School Academic Performance Research Articles

Predictors of Dropout Intention in French Secondary School Students: The Role of Test Anxiety, School Burnout, and Academic Achievement

School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school.

TEACHING PERSONNEL OF WESTERN KAZAKHSTAN DURING THE EDUCATIONAL REFORMS OF THE SECOND HALF OF THE 20TH CENTURY

The main purpose of the article is to analyze the development of the Soviet system of education in the second half of the 20th century in Kazakhstan and in the West Kazakhstan region in particular. The value of the research lies in the fact that this historical period is a landmark for the educational sphere. It was during these years that important regulatory documents were adopted, the foundations for developmental and problem-based learning were laid, and new teaching methods were created. As a result of the application of comparative historical, statistical and logical methods, the main aspects of the research topic are revealed. Special attention is paid to the characteristics of the teaching activity and the contribution of individual representatives of the educational sphere. Thanks to their work, the implementation of state educational programs was underway, and above all, the transition to universal compulsory secondary education, an important indicator of which was the development of new programs and the improvement of students’ academic performance. Due to the tasks set, the article gives a qualitative analysis of students’ academic performance in schools in Uralsk, the West Kazakhstan region. After all, the general state of the educational sphere of Kazakhstan depended on the activities of the regions. The author presents the personal data of teachers of the West Kazakhstan region, with good results of mastering new programs, highlights the issues of staff retraining and generalization of the experience of innovative teachers. The result of the conducted research is to identify the main trends in the development of the education system in the Soviet period, consider the reform in education as a system, as well as identify its positive and negative aspects and highlight the educational reforms of the West Kazakhstan region as an integral part of the all-Union and republican reforms, identify its advances and controversies. The tasks and problems in the education system, in a changed form according to modern requirements, remain relevant today. Based on this, it is concluded that the field of application of the results of historical research is the modern education system. Historical analysis makes it possible to draw a parallel between the Soviet education system of the second half of the twentieth century and the objectives of the education system of independent Kazakhstan, since the main goal of all historical periods of development is a high level of development of the education system.

Educational spaces: The relation between school infrastructure and learning outcomes

This article examines the relationship between school infrastructure and academic performance in Ecuador. The objective of this research is to identify which types of infrastructure are associated with better student outcomes in elementary schools. The study employs data from the 2019 UNESCO standardized test, ERCE-2019, for Ecuadorian primary schools. The findings indicate a significant positive correlation between various types of school infrastructure and student achievement. Such infrastructure includes art and music installations, on-site nursing facilities, and basic service connections, especially in rural areas. Significant correlations between educational outcomes and large-scale infrastructure investments are either not observed or are inconsistently evidenced. These results challenge the heavy focus on prominent educational infrastructure projects in Ecuador, suggesting an opportunity to reorient educational spending to enhance outcomes cost-effectively. These research findings may apply not only to Ecuador but potentially to the broader Latin American context.

Practices and Effects of Child Abuse on Learner’s Academic Performance in Primary Schools

This study investigated the practices and effects of child abuse on learners’ academic performance in selected primary schools in Budaya Sub-county. The study concluded that parents ranked highest in promoting child abuse. They subject their children to both physical and psychological abuse, which consequently affects their performance at home and school. In addition, the study revealed that physically and emotionally, the abused child becomes aggressive towards fellow pupils and elders and suffers stunted physical and mental development. According to the findings, the study calls for social welfare agencies (public and private organizations) to redouble efforts in educating, counseling, and rehabilitating victims of child abuse. These efforts could encourage many victims of child abuse to continue their education or engage in other meaningful activities. Furthermore, the knowledge of both teachers and other school personnel, along with representatives from health care services, social services, and law enforcement, regarding child abuse is severely limited. Therefore, the government should educate all stakeholders about ways to reduce child abuse. Finally, the government should make and enforce strong laws to isolate the abuser from the victim, impose harsh sentences, and provide treatment services to the sexually offended victims. Keywords: Academic performance, Child abuse, Culture, Primary school, Students

A Case Study of the Correlation Between SAT Scores and Future Incomes

With the acceleration of globalization, the role of education in economic and social development has become increasingly prominent. The SAT, as a measure of students' learning ability and potential achievement, has gained widespread attention and recognition around the world, and SAT scores, as an important indicator of students' academic performance, have a significant impact on students' future development and income levels. Previous research on the SAT has focused on factors that can influence SAT scores, such as family socioeconomic factors and high school academic performance, but there is a lack of research on whether SAT scores are effective in predicting an individual's future income level. In this paper, a correlation analysis was conducted using the questionnaire method and Pearson's coefficient, using data on the job position level and SAT scores of employees of Company A with a confidentiality agreement. The results show a significant positive correlation between SAT scores and future incomes. This finding emphasizes the importance of academic performance in high school to an individual's long-term economic prospects, enriches existing research, and provides new perspectives on return on investment analysis in higher education with theoretical implications. In addition, educational policymakers can thus focus more on improving students' SAT scores, which is of practical significance.

