Think-Pair-Share Strategy and Achievement in Difficult Concepts in Chemistry Education: A Scoping Review

The consistent decline in pupils’ academic achievement in public Secondary schools has raised more questions to be answered by education stakeholders. Thus, the purpose of the study was to assess the influence of school resources on pupil academic achievement in Secondary schools: a case of Manga Sub-County Nyamira County, Kenya. It adopted a descriptive survey research design with a target population of 469 comprised of 434 teachers and 33 head teachers. The sample size was 214 comprised of the teachers and head teachers. The researcher collected data using questionnaires. The study also established that instructional resources, physical facilities, and human resources have an influence on a pupil’s academic achievement in Secondary schools. The study recommended that; for effective learning and improved academic performance, the government should ensure that it has provided adequate instruction materials in all schools; the government and school management should ensure that there are enough physical facilities in schools including laboratories, classrooms, dormitories, library, playing fields and dining halls for effective learning and improved academic performance of the learners and that; the school management should ensure that there is effective and efficient management of human resources for the improved academic performance of the learner

This study investigated the relationship between selected student motivation cultures and academic achievement in secondary schools in Nakuru County, Kenya. The study adopted the descriptive survey design. The target population was comprised of all KCSE 2021 candidates and all principals of secondary schools in the County. The study used an outlier approach and the multistage sampling technique. The sample size consisted of 2214 students and 80 principals of schools. Data was collected using questionnaires. Instruments were adapted for use after carrying out a test re-test procedure. Cronbach Alpha Coefficient of above 0.7 was obtained. Validity was ensured with the assistance of the supervisors. Data analysis was done using SPSS version 27 and was analysed using descriptive statistics (frequencies and percentages) and inferential statistics (Spearman rank correlations and Regression analysis). Quantitative results were presented in tables and qualitative results in prose. Private schools showed a stronger link between student motivation culture and academic achievement than public schools. In high-achieving KCSE public and private secondary schools, the Spearman rank correlation analysis indicated a moderate positive correlation for public schools and a strong positive correlation for private schools between student motivation culture and academic achievement. However, when assessing the relationship between student motivation culture and student academic achievement in low-performing KCSE public and private secondary schools, the results differ. The study recommends that the school management should consider investing in student motivation cultures that enhance student academic achievement.

High Motivation for academic achievement among students and good to excellent academic discipline are undoubtedly key elements of high academic achievement among students at any level of schooling and cannot be gainsaid. A highly motivated and disciplined student is a self-starter and embraces positive initiative in academics. Such a student is bound to perform better in any standardized examination and has an increased chance for future study and better careers. This study attempted to analyze motivation and discipline as student-related factors affecting academic achievement in secondary schools in Hamisi sub-county, Vihiga-Kenya with focus on students who score high grades in primary school’s KCPE vis-à-vis what they achieve at secondary school’s KCSE. The study was guided by the following objectives: 1. To determine the effect of students’ motivation to students’ academic achievement in secondary schools and 2. To ascertain student discipline levels and its effect to student’ academic achievement in public secondary schools in Hamisi Sub-county, Kenya. The study employed descriptive survey research design. The target population was 4,298 consisting of 41 Principals, 428 teachers, 3826 students, 1 DEO and 2 AEOs. The sample size was 525 respondents consisting of 12 principals, 128 teachers, 383 students, one DEO and one AEO. Simple random sampling was used to select the teachers, students and the AEO. Purposive sampling technique was used to select the DEO. Data collection tools used were structured and unstructured questionnaires, interview schedules and document analysis. Content validity and test re-test techniques were used to validate and test instrument reliability respectively. A Pearson Correlation coefficient of 0.5 provided the benchmark for instrument reliability. Descriptive statistics was used in data analysis hence Quantitative data was presented using frequency counts, means and percentages with the aid of the SPSS Version 16.0. Thematic trends were used to analyze qualitative data hence results of data analysis were presented in form of frequency distribution tables, bar graphs, and pie charts. The study established that: Students in the sub-county had low motivation for academic achievement in both attending school and learning through lessons. They did not make sufficient academic consultations with their various subject teachers. They had problems with indiscipline cases while in school. Academic achievement of the students in Hamisi sub-county’s public secondary schools was seen as below expected standards. Students who had scored highly in primary school’s KCPE receded academically at the secondary school’s final examination (KCSE). Low academic achievement in Hamisi sub-county was a resultant effect of student low motivation for academic achievement and poor discipline. It was recommended that: Secondary schools should be encouraged to seek ways of motivating students and sustaining that motivational level. The schools should also embrace the right disciplinary procedure to address issues of indiscipline in schools. This researcher hoped that this research’s findings would be vital for Hamisi sub-county public secondary schools, the Education Office and the Ministry of Education, Science and Technology in general for they will derive insight from it to help solve the issues so highlighted. Future researchers may also derive valuable insight from the findings for purposes of making better their own research works. Article visualizations:

Purpose: The main purpose of this study was to assess the school leadership effectiveness and students’ academic achievement in government secondary schools’ of Guraghe Zone, SNNPR, Ethiopia. Methodology/Approach/Design: Co-relational research design and a quantitative research method were employed. The sample size included 225 secondary school teachers, principals, head departments and 2298 students’ grade ten national examination results from 10 public secondary schools. Both primary and secondary data were used for this study. Results: The results showed that there is a positive and significant relationship between Leadership effectiveness and students’ academic achievement (r=.653*, p<.0.041). The participants indicated that setting a clear school vision, promoting professional practice, developing a mechanism for teachers to share their experience impact students’ academic achievement. Moreover, the results showed that the principal’s effectiveness involves the teaching staff and enhances student achievement. Furthermore, the study indicated that there were positive and significant relationships (r=.653*, p<.0.041) in the mean academic achievement among the sampled secondary school and the two years CGPA of 2009-2010E.C.`Q Practical Implications: The findings might have practical implications for concerned authorities. Schools and teachers should apply the recommendations of the study to bring improvement in students’ achievement. Originality/Value: There was an association with a significant relationship that existed between school leadership effectiveness and students’ academic achievement. Moreover, the focus should be on the development of qualified and experienced teachers with strong school leadership effectiveness abilities to improve learning and students’ achievement.

The aim of school autonomy is to improve the education quality by independence and flexibility in managing existing resources. Regardless of this trend, amazingly little is known about how schools use autonomy in practice, and there were many controversies regarding the relationship between school autonomy and students’ academic achievement. Therefore, the purpose of this study was to examine the magnitude of relationship between the areas of school autonomy and students’ academic achievement in the secondary schools in the study area. The study employed adescriptive-correlational survey research design with a mixed methods approach. A total of 522 respondents (secondary school principals n=20, teachers n=347, and zone and district education office experts n=155) were used as samples. The sample schools were selected by stratified random sampling and the respondents were selected by simple random sampling using RAND or RANDBETWEEN function on Microsoft Excel. Closed-ended questionnaires were employed for gathering quantitative data from the respondents, and concurrently telephone interview and document analysiswere conducted to collect the qualitative data. The Pearson correlation and multiple regression statistical tests were used to measure and describe the significance of the association (or relationship) between the variables or sets of scores. Moreover, t-test was also conducted to test the difference between the teachers and experts. Analysis of the results demonstrated that majority of the respondents perceived school autonomy positively. Moreover, even though the flow of improvement was not constant, it seems that there were few improvements in students’ academic achievement as a result of the practices of school autonomy. The findings also show that there were a number of constraining factors of school autonomy in the study area. The overall conclusion drawn from the results of this study was that: granting autonomy to secondary schools may be the best idea for the better performance of educational systems in the study area along with removing the constraining factors such as lack of training, knowledge, directives/guidelines and school facilities, and financial corruption. Furthermore, similar to many of the developed countries, practice of school autonomy in developing countries was also one of the means to improve students’ academic achievement. Therefore, it can be recommended that the national, regional and district education authorities and researchers have to focus on implementation of the school autonomy along with building the capacity of the school leaders.

Excellent secondary school academic achievement in Kenya is received with jubilation as this forms the beginning of lucrative careers studied at universities or colleges by students. Students failing to achieve academically well in secondary school tend to miss out in post-secondary institutions and become relegated to less lucrative jobs. This study attempted to address the perennial problem of academic achievement in secondary schools that leads to students receding in test scores. It was geared at specifically analyzing factors contributing to academic achievement in secondary schools in Hamisi sub-county, Vihiga-Kenya. The study was guided by the following objective: To establish the impact of teaching and learning resources to students’ academic achievement in secondary schools in Hamisi Sub-county, Vihiga – Kenya. The study employed descriptive survey research design. The target population was 4,298 consisting of 41 Principals, 428 teachers, 3826 students, 1 DEO and 2 AEOs. Simple random sampling was used to select the teachers, students and the AEO. Purposive sampling technique was used to select the DEO. The sample size was 525 respondents consisting of 12 principals, 128 teachers, 383 students, one DEO and one AEO. Data collection tools used was structured and unstructured questionnaires, interview schedules and document analysis. Instrument validity was done through content validity whereas the test and re-test technique was used to test the reliability of the tools comparing with a Pearson Correlation Coefficient of 0.5. Quantitative data analysis was done using descriptive statistics and the data was presented using frequency counts, means and percentages with the aid of the SPSS Version 16.0. Qualitative data analysis was done thematically hence results of data analysis were presented in form of frequency distribution tables, bar/line graphs, and pie charts. The study established that students receded academically at the secondary schooling level as a result of factors related to Teaching and Learning Resources (TLR). It was recommended that the Government should roll out a fund to facilitate TLR production apart from encouraging the teachers to be innovative in production of these resources and that secondary schools should make achievement targets in respect to student entry behavior and work to augment this. These researchers hope that findings of this research will be vital for both Hamisi sub-county Education Office and the Ministry of Education Science and Technology in achieving the integral national goals of education which will transform the students into competitive global citizens. Article visualizations:

This study investigated the effect of teacher competency and classroom environment on students' academic performance in public secondary schools in South Punjab, Pakistan. The study used a descriptive and mixed-approach approach, gathering information through quantitative and qualitative methods, such as surveys and interviews. The sample was chosen using a multi-stage sampling process, including 48 headteachers, 1280 male students, and 1280 female students from grade 10 in the four tehsils of Rahim Yar Khan district. Academic performance was judged using students' accomplishment results in the 9th grade yearly exams, validated by the Bahawalpur Board of Intermediate and Secondary Education, and school records. The data were analyzed using statistical techniques such as ANOVA and conventional t-tests. The study's key findings showed that teacher subject matter knowledge and pedagogical abilities considerably impacted students' academic achievement in public secondary schools. Based on these findings, the research advised that instructors in secondary schools seek both long-term and short-term training to improve their core knowledge and teaching abilities. Furthermore, the government should guarantee that all secondary schools have suitable competent and certified teachers.

This study investigated the relationship between selected student motivation cultures and academic achievement in secondary schools in Nakuru County, Kenya. The study adopted the descriptive survey design. The target population was comprised of all KCSE 2021 candidates and all principals of secondary schools in the County. The study used an outlier approach and the multistage sampling technique. The sample size consisted of 2214 students and 80 principals of schools. Data was collected using questionnaires and document analysis. Instruments were adapted for use after carrying out a test re-test procedure. Cronbach Alpha Coefficient of above 0.7 was obtained. Validity was ensured with the assistance of the supervisors. Data analysis was done using SPSS version 27 and was analysed using descriptive statistics (frequencies and percentages) and inferential statistics (Spearman rank correlations and Regression analysis). Quantitative results were presented in tables and qualitative results in prose. Private schools showed a stronger link between student motivation cultures and academic achievement than public schools. In high-achieving KCSE public and private secondary schools, the Spearman rank correlation analysis indicated a moderate positive correlation for public schools and a strong positive correlation for private schools between student motivation cultures and academic achievement. However, when assessing the relationship between student motivation cultures and student academic achievement in low-performing KCSE public and private secondary schools, the results differ. The study recommends that the school management should consider investing in student motivation cultures that enhance student academic achievement.

The aim of this study assess the influence of learning styles on students’ academic achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia. An explanatory sequential method design was used for the study. The target population of this study was four secondary school students included in the Harari Regional State. A stratified random sampling technique was employed to get the sample size (n<sub>i</sub> = 347) from the population. Learning Styles Questionnaire (LSQ) and 2023/2024 first-semester students’ academic scores were used as data collection instruments. Firstly, it was identified that there was a statistically significant positive relationship between students’ learning styles and their academic achievement. Among the learning styles, kinesthetic was found a statistically significant strong positive relationship between it and academic achievement r (347) =.42<sup>**</sup>, p <.05. Secondly, in the stepwise multiple linear regression analysis, it was found that kinesthetic, as a learning style was the strongest predictor of students’ academic achievement. To conclude, learning styles were significantly contributing to students’ academic achievement. It was, therefore recommended that teachers should vary their teaching methods and strategies to pave the way for students to use different learning styles.

