Academic Performance Of Pupils Research Articles

Teaching strategies of teachers in improving the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu

This descriptive-correlational study determined the extent of teaching strategies used by teachers to improve the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu in terms of Instructional Strategies and Classroom Practices, Individualized Support and Student Engagement, and Assessment and Feedback Practices during the School Year 2023-2024. With 100 samples taken through non-probability sampling method via purposive sampling, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, this study reveals the following findings: 1) Teacher-respondents involved in this study are mostly female, married, within 31 years old & above, and mostly have 5 years & below of length of service; 2) On the average, teaching strategies to improve the academic performance of pupils are frequently used by teachers; 3) Generally, except for age, other variables such as gender, civil status, and length of service do not influence the ways how elementary school teachers assessed the extent of teaching strategies to improve the academic performance of pupils; 4) Group of teacher-respondents who generally perceived the extent of teaching strategies used by teachers to improve the academic performance of pupils in terms of Instructional Strategies and Classroom Practices as Frequently Used may probably be the same group of teacher-respondents who perceived the extent of teaching strategies used by teachers to improve the academic performance of pupils in terms of Individualized Support and Student Engagement and Assessment and Feedback Practices as Frequently Used, respectively; and 5) This particular study tends to support Constructivist Learning Theory (Piaget, 1970) which emphasizes the importance of active student engagement and hands-on learning experiences.

Effects Of Child-Centred Instructional Strategies On Pupils’ Academic Perfomance In Selected Lower Basic Schools In Shomolu Lga Of Lagos, Nigeria

Teachers are key elements in effective teaching and learning. The study identified effects of child-centered instructional strategies on academic performance of pupils in selected Lower Basic schools in Shomolu LGA of Lagos, Nigeria. This study adopted a descriptive survey research. A sample size of 120 teachers was used. 12 schools were randomly selected; ten teachers from each school. Early childhood teachers in Basic 1-3 were randomly selected for the study. Two research questions in 17 item questionnaires titled ’Effects of Child- Centered Instructional Strategies ‘(ECCIS) was used to elicit information and analyzed using descriptive statistics such as frequency counts, percentages and mean. The result showed that child-centered strategies such as demonstration, role-playing, and questioning strategies have a significant role on academic performance of pupils in primary schools. It was deduced also that learner–centered strategies encourage active participation of learners. Recommendations were made that schools should monitor the teaching strategies teachers use for learners to ensure they are developmentally age-appropriate, participatory, answer the learning objectives, and suit the learners’ styles as well.

Indiscipline and Academic Performance of Pupils in Njoro Division Nakuru District Kenya

This study determines the effects of indiscipline on academic performance in Njoro Division of Nukuru District Kenya. The study employed a descriptive survey to determine how deviance affects performance in the Division. The study concluded that due to rampant discipline problems teachers are demotivated and resourceful. This lowers both the performance and the quality of education. The study recommends careful monitoring of the students who break school rules, hence strengthening of school rules in the schools. The study further recommended for curriculum adaptations to suit learners with discipline problems in the schools. Key words: Indiscipline, Academic Performance, Pupils, Njoro Division, Nakuru District.

Library Facilities And Classroom Environment: Viable Tools For Instructional Efficiency Toward Better Academic Performance Of Primary School Pupils Akamkpa Lga, Cross River State-Nigeria

The study is on library facilities and classroom environment: viable tools for instructional efficiency towards better academic performance of pupils in primary schools in Akamkpa Local Government Area of Cross River State, Nigeria. This study was carried out with two research objectives and corresponding research questions and hypotheses. The research adopted ex-post facto research design. The research sample comprised 318 primary six pupils drawn from the population of the study. Data for the study was collected through two instruments which include a questionnaire titled, Learning Facilities and Academic Performance Questionnaire (LFAPQ), and Pupils’ Achievement Test (PAT). Data collected were analyzed statistically through the use of simple regression analysis. Major findings drawn from the study revealed that there is a significant influence of library facilities and classroom environment on instructional efficiency towards better academic performance of primary school pupils in Akamkpa Local Government Area of Cross River State. Hence, it was recommended that heads of school and other education stakeholders should team up to ensure books are accessible in their school library for effective learning. The government should assist in corroboration with the other education agencies to provide quality classroom with well-equipped facilities to help improve learning.

THE INFLUENCE OF GROUP DISCUSSIONS ON PERFORMANCE OF PUPILS IN MATHEMATICS IN MADI OKOLLO DISTRICT: A CROSS SECTIONAL STUDY.

Background This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District. Methodology The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables. Results The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted. Conclusion From the study, it was found that group discussions are necessary if pupils’ performance in mathematics is to improve. If teachers encourage learners to participate in class and also discussions while outside class their performance would greatly improve. Recommendations The pupils should form discussion groups to get or share knowledge among them to perform well in exercises and overall grade pass. Ministry of Education and Sports should provide schools with the necessary materials e.g. teachers' reference books, pupils' textbooks, and other print materials. Background This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District. Methodology The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables. Results The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted. Conclusion From the study, it was found that group discussions are necessary if pupils’ performance in mathematics is to improve. If teachers encourage learners to participate in class and also discussions while outside class their performance would greatly improve. Recommendations The pupils should form discussion groups to get or share knowledge among them to perform well in exercises and overall grade pass. Ministry of Education and Sports should provide schools with the necessary materials e.g. teachers' reference books, pupils' textbooks, and other print materials.

IMPACT OF EMPLOYEE TURNOVER ON THE ACADEMIC ACHIEVEMENT OF PUPILS AT PRIVATE SECONDARY SCHOOLS - A CASE STUDY WITH REFERENCE TO MANGALORE CITY

This studys main focus is on how employee turnover affects students academic achievement at several private secondary schools in Mangalore city. This study is based on Abraham Maslows humanistic theory of needs, which holds that an individuals behavior at work is influenced by their needs at any given moment. When people work at a job that does not provide them with the necessary empowerment to fulfill their requirements, they will be forced to leave that job in search of one that does. To collect the data for this research, the researcher employed both qualitative and quantitative techniques. The study discovered that pupils academic performance is negatively impacted by labour turnover. The study also revealed that a lack of availability of qualified substitute teachers among educational institutions leads to a slowdown in students academic activities caused by labour turnover. This development has the ability to hinder students academic advancement. In order to encourage educators to work for the schools over a long time, the study suggests that teachers receive competitive pay. This will enable uninterrupted instruction and learning activities. KEYWORDS: Education, Students, School, Teachers, Salary, Labour, Turnover

Effects of K-W-L Instructional Strategy on Academic Performance of Pupils in Primary Mathematics and English in Owerri North Lga of Imo State, Nigeria

The purpose of this study was to find out if learners taught algebraic expression/elementary statistics in Mathematics and parts of speech in English Language using K-W-L instructional strategy will have better academic performance than those taught with the conventional Teacher method at 0.05 alpha levels. The researchers used quasi-experimental design which adopted the pretest, post-test Experimental group method. The area of study was Owerri North LGA Imo State, Nigeria. The population of the study was all Primary 5 learners in Owerri North Public schools. Purposive sampling technique was used to select three primary schools and simple random sampling technique was used to select classes in each of the schools. The sample of the study was 120 primary learners. The data collection instruments for the study were treatment 1 (K-W-L instructional strategies), treatment 2, (TCM [Teacher conventional method), Treatment 3 (combined TCM & K-W-L), multiple-choice questions for each subject chosen from past FSLCE and Common entrance questions. Two research questions and one null hypothesis guided the study. Mean, standard deviation and ANCOVA were the statistical tools used to analyze the data. The findings of the study revealed that the group taught with combined TCM & K-W-L achieved higher academically than the group taught with only TCM or K-W-L. The study also discovered that K-W-L instructional strategy is gender friendly. It was recommended that primary school teachers should be encouraged to use K-W-L instructional strategy to facilitate learners’ performance in algebraic expression, elementary statistics and parts of speech. Furthermore Basic Education Stake holders should organize regular workshops and seminars to train and retrain teachers on the use of 21st century teaching strategies.

