research design was adopted for the study. The target population comprised principals, deputy principals and heads of department drawn from Bungoma East Sub-County in western Kenya. In a total of 33 schools, 33 principals and 33 deputy principals were automatically included in the study while 114 heads of department were selected through random sampling as respondents for the study. Data was collected using interview schedule administered to the principals while questionnaires were administered to deputy principals and heads of department. Data on academic achievement was collected using document analysis. A pilot study was done in three schools before the main study to establish validity and reliability of the research tools. A correlation test was done between the principals’ human resource management practices and academic achievement in public secondary schools. A strong positive relationship was found between the principals’ human resource management practices and academic achievement in public secondary schools. It was thus concluded principals’ human resource management practices affect students’ academic performance. The study recommends that school principals should employ effective human resource management practices such as competitive recruitment, professional development of staff, rewarding and staff welfare programmes.

The purpose of the study was to establish the relationship between the level of students’ participation in games programs and academic achievement in secondary schools in Rongo Sub-County. The study adopted descriptive survey and correlation designs. The sample size was as follows: 350 form four students participating in games, 175 boys and 175 girls which were 33% of the target population. Pearson Product moment Correlation was used to investigate relationship between students’ participation level and academic achievement. The Bonferroni Post Hoc Multiple Comparison Test is an analysis method that was used to establish multiple levels of participation to prove relationship with academic achievement. The study found out that there is a minimal positive relationship between students’ level of participation in games programs and academic achievement in secondary schools in Rongo Sub County. (t (350) r=0.260, p=0.453).

This paper examines the influence of student-teacher communication on students’ academic achievement for effective teaching and learning. Three objectives of the study, three research questions and three research hypotheses guided the study. The population of the study comprises of all 100 level and 200 level undergraduate students from the Department of Educational Psychology Guidance and Counselling, University of Port Harcourt Rivers State. The total population of the undergraduates from the Departments is four hundred and thirty (430) students. Purposive sampling technique was used in selecting one hundred and fifty (150) students from the entire population as the sample for the study. A structured questionnaire was used as instrument for data collection tagged Students-Teacher Communication Questionnaire (STCQ). Validity of the instrument was done by experts in the field of Educational Psychology, and the reliability was established using Cronbach’s Alpha Analysis and the reliability coefficient of 0.75 was obtained. Mean, standard deviation and Regression Analysis were used as statistical tool for the study. Findings from the study reveals that that students have a strong positive relationship between their level of communication and their academic achievement in schools, student have a very weak positive relationship between their attitude and their academic achievement in school, the findings also revealed a very strong positive relationship between students’ benefits on student-teacher communication and their academic achievement in the department. Based on these findings conclusion and recommendations were made.

This study investigated teacher accountability and students’ academic achievement in mission secondary schools in Anambra State, Nigeria: an appraisal of market-based accountability model in education. The study adopted the correlational survey method, covering all principals, teachers and students’ result in the senior school certificate examination (SSCE) in mission secondary schools in Anambra State, Nigeria. The stratified random sampling technique was used to select 500 principals and teachers, and 500 students’ SSCE result from 50 schools. The Teacher Accountability, Students’ Academic Achievement Questionnaire (TASAAQ) and Students’ Academic Checklist (SAAC) were used to collect data from respondents. Data collected were analyzed using percentages, means scores, standard deviation, Pearson’s product moment correlation co-efficient and T-test. Findings revealed that the market-based accountability model is not fashionable for teacher accountability in mission secondary schools in mission schools, students’ academic achievement was high, teacher accountability has positive correlation with students’ academic achievement and both principals and teachers agree that teacher accountability is necessary for students’ academic achievement. Study recommended that important tenets of market-based accountability model should be adopted to bring teachers to accountability and increase chances of students’ academic achievement.

Protocol for a Systematic Review: “No Excuses” Charter Schools for Increasing Math and Literacy Achievement in Primary and Secondary Education: A Systematic Review and Meta‐Analysis

The study aims to evaluate the secondary-level academic achievement and self-concept of the pupils belonging to the traditionally impoverished potter caste of the Kumbhakar Community. A self-made questionnaire evaluates the impact of academic self-concept on academic achievement in schools. The sample consists of 100 secondary school students from three schools. Results reveal that Kumbhakar community students have a moderate academic self-concept in academic achievement, with no significant gender-based differences, guardian’s occupation, and educational level. A substantial disparity exists in academic self-concept among secondary-level students based on family type and Residence, as well as a low positive correlation between academic self-concept and achievement. Moreover, this study highlights how attaining Sustainable Development Goal 4 (Inclusive Education for All) can improve students’ academic self-concept and performance in impoverished or socioeconomically backward communities by developing positive attitudes within an elusive environment and crucial interventions facilitating robust acculturation.

This study sought to establish the relationship between school climate and academic achievement of students at KCSE in public secondary schools in Bondo Sub County. The study was guided by four research questions: To what extent does principal’s leadership relate to academic achievement in public secondary schools in Bondo sub-county? How does teaching and learning resources relate to academic achievement in public secondary schools in Bondo sub-county? What is the relationship between quality of teachers and academic achievement in public secondary schools in Bondo sub-county? What is the relationship between size of the school and academic achievement in public secondary schools in Bondo sub-county? The study applied the Scientific Management Theory whose four principles have been applied in education institutions in order to create effective management and administration. The study adopted mixed method research design. The target population comprised of 41 principals 492 heads of department and 820 students in 41 public secondary schools in Bondo Sub County. Stratified random sampling, simple random and purposive sampling techniques were used to identify the sample. Questionnaire, interview guide and document analysis were used to collect data. Cronbach Alpha Coefficient of 0.799 was used to test for reliability of quantitative instruments while trustworthiness of qualitative tools and process was established. Quantitative data were analyzed using descriptive statistics and findings presented in tables, frequencies and percentages. Qualitative data were analyzed thematically guided by research questions and report given in narrative form and direct quotes. Hypothesis was tested at the 0.05 level of significance using Pearson correlation coefficient. The findings revealed that there is a positive relationship between school climate and academic achievement of students. The study recommended that principals should ensure they supervise and monitor the implementation of curriculum, ensure the use of professional documents, support teachers to attend professional development programs, the Ministry of Education equip schools with adequate teaching and learning resources, TSC to recruit and post more teachers in schools.

The Stability of Academic Achievement in School: A Meta-Analysis of Longitudinal Studies (Poster 10)

Cultivating equitable academic achievement and enhancing academic functioning for youth is widely seen as one of the main missions of the public education system in the US, but educators may be overlooking critical factors for fully realizing this collective mission. This paper explores the emergent evidence on the impact of friendship and peer social networks on academic achievement and outcomes for students in K-12 public schools in the United States. In total, nine studies have been reviewed and presented. Findings suggest that peer social network selection and influence effects impact individual and group academic functioning and achievement outcomes across age groups in adolescence. Evidence across multiple studies suggests that structural effects and network position may be of special importance, particularly for low-achieving youth. However, due to publication bias issues and methodological limitations, findings should be taken cautiously. Social Network Analysis (SNA) is a quickly growing subfield of education research. There is a great need for more studies in the US, in particular those focusing on historically marginalized and underrepresented student populations (e.g., BIPOC and LGBTQ+ populations, highly mobile student groups, foster youth, students qualifying for special education support and accommodation, etc.). Another major gap identified is the need to focus on specific developmental stages, like elementary school or early adolescence, and varying environmental contexts.