Learning Academic Achievement Research Articles

Work Climate and Students’ Academic Achievement in Catholic Secondary Schools in Ogun State, Nigeria

This research investigated work climate and students’ academic achievement in Catholic secondary schools in Ogun State. Two research questions guided the investigation. It employed a correlational survey method adopting ex-post-facto design. The participants included thirty-six principals and vice-principals working in all the Catholic secondary schools in Ogun State. The sample for the study consists of the total population, principals and vice principals in Catholic secondary schools in Ogun State. Census sampling method was utilized for the research. Questionnaire and checklist were self-developed by the researcher. The checklist titled “Students’ Academic Achievement Checklist” (SAAC), was utilized to gather data on students’ academic achievement using the promotional results of 2021, 2022 and 2023. The checklist was evaluated from A1 to F9, with D7 to F9 denoting failure and A1 to C6 showing a pass rating while questionnaire titled “Work Climate and Academic Achievement” Questionnaire, (WCAA)” was used by the researcher to gather information from the respondents. Mean scores and standard deviation, were employed to answer research questions. The finding in the study identified substantial connection between school environment and academic achievement of learners in Catholic secondary education in Lagos State. Moreover, a favourable relationship between conducive environments and higher academic achievement was established. The study highlights the interaction between school environment, retention of teachers and academic attainment of students, emphasizing their benefit in the context of Catholic secondary schools in Ogun State. Arising from this research, it was suggested among others that Catholic schools in Ogun State should strive to boost a positive school environment for both tutors and learners. Schools should apply various ways to retain effective, hardworking and experienced teachers. In addition, schools should continuously assess the standard of academic achievement, school environment, and human resource management practices.

The Impact of Social Emotional Learning in TESOL: A Narrative Literature Review

Social emotional learning (SEL) is mainly about appreciating social and emotional factors and learning life skills. SEL can be divided into five categories, including how to deal with oneself, others, and relationships, and work in an effective manner. SEL helps people recognize emotions and learn how to manage them. Taking non-native English language classrooms as examples, this paper discusses how English learners performance changed when they engaged in diverse SEL experiences. Based on literature reading and analysis, this research indicates that the usage of SEL can actively affect teaching efficiency and improve learners academic achievement. SEL can entirely improve English learners interest and motivation in learning and support learners relaxed emotions. It also promotes communication among students, which allows more students to participate in teaching activities and results in better teaching efficiency. Efficient teaching and classes make students accept more professional knowledge and get better results than traditional teaching methods on exams.

Think How to Think: Studying the Relationship between Critical Thinking Skills and Academic Achievement of Learners at Higher Education

The purpose of this research was twofold; to identify the relationship between critical thinking skills and academic achievement of students and explore the teachers’ perceptions of students’ critical thinking skills in higher education. Both quantitative and qualitative methodologies were adopted to collect data from university students and teachers. A public sector university was involved through purposive sampling to collect data from teachers and students. A test was developed for students based on the literature on critical thinking skills. Academic achievement was measured through the CGPA of students. A total of 800 students appeared in the test. Simple linear regression was applied to map the relationship between students' critical thinking skills and academic achievement. To collect data from teachers, a semi-structured interview protocol was developed in line with the test content. In total, 20 teachers were involved in collecting data. Thematic analysis was carried out to analyze qualitative data. The results of linear regression showed that there was no relationship between critical thinking skills and the academic achievement of students. They mainly reported their teaching methods and strategies. They rated a moderate level of critical thinking skills of their students. These results were contrasted with available research in higher education.

운동학습 이론의 뮤지컬 보컬 교수법 적용

This study aims to present a plan for a musical vocal teaching method using positive feedback by examining the effect of positive feedback on learners' academic achievement in musical vocal teaching methods. The average differences in academic achievement, absent days, positive feedback, negative feedback, and total feedback frequency were confirmed by gender through statistical analysis independent sample t-group verification, and data collected through direct surveys were analyzed using SPSS 29.0 after error review. The more positive feedback, the higher the individual vocal ability, the better the learner's academic achievement. This is useful and necessary for presenting and improving musical vocal teaching methods.