Aims: This study seeks to determine students perceived influence of broken homes on their academic achievement in secondary schools in Anambra State.
 Place and Duration of Study: This study was carried out in Anambra State, Nigeria, conducted between August 2021 and January 2022.
 Methodology: The design for this study is the descriptive survey research design. The sample size of 420 SS II adolescents (male=262, female=158) gotten through multistage sampling procedure where disproportionate stratified sampling techniques was used to select 5 senior secondary schools from the existing 3 local governments in Onitsha education zone. Secondly, the purposive sampling technique was adopted to sample students from broken homes. To achieve this, a questionnaire on broken homes was administered to secondary schools’ students through this, the sample of the study was drawn and it amounted to 420 secondary school II students from broken homes. The instrument for data collection is a 21 – item structured questionnaire titled “Influence of Broken Homes on Academic Achievement Questionnaire (IBAAQ)”. The face and content validation of the instrument was conducted by two experts in the Department of Guidance and Counselling and one from the Department of Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha statistics and yielded a reliability statistic of 0.715. The data collected was analysed using Mean, Standard Deviation (Mean±STD) and t-test for independent sample.
 Results: This study revealed that equal number of the items on students’ perceived influence of broken homes on their academic achievement in English language in secondary schools were rated as agreed to as well as disagreed. More so, there is a significant difference in the mean rating of male and female students on the perceived influence of broken homes on their academic achievement in English Language in secondary schools in Anambra state. Majority of the items raised were agreed to by secondary school students in Anambra state, there is no significant difference in the mean rating of students in urban and rural areas on the perceived influence of broken homes on their academic achievement in Mathematics in secondary schools in Anambra state.
 Conclusion: it was concluded that equal number of items raised on students’ perceived influence of broken homes on their academic achievement in English language in secondary schools were rated as agreed to as well as disagreed. This study further concluded to have a significant difference in the mean rating of male and female students on the perceived influence of broken homes on their academic achievement in English Language in secondary schools in Anambra state. On the other hand, there is no significant difference in the mean rating of students in urban and rural areas on the perceived influence of broken homes on their academic achievement in Mathematics in secondary schools in Anambra state.

The aim of the study was to assess the impact of parental socioeconomic status (SES) on students’ academic achievement in secondary schools. Two research objectives guided the study. They are: How does parents’ occupation, income, level of education and home environment affect students’ academic achievement in secondary schools? To what extent does parental involvement in education of their children enhance academic achievement? The study employed a qualitative research approach informed by a case study research design. A purposive sampling technique was used to obtain 60 informants drawn from amongst parents, teachers and students. The data were collected through semi-structured interviews and focused group discussions. Data were analysed qualitatively using thematic analysis. The study found that majority of the students from the selected secondary schools are from low SES. The study established that there is a close relationship between SES and academic achievement. The study further found that majority of the parents are not involved in the learning of their children as well as in the school improvement programmes. The study recommends that the government should review the policy of cost sharing and make it free to o-level students especially to low SES students. In addition, schools should have professional guidance and counsellors to help students with problems to reduce the gap between low and high SES.

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.

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).

Low academic achievement and the need to search for factors influencing performance, explanations such as poor teacher quality, resources, low level of teacher motivation and commitment, poor supervision, discipline, political interference, lack of parental support have been advanced. Little if any attention has been given to personality factors such as self-concept. Previous research has demonstrated a positive and significant correlation between emotional selfconcept and academic achievement and that of emotional self-concept and school type, location and type of attendance. It was the objective of this study to investigate the possible contribution of moderator variables-gender, age, grade/form, and school location type, type of attendance to learner academic achievement in secondary schools. In particular the study sought to find out the extent to which the moderator variables contributed to differences in learner emotional selfconcepts and academic achievement in secondary schools. Quantitative and qualitative methodologies were used for the study involving 1281 high and low performers in secondary schools. Results showed that age, school type and type of attendance accounted for significant differences in both academic achievement and emotional self-concepts. School location and grade/form contributed to difference in emotional self-concepts only while gender accounted for no differences at all. The study concluded that the current practice by some parents to send their children to boarding schools and transfer from one school to the other better school was wise and beneficial for the academic and emotional welfare of their children. Instilling better attitudes towards school work at an earlier age was likely to have long term benefits for the child’s education. Gender accounted for no differences in either emotional self-concepts or academic achievement. Further research is required in different subjects and overall with a larger sample in different locations.

The study investigated teachers’ job performance and students’ academic achievement in secondary schools for the existence of bi-causal relationship in Nigeria. The ex-post facto research design was adopted in the study. The population of the study covered all the Economic teachers and senior school students in class two (SSS II) of selected public Secondary Schools in Ekpoma, Edo State, Nigeria. Two instruments were used for the collection of data namely: Academic Achievement Inventory (AAI) and Teachers’ Job Performance Questionnaire (TEJOPAQ). They were used to collect data on students’ academic achievement and teachers’ job performances on termly basis (in the first, second and third term of the 2015/2016 school years). With a Cronbach alpha reliability of (α) 0.79, data was analysed using the step-wise multiple linear regression analysis. Findings showed that teachers’ job performance in the three terms jointly predicted students’ academic achievement and vice versa (F*=53.638, 50.530, p<0.05); indicating the existence of bi-causal relationship between the variables. It was recommended that teachers need to be aware of how seriously they need to take their instructional duties because their job performance in each term has cumulative effect on students’ academic achievement in the promotional term.Key Words: Bi-causality, Teachers’ Job Performance, Students’ AcademicPerformance, Lag effect