Exploring the association between school greenness and academic performance across diverse ecological regions

Exploring the association between school greenness and academic performance across diverse ecological regions

Students’ Attitude and Student Academic Performance in Government-Aided Secondary Schools in Wakiso District-Uganda

Students’ Attitude and Student Academic Performance in Government-Aided Secondary Schools in Wakiso District-Uganda

Stance of numerous leadership styles and their effect on teaching to sustain academic performance at the high school level

The present study focused on three leadership, autocratic, democratic, and Laissez-faire, to sustain high school academic performance. To accomplish this, we used quantitative survey method and employed convenient sampling technique to collect data from 358 high school teachers/educators in various regions of Multan, Punjab, Pakistan. Data collection consisted of administering a survey questionnaire that used a five-point Likert Scale. The questionnaire included four variables: one dependent variable, sustained academic Performance, and three independent variables: Autocratic Leadership, Democratic Leadership, and Laissez-faire Leadership. Following data collection, Cronbach's alpha was used to assess the questionnaire's reliability, while the Kolmogorov-Smirnov test was utilized to confirm the normality of the data. Formal statistical analysis included conducting a correlation study to ascertain the association between Autocratic Leadership, Democratic Leadership, and Laissez-faire Leadership with SAP and the impact of each independent variable on the dependent variable. CFA and SEM were conducted using Linear Structural Relations (LISREL) 8.80. These tests were used to identify relationships and differences among the study participants' opinions. The findings indicate that democratic leadership has a highly positive impact, and autocratic leadership has a moderate impact on sustaining academic performance. In contrast, the laissez-faire leadership style has the lowest impact on sustaining academic performance. Based on the study's findings, it is recommended that school teachers/educators should use a combination of democratic and authoritarian leadership styles in their classes to promote cooperation, student participation, ownership in the learning process and leading to their exceptional performance. Furthermore, the findings suggest that schools should actively promote teacher involvement in administrative tasks and decision-making. Ultimately, by integrating the advantages of both types, it is possible to cultivate a comprehensive educational experience that promotes scholarly achievement and equips students with the necessary skills to tackle future problems.

INFLUENCE OF SCHOOL TENDER COMMITTEE PRACTICES ON STUDENTS PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RWANDA: A CASE OF NGORORERO DISTRICT

The goal of this study is to look at the influence of school tender committeepractices on student performance in public secondary schools in Ngororero District, Rwanda.This study is important to the government of Rwanda and other educational stakeholders. The study used a descriptive survey approach where the target population was 106 parents, 195 secondary teachers and 15 school leaders for a total of 316 respondents within the sample size of 177 respondents has drawn using Taro Yamanes (1967) formula. Statistical findings were analysed in descriptive and inferential way where these findings indicate that school tender committee practices can influence academic performance and are positively and statistically correlated, as the majority of their level of significance was greater than 0.05 in association with school tender committee practices and academic performance in the Ngororero district of Rwanda. Regarding research findings, it is advised that the Rwandan school tender committee prioritise openness, accountability, and quality over cost in purchasing selections.

INFLUENCE OF NON-PHYSICAL PUNISHMENT ON STUDENTS DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN PUBLIC SECONDARY SCHOOLS OF NYAMASHEKE DISTRICT, RWANDA

The research investigated the influence of non-physical punishment on students discipline in public secondary schools in Nyamasheke district. The analysis was done using IBM/SPSS, where statistical calculations like frequencies, means, standard deviation, and correlation were used. This study aims to evaluate the impact of non-physical punishments on students discipline in selected public secondary schools in Nyamasheke district, Rwanda. A sample of 240 respondents, including teachers, parents, and students, was selected from 600 teachers, general assembly members, and student representatives. The research methodology involves simple random sampling. The correlation analysis and linear regression models were adopted. The findings indicated that the overall mean was 3.14, which was between agree (3) and strongly agree (4), indicating that there was a significant relationship between non-physical punishment and the discipline of students in public secondary schools. The statistical results showed that there was a relationship between non-physical punishment and students discipline. 767** that concluded that there was a statistically significant relationship between non-physical punishment and students discipline in public secondary schools in Nyamasheke district, Rwanda. The study recommended that schools administrations should improve non-physical punishment that promotes good collaboration between teacher and student for the purpose of promoting school academic performance.

The impact of the national school nutritional programme in the selected rural and urban primary schools in Mahwelereng circuit

This study evaluated the impact of the national school nutrition program IN the selected primary schools Mahwelereng circuit, Limpopo Province. To date, the (NSNP) reaches almost all schools in the poorest areas and quintiles nationwide. However, the COVID-19 pandemic has increased the demand on the National School Nutrition Program (NSNP) in schools far beyond expectation, even in schools outside quintile 1, 2, and 3. The purpose of this study was to investigate the impact of the NSNP in the primary schools in Mahwereleng Circuit, Limpopo Province. A qualitative phenomenological study within the interpretive research paradigm was used to explore the impact of the National School Nutrition Programme in primary schools. The researcher, through non-probability convenience sampling, selected a total of 12 primary school teachers from four primary schools in Mahwereleng Circuit. Data from semi-structured interviews was thematically analysed and interpreted to draw findings that answered the research questions. Findings indicated that the NSNP has a positive impact to learners’ welfare and academic performance in schools. The study appreciates the prescribed measures of food to each learner by the Department of Education (DoE). Primary school teachers in the selected schools around Mahwelereng circuit were interviewed individually for 20-30 minutes each in schools on the impact of the National School Nutrition Programme using semi-structured interviews to collect data. The implementation of the national school nutrition programme has a positive impact and established advantageous learning climate and decreased hunger and absenteeism in schools, while increasing enrolment, participation and scholarly execution among the schoolchildren.

Evaluating the impact of school resources, cultivation index and nationality on school’ academic success: evidence from the Israeli high schools

ABSTRACT A better understanding of the determinants of school performance and how it can be improved is needed for the development of human capital. Offering a novel integrative indicator for measuring school academic success, this article analyzes empirically the impact of cultivation index, school resources, and students’ nationality on school academic performance. The main findings