Mediating Economics Curriculum Implementation Through Meaningful Assessment- A Case Study of the South African Educational System

This empirical study explored how Economics teachers mediate Economics curriculum implementation through the use of meaningful assessment. Assessment plays a significant role in learner academic achievement, and it is, therefore, imperative that teachers’ practices produce creative learners, problem solvers, and reflective scholars. Despite increasing realization of the importance of assessment, teachers are either not using assessment or failing to use it meaningfully to mediate economics curriculum implementation. Assessment is a process of collecting data to have a better understanding of the strengths and weaknesses of learners’ learning. If the assessment is used meaningfully, it has the power to inform how teaching and learning can be modified to enhance learners’ understanding of concepts as opposed to being used just for certification and eligibility for further education studies. Effective Economics curriculum implementation is dependent on the teachers’ understanding of the role and use of meaningful assessment. This interpretivist study was couched in Mediated Learning Experience (MLE) theory and made use of a qualitative multiple case study. Three teachers from three different schools in the Northern Cape Province were purposefully selected to generate data through semi-structured interviews and classroom observations. Data was analyzed using a constructivist approach of thematic analysis. The findings of this study showed that, although there are pockets of good assessment practices within the research sites, there is still a lack of understanding of the role and use of meaningful assessment in mediating Economics curriculum implementation. In light of the findings, the study suggested the need for training Economics teachers on how to use assessment meaningfully. Keywords: Curriculum implementation, Mediated Learning Experience, Meaningful assessment, Teaching, and Learning.

Shared Responsibility of School Community Towards Performance in the District of Santa Cruz

Shared Responsibility of School Community Towards Performance in the District of Santa Cruz

Learner Academic Achievement in English; Case of Cooperative Learning Approach and Conventional Teaching Methods

Learner Academic Achievement in English; Case of Cooperative Learning Approach and Conventional Teaching Methods

The tenets of distributed pedagogical leadership in educational contexts—A systematic literature review on perception and practice

The concept of distributed pedagogical leadership (DPL) practice in education is advanced as an acceptable element in enhancing the quality of pedagogical improvement and the academic achievement of learners across educational contexts. This concept is conceived as a leadership style, where stakeholders are formally and informally involved in the leadership process. The interdependence of stakeholders in the enactment of this concept is underpinned by the five dimensions of DPL, namely: enhancing shared consciousness of visions, and strategies between stakeholders; distributing responsibilities for pedagogical leadership; distributing and clarifying power relationship between the stakeholders; distributing the enactment of pedagogical improvement within centers; and developing a strategy for DPL. This study employed a systematic literature review that mapped relevant literature to the topic. The database of sources consists of 10 articles on DPL published in the English language and in high-ranking journals between January 2010 and December 2021. The review highlights empirical and theoretical-conceptual contributions to the literature on DPL including the methodologies used in the studies. The study extensively expounds on the underpinning theoretical and conceptual frameworks to elucidate this concept. The result implies the need to promote the culture of DPL in all learning levels and spheres of education.

Parental socio-economic status on academic achievement of learners with hearing impairment in Biology in selected schools in Lagos state, Nigeria

INTRODUCTION: This research work was carried out to investigate parental socioeconomic status as a determinant of academic achievement of learners with hearing impairment in biology of some selected schools in Lagos state. PURPOSE: The study identified the effects of the educational background, occupation, and income of parents on the academic achievement of learners with hearing impairment in biology. DESIGN: Quantitative research method using descriptive design was used to determine the effect of parental socio-economic status on the academic achievement of learners with hearing impairment in Biology. The population for the study constitute all learners in selected special schools in Lagos state. The total population of the study is 200 learners with hearing impairment. A simple random sample which employed the hat and draw technique was used to select ten (10) males and ten (10) female learners with hearing impairment from each selected school which amount to total number of sixty (60) learners with hearing impairment. A self-designed questionnaire titled “Parental Socio-Economic Status as determinants of Academic Achievement” (PSAA) was used with mean and standard deviation to analyze data. RESULTS: Findings from the study revealed that learners’ academic achievement in Biology is influenced by parental level of education, income and occupation. It was also concluded that there is a direct relationship between parental financial and human capital on the successful learning experience of learners and their academic success in biology. RECOMMENDATIONS: The results notwithstanding, authors recommended among others that Government, multinational companies and public spirited individuals should be able to identify and support intelligent Learners with hearing impairment from low-income parents with a view to boosting their academic achievement.