Impact of Social Media on Academic Performance of Pupils. A Case Study of Chipepo Secondary School in Gwembe District

The study was the impact of social media on academic performance of pupils. A case study of Chipepo secondary school in Gwembe District in Southern Province, Zambia. The researcher used the descriptive quantitative research method supported partly by qualitative data. The population for the study consisted of 110 purposively selected grade 12 pupils in one (1) purposively selected secondary school (Chipepo) in Gwembe district in Zambia. A total sample of 40 grade 12 pupils were simple randomly selected using balloting from Chipepo secondary which was included in this study. The instrument used for the study was a thirty (31) item close ended questionnaire and an interview guide for research question 4. The data collected was coded and analyzed using descriptive statistics. Findings from the study revealed that male pupils used social media more than their counterparts the female pupils. Moderate time 61-90 minutes was spent by pupils on social media per day. The use of social media did not distract academic performance of pupils instead it helped them to improve academic performance. Pupils who used social media were middle aged to younger. Google was commonly used by pupils also WhatsApp and Facebook. It was therefore recommended that the Ministry of General Education and head teachers institute incentives that might help to encourage the use of social media in schools.

Correlation between Exposure to Domestic Violence and the Academic Performance of Pupils in Kenyan Public Primary Schools

Domestic violence poses a significant risk to pupils' academic performance, particularly in informal settlements, jeopardizing their chances of attaining their academic potential and becoming useful members of the community. This study investigates the relationship between exposure to domestic violence and academic performance among pupils in public primary schools in informal settlements, Nairobi County, Kenya.. The research, guided by Family Stress Theory, employed a descriptive design and targeted a population of 61,034 pupils. The sample size of 390 participants was determined using Krejcie and Morgan's formula, selected through purposive sampling, focusing on sub-counties with informal settlements, schools enrolling students from these areas, and pupils in classes 4, 5, and 6. Research instruments included an adapted Violence Exposure Scale for Children-Revised to measure domestic violence exposure and a record sheet for academic achievement. A pilot study with 42 pupils was conducted to ensure instrument validity and reliability, yielding a reliable coefficient of α=0.785 for the Exposure to Domestic Violence Scale. Data collection involved selecting participants, distributing questionnaires while ensuring data confidentiality. Data was coded, entered, and cleaned for analysis using IBM SPSS version 21. Descriptive statistics, such as percentages and frequencies, analyzed demographic data. Inferential statistics, including Pearson's correlation, were employed to examine the relationships between independent and dependent variables. Findings revealed a statistically significant, albeit weak, negative association between domestic violence exposure and academic performance. Pupils with higher exposure exhibited lower academic performance, highlighting the disruptive impact of domestic violence. The study recommends proactive measures, such as parental sensitization programs, to mitigate domestic violence's impact on academic performance, fostering an environment that supports academic success and overall well-being for pupils.

An assessment of the role of teachers in the academic performance of pupils in the national primary school examinations (NPSE) Yoni Mamaila Chiefdom, Tonkolili District

The role of teachers in the academic performance of pupils in schools is key among others in the output of pupils and the appraisal of teachers in Sierra Leone. The general aim of the study was 1) to carry out an assessment of the role of teachers in the performance of pupils in the national primary school examination (N.P.S.E) in the Yoni Mamaila chiefdom; and 2) to determine the extent to which the chiefdom stakeholders have been able to effectively play their role especially the members of the Chiefdom Education Committee (C.E.C). This research uses mixed methods. Descriptive survey research with Cross-sectional designs was use for this study. in this study, interviews, questionnaires, and documentation were used. This research was conducted at 4 selected schools, there were 200 people as the research population. The sampling technique used was purposive sampling, so that 60 respondents were obtained. The collected data were analyzed using descriptive data analysis. From the results of the analysis, it is clear that teachers play an integral role in improving students' academic achievement in the National Elementary School Examination. imitations and obstacles still hinder students from doing well on the NPSE. There are so many factors that influence it, especially in terms of socio-economic. Equally important is the presence of stakeholders who are needed to support students in working on the NPSE.

Exploring the Impact of Quality Education Management on Pupils’ Academic Performance. A Case Study of Basic Schools in Ghana

Generally, research on educational management omits its impact on pupils’ academic performance in basic schools. This research fills this gap by assessing the effect of quality education management functions on the academic performance of pupils in government basic schools in Ghana. A questionnaire was used to obtain data from headteachers, teachers, pupils, and the Parents’ and Teacher Association, totalling 240 respondents from 15 schools in Accra-Ghana. The findings indicated that teachers’ effort has the highest impact on pupils’ academic performance among all the managerial function variables in the research. The research recommends that the Ghana government and educational stakeholders emulate Singapore’s system of teacher development, which has enabled them to achieve educational excellence acknowledged across the globe.

Challenges in Mother Tongue-Based Multilingual Education and Pupils’ Academic Performance

The study aimed to determine the relationship between teachers challenges in mother tongue-based multilingual education and pupils academic performance and its relationship. The study utilized a descriptive-correlational research design analyzed through mean and standard deviation and Pearson r correlation. A self-made questionnaire was used to gather data, which was validated and inspected through a reliability test with the use of Cronbachs alpha. Average quarterly grades for the School Year 2022–2023 were used to determine the academic performance of the pupils. A total of one hundred teachers from the four (4) schools in the West II district division of Cagayan de Oro City took part in the study. The study revealed that the teaching and learning process and the preparation of learning resources are not significant to the pupils academic performance. It was also found that teachers training and development have a significant relationship with the pupils academic performance. Thus, this study proves that teachers are resilient in dealing with challenges, and this does not hinder them from performing their tasks to provide the quality education that the pupils need.

Disablers Affecting Pupils Academic Performance in Linear Programming at Nkeyema Secondary School in Zambia: A Hermeneutic Perspective

The study examines the effects of disablers on pupils’ academic performance in linear programming at Zambia’s Nkeyema secondary school. The study applied interpretivist views and was entirely qualitative. The lived experiences of fifteen (15) participants which included 8 girls and 7 boys were also extracted using a homogenous (purposive) sample technique. These were previous Nkeyema secondary school pupils who had completed grade twelve. In-depth interviews and group discussions produced the data, which was then thematically analysed. The findings of this research showed that a number of disablers affected how well pupils performed academically in linear programming. One of them was the travel time required for pupils, as well as the lack of quality teaching and learning tools like textbooks. Furthermore, inefficient teaching methods employed by some teachers, lack of parental support, and pupils’ lack of prior knowledge negatively affected performance in linear programming final examinations. In an effort to address the issues with teaching linear programming in grade twelve, the following suggestions were made: The Ministry of Education should build schools close to neighborhoods to minimise the distance that pupils must travel and also lower absenteeism. In order to ensure that pupils are learning properly, it should also make sure that universities and other educational institutions incorporate linear programming while training new teachers. Also, schools should receive enough funding to purchase instructional materials. Teachers should use learner-centered activities and 21st-century teaching techniques to impart the subject. To encourage pupils to attend class and learn, the government should build more boarding schools and school administration should arrange them meals. The study concluded that pupils in grade twelve performed poorly in linear programming. The lecture method of instruction and the prevalence of disablers in its delivery all led to the pupils’ subpar academic achievement.