A Study on the Current Status of After-School Programs in the Department of Beauty at Vocational High Schools in Daejeon

The purpose of this study was to provide basic data for the establishment of after-school programs in the beauty department by comparing and analyzing the operating conditions of after-school programs in the department of beauty at Vocational high schools. All five cosmetic departments of Daejeon Vocational high schools were selected and the status of each school's after-school program operation was sampled for a total of 7 semesters from the first semester of 2019 to the first semester of 2022. For data collection, public information (data for public use) of the school reminder system and the school website were referred to, and deficiencies were supplemented through interviews with teachers. The results are as follow. First, it can be seen that the name of the after-school program in the department of beauty is mainly determined similarly to the certificate and course name by using the national qualification for cosmetologist and the name of the cosmetology course in 4 schools. Second, as for the operating hours of the program, 40 sessions (hours) were the most common at 28, and the number of participants in the program ranged from 2 to 27, showing differences by school and program. It implies the need to unify and operate the classes in order to increase the equal educational opportunity and academic achievement of learners. Second, hair program accounted for the highest proportion of program opening because the hair field had a high rate of employment after high school graduation but more diverse education is needed to ensure well-rounded employment opportunity. Third, after-school program instructors were mostly taught by beauty department teachers. Since this is often conducted in connection with school classes, it can be inferred that the subject teacher alignment with after school programs were chosen over an external instructor to increase efficiency. Fourth, after-school tuition support varied by school, but tuition support increased in 2022 compared to 2019 showing each school’s growing efforts to relieve the financial pressure of after school programs. Therefore, it is necessary to expand the various majors of the after-school program, systematize the time period and the number of participants. In addition, the afterschool tuition support should be continued to reduce private education expenses and prevent class loss. Such efforts are expected to have a positive effect on the equal educational opportunity and academic achievement of learners. In the future, it is necessary to expand the scope of research to the whole country and continue research on the operation status of other majors in specialized high schools and after-school programs in non-specialized high schools.

A Systematic Review of Factors that Influences the Efficacy of Computer Based Learning

Despite emerging evidence from research studies showing positive influence of computer based learning on quality of education and academic achievement of learners, there is very limited research studies that synthesises factors that influence or contributes to the success or effectiveness of computer based learning methods. The purpose of this systematic review was to synthesise factors that influences the efficacy of computer based learning. We followed the protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA). Major electronic educational databases were searched. In total, 20 studies that met inclusion criteria were reviewed in this study. After completing thematic analysis of the included studies, findings revealed that students’ characteristics factor such as attitudes, self-discipline, prior knowledge of computer use and motivation, also infrastructure factor such as easy access to computer and availability of technology influenced the efficacy of Computer Based Learning. Recommendations from the research reports are discussed.

EMPIRICAL EVIDENCE OF BLENDED LEARNING IN INDONESIAN EFL CLASS

Blended learning necessitates a digitization technology on the part of both instructors and students, the use of up-to-date instructional strategies, adaptable learning procedures, the efficiency of the processes, space, and financial resources, as well as learner motivation and independence; all of these factors lead to a rise in learner academic achievement. Unfortunately, the results ofthe most recent empirical studies do not support the idea that blended learning help learners enhance their English proficiency and their level of learning independence. There is proof that blended learning impacts the English proficiency, learning independence, enthusiasm, and ICT skills of students. This article analyzed and quantified the effectiveness of blended learning in English as a Foreign Language (EFL). This study is a quantitative explanatory research type with a pre-test and post-test design. One hundred eighty students from the Agronomy Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng participated in the study. A method of random sampling was utilized, and from that population, 73 participants were selected as samples. Data was taken by test and non test, then analyzed by a software program called SPSS 22.0. Teen blended learning sessions, including five face-to-face and five virtual sessions, are conducted using the Zoom platform. The findings indicate that students' English language skills improve with blended learning (the mean score on the posttest was 82.57), as do their levels of learning independence (82.44%), learning enthusiasm (76%), and ICT skills (70.43%).

Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya

The use of Facebook Social Networking Platform (FSNP) boost pedagogical interactions between students and teachers which impacts on learner academic achievement. The purpose of the study was to establish the effect of time spend on FSNP on learner academic achievement in Computer Studies in public secondary schools, Nairobi County, Kenya. The objective was to establish the difference in learner academic achievement between learners who spent different amounts of time on FSNP and those who did not. The study targeted form three students taking Computer Studies. Quantitative data was obtained using pre-test and post-tests scores and qualitative data using a questionnaire and lesson observation. Purposive sampling was used to obtain 250 students from 3 boys’ and 3 girls’ public secondary schools which offer Computer Studies. Descriptive statistics computed included frequencies, means, variances and standard deviation. Inferential statistics included ANOVA and t tests. Findings shown a statistically significant differences in learner academic achievements between learners who spent different amount of time on FSNP and those who did not; t statistic [t (110) = 10.10, p = .00] and [t (145) = 11.37, p = .00] for the post-test mean scores of the students who spent regulated time (less than 3) and unregulated time (more than 3) hours per day on the platform respectively for five weeks. The study concluded that time spend on FSNP has a positive effect on learner academic achievement among Computer Studies students and that regulating the time students spend on the platform enable them to post higher achievement.

HEADSHIP SCHOOL CLIMATE PROFICIENCY: AGENDA FOR IMPROVING ACADEMIC PERFORMANCE IN BOTSWANA

Purpose: The study examined how headship school climate proficiencies influenced the learner academic achievement of two high and two low performing primary schools of Kweneng region in Botswana. The purpose of the study was to identify the headship school climate proficiencies that influence learner acacdemic achievement and how the proficiencies influenced learner academic achievement in high and low performing rural primary schools of Kweneng Region.
 Methodology: Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used and the study drew data from fifty-six (56) participants. These were four school heads, four deputy school heads, four heads of department, eight senior teachers, twelve teachers and twenty-four learners. This study applied the Hargreaves Capital Theory of School Effectiveness and Improvement. The cross-analysis case study findings revealed that high performing rural primary schools had school climate proficiency.
 Findings: This approach helped them in cultivating a positive academic learning where listening to concerns of learners, teachers and stakeholders was possible. On the contrary, low performing schools paid lip service to ‘involvement’ approach. The study, therefore, concludes that headship school climate proficiency enabled the school heads to gain trust of collaborators hence improving learner academic achievement. 
 Unique contribution to theory, practice and policy: This study recommends that, school heads in rural areas should be trained in school climate proficiencies. This research could assist in the development of future professional development programmes for school heads in rural areas. Any future study that focuses on learner academic achievement in Botswana's rural secondary schools could consolidate or expand on the findings of this research.

Safety Factors Associated with Mathematics Achievement in South African Primary Schools

According to the South African Constitution, all children have a right to equitable education which is free from harm. According to the South African Children’s Amendment Act No. 41 of 2007, it is a legal requirement that cases of violence against schoolchildren be reported to law enforcement officials. Still, news of horrendous incidents in schools continues to grab South African news headlines. The creation of a safe environment conducive to learning is vitally important in the academic achievement of learners. All learners have the right to basic education as a fundamental human right, and this can be fulfilled only when all learners have access to education in a safe school environment. Safety factors associated with the South African Grade 5 mathematics achievement were investigated. A quantitative design, a deductive approach, a positivist philosophical stance and a secondary data analysis study design were followed. In this study, I analysed the 2019 data of the Trends in International Mathematics and Science Study for respondents from South Africa and proposed a model containing 10 constructs, consisting of nine independent variables (gender, socio-economic status and seven variables related to safety aspects in schools) and one dependent variable (mathematics achievement). The multilevel analysis using HLM software indicated that not feeling safe at school, property being stolen or purposefully damaged, being hit, hurt or threatened, living in an impoverished area, having a shortage of or inadequate school buildings and grounds, and intimidation or verbal abuse of teachers or staff were the best predictors of mathematics achievement of Grade 5 learners. I conclude with recommendations and a summary.

Academic Achievement Of Learners With Down Syndrome In Special Primary Schools For Learners With Intellectual Disability In Kiambu County,Kenya

A Research Thesis Submitted in Partial Fulfillment for the Award of Degree of Masters of Education (Special Needs Education), In the School of Education, Kenyatta University September, 2019

Policies Guiding Pedagogy and Teacher of Business Studies Competency in Kajiado County, Kenya: Instructional Skills’ Policy Discourse