Parenting Styles and Pupils’ Academic Performance

This study aimed to determine parenting styles and pupils academic performance. It sought to determine the level of parenting styles of the Grade IV pupils as to authoritarian, authoritative, permissive and uninvolved find the level of academic performance of Grade VI pupils for the First Grading School Year 2022-2023 and determine the relationship between parenting styles and pupils academic performance. It was conducted at Lagonglong District, Division of Misamis Oriental, among ten elementary schools. The respondents were the two hundred twenty-one (221) Grade VI pupils. The questionnaire was adapted and modified from the study of Cartagena (2020). Descriptive Statistics such as mean, and standard deviation were used, and Pearson Product Moment Correlation Coefficient (r) analysis was utilized to determine the relationship between parenting styles and pupils academic performance. The study found that parents are authoritative, the pupils showed Very Satisfactorily in their academic performance, and there is a significant relationship between the authoritarian and authoritative toward pupils academic performance thus, the null hypothesis was rejected. However, permissive and uninvolved showed no significant relationship thus, the null hypothesis is accepted. It is recommended that parents should make more efforts to monitor the activities of their children and be consistent with their responsibilities as parents.

Stakeholder participation and academic performance: A study among primary schools in Alebtong District, Uganda

The overarching goal of this study was to establish the link between stakeholder’s partcicpation in planning, monitoring and implementation of school activities and the academic performance of pupils in Abako Sub County, Alebtong district. The study embraced a cross-sectional survey study design using a mixed methods approach. Structured questionnaires were developed by the researcher for data collection from 142 respondents. Measures of central tendency (Frequency, Percentages, Mean and Standard Deviations) were used to describe the variables while correlation and regression analyses were used to establish the direction and strength of the link between study variables. The findings revealed that stakeholder’s participation in monitoring (p=0.015,β=0.326) and participation in implementation (p=0.23,β=0.334) significantly affect pupils’ academic performance in Abako Sub County, Alebtong district. However conducting monitoring, planning and implementation of activities, by stakeholders, accounts for 63.4% variation of all the possible factors that are likely to account for pupils’ academic performance in Alebtong district (Adjusted R2= 0.634). This study valorizes efforts of school management to promote involvement of parents and other significant stakeholders in the planning, monitoring and implementation of activities as a pathway to enhanced pupil performance.

Parenting Style, Social Development and Academic Performance of Junior High School Pupils

This paper looked at parenting styles, social development, and academic performance of pupils in the Assin north district of the Central region. The cross-sectional survey design premised on the quantitative approach which is also seated in the positivist orientation to research was adopted. Using the proportionate random sampling procedure, 327 pupils from 30 Junior High Schools in the District were sampled. Data collected were analysed using both descriptive (frequencies and percentages) and inferential (Spearman rank and Pearson correlation) statistics. It was found among others that, the majority of parents of pupils in the Assin north district used an authoritative parenting style. Again, most of the pupils in the Assin north district have high social development. There was a weak positive non-significant relationship between parenting styles and the social development of the pupils (r=0.035, sig.=0.052). Also, there was a weak negative significant relationship between parenting style and the academic performance of the pupils (r=-0.111, sig.=0.044). It was recommended among others that, parents in the district are educated through District Assembly policies and programmes on the importance and influence of their parenting styles. Also, the District Assembly, chiefs, parents, and teachers in the district should put in measures to ensure the continuous and optimum social development of JHS pupils.

Impact of Teacher Education Level, Years of Teaching Experience and Teaching Behaviour as Determinants of Pupils’ Academic Achievement In Integrated Science in Eastern Sierra Leone 2005-2007

The study investigated “Impact of teacher education level, years of teaching experience and teaching behaviour as determinants of pupils’ academic achievement in integrated science in Eastern Sierra Leone between 2005 and 2007”. A descriptive research type of a survey design was employed for the study. The target population included: junior secondary school pupils, integrated science teachers and integrated science heads of department. Stratified sampling technique was adopted to select the junior secondary schools while purposive sampling technique was used to select sample sizes of 270 JSS pupils, 54 integrated science teachers and 27 Heads of Integrated science Department. The key instrument employed was Self-Administered Integrated Science Questionnaire form (SAISQ).The instrument was validated by a team of science experts in the Department of Science Curriculum Development Centre, Njala University. A reliability coefficient were computed and a Cronbach alpha constant of dependability values of 0.78 and 0.80 were obtained respectively for the instrument. Findings of the study revealed that the highest qualification obtained among the HODs is Bachelor of Science Education degree followed by those with HTC (Primary) and HTC (Secondary) respectively. The study further confirmed that majority of the integrated science teachers obtained HTC (Secondary) and B.Sc Ed. degree respectively. There is clear indication that a very good percentage of Integrated Science teachers of the survey are trained and qualified but they are qualified in other subjects areas, and are found teaching Integrated Science in the schools. There are few teachers trained for the primary schools and are also teaching in the junior secondary schools. Results of the study also confirmed that high concentration of the teachers with experiences fall within (10-14) years. Regarding the extent to which the unprofessional attitude are accepted, the result revealed that teachers conduct or attitude were never acceptable behaviour to the pupils. Based on the findings, the researcher recommended that: Firstly, Government should employ trained and qualified teachers and others with experience in the schools. Secondly, school authorities should ensure that teachers make use of adequate teaching aids and encourage them to improvise equipment where necessary. Thirdly, Government should provide better conditions of service and incentives to retain the existing qualified teachers in the schools. Finally, academic performance of pupils should be a requirement for teachers’ promotion exercise. Keywords: School, Level, Achievement, Impact, Behaviour, experience

The Causes and Effects of Drug Abuse on Pupils Academic Performance: A Case Study of Mindolo Secondary School in Kitwe, Zambia

: The study analyses the causes and effects of drug abuse on academic performance of pupils at Mindolo secondary school in Kitwe District, Zambia. This study used a descriptive survey design to find out the causes and effects of drug abuse on pupil’s academic performance. Questionnaire and interviews were the instruments used to collect data and data was analyzed using the Statistical Package for Social Sciences, (SPSS). The mean and the standard deviation were used to see the trends in the data. The results of the study reviewed that Alcohol was frequently abused by pupils at Mindolo secondary school and that factors such as peer pressure, low self-esteem, and availability of drugs contributed to the abuse of drugs. The abuse of these drugs has led to poor performance, absenteeism, and low concentration in class amongst pupils. The other effects of drug abuse were suspensions, dropping out of school, and failure to participate in various school activities.

The Causes and Effects of Drug Abuse on Pupils Academic Performance: A Case Study of Mindolo Secondary School in Kitwe, Zambia

The Causes and Effects of Drug Abuse on Pupils Academic Performance: A Case Study of Mindolo Secondary School in Kitwe, Zambia

Parental Background and Academic Performance of Primary School Pupils in Maru Local Government

The purpose of the study is to investigate the Parental Background influencing Primary School Pupils Academic Performance in Maru Local Government Education Authority Zamfara State-Nigeria. The objectives of the Study are therefore to establish the parental economic factors and parental educational background influencing academic performance in public primary schools in Maru Local Government Education Authority. A descriptive survey research design was used in the study. The target population was 148 public primary school of Maru Local Government. Ten 10 primary school were purposively selected from total population. Validity of the instrument: face and content validity were validated by some experts, including one in test and measurement all from the faculty of education and extension service Usmanu Danfodiyo University Sokoto. To ascertain the reliability of the instrument, a test and retest was carried out in 2 schools out of the sample with an intervals of two weeks after which the two scores was compared using Pearson product moment correlation formula and the reliability index of 0.824 was obtained which indicate the agreement of the 2 test was good enough for usage. Study, indicated that many parents do not play their roles in terms of their children’s education as evidenced by low motivation, and parentsalso do not follow their children’s academic success. It was recommended that parents should discourage absenteeism of pupils in the school. Parent should devote more of their time to the upbringing of their children by providing academic materials.