Operative utilization of policies guiding instructional skills is key in shaping ways in which teachers of Business studies incorporate varied methods of teaching, assessment of learning and integration of pedagogical resources for heightening learner academic achievement. Proper formulation and implementation of feasible policies guiding instructional skills possessed by teachers of Business studies tend to ensure even accommodation of learners during instruction process regardless of differences in learning preferences. This study pored over influence of policies directing teaching methods, assessment methods and pedagogical resources employed by teachers of Business studies in Kajiado county; Kenya. The study adopted Descriptive survey design and was informed by Context Evaluation, Input Evaluation, Process Evaluation and Product Evaluation (CIPP) model. A total of 42 respondents from eleven secondary schools in Isinya sub- county were targeted during the study. Data was collected using questionnaires as the main collection tool and interview schedules. The data gathered was ciphered and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross tabulations. The findings revealed that policies on instructional skills were significantly related to teacher competency. Informed by the findings, the study recommends that the Teachers Service Commission (TSC) and Ministry of Education (MoE) should formulate more policies that emphasis on instructional skills which lead teachers of Business studies to accommodate all learners during learning process. Further, the study recommends that the MoE should make teacher training in the country more practical by formulating policies that improve teaching practice period and training institutions to frequent micro teaching sessions, embracing diverse methods of teaching, assessment and guided choice of pedagogical resources.

Self-Concept, Gender and Academic Achievement of Secondary School Learners in Agricultural Science in the Zambezi Region, Namibia

The study investigated the relationship between academic self-concept and academic achievement of learners in Agricultural Science in three selected senior secondary schools in the Zambezi Region, Namibia. A sample size of 220 (made up of 110 males and 110 females) learners participated in the study. The purposive sampling technique was used to select the sample in three public secondary schools. Firstly, a self-reporting questionnaire using a modified 20 statements measuring the academic self-concept of learners was used to collect data on the academic self-concept of the learners in Agricultural Science. Secondly, an achievement test comprising of 20 multiple-choice items (with a coefficient of reliability of 0.70 to 0.80 was developed from the secondary school Agricultural Science syllabus and used to collect data on the learners’ academic achievement in the subject. Three hypotheses were tested using Pearson product-moment correlation and t-statistic at 0.05 level of significance. The results of the study found that there is no statistically significant correlation between the self-concept scores and academic achievement of the learners in Agricultural Science. There was no significant difference in the mean score of academic self-concept and academic achievement between male and female learners.

Effect of project-based learning: learners’ conceptualization and achievement in science education

Over the past decades, academic interests in teaching and learning approaches emerged alongside the modernization discourse of the education sector. Since then, a paradigm shift from consideration of education as art to science is observed. Although project-based learning approach seems important in enhancing the overall academic achievement of learners, a willingness of teachers to implement it, remains critical and its implication in science education became an integral matter of serious concern. The current study used a quasi-experimental design to determine the effect of the project-based learning approach (PBLA) on the academic achievement of learners in science education in Rwanda. This article provides an insight into how educators consider the use of some specific teaching approaches relevant in the 21st century and articulates the advantages of PBLA. The null hypothesis was rejected based on the results obtained as the p-value was less than 0.05 (p<0.05). Though some participants demonstrated a strong confusion about the role of the project-based learning approach, the current study exposed unparalleled benefits linked to the proper design and implementation of PBL in the teaching and learning process. There is a positive effect in overall academic performance of learners in science subject when PBL is properly designed and integrated into teaching and learning processes.

Effect of Flipped Learning Model on EFL Learners' Academic Achievement, Self-Esteem and Self-Confidence

The aim of the study is to examine the effect of flipped learning model on EFL learners academic achievement, self-esteem and self-confidence. This is a quantitative qualitative study in which a mixed methods design is used for data collection procedure. The study sample includes two groups of intermediate English students who study in foreign language institutions. They are selected by purposive sampling method. This method of sampling allows the researcher to select students with two years of learning experience. In this study, the independent variable of the research is flipped learning model, as opposed to traditional learning approach, while the dependent variables are students academic achievement, self-esteem, and self-confidence. One sample pre-test and post-test design is used to collect quantitative data on academic achievement, self-esteem and self-confidence. In order to collect qualitative data, a semi-structured interview is administered to reveal the general attitudes of the students towards the benefits, difficulties and the solutions of the flipped classroom. The results indicate that flipped learning model has significant effect on EFL learners academic achievement, self-esteem and self-confidence. The researcher concludes that learners with high self-confidence and self-esteem will have a greater academic achievement, and flipped classroom can enhance language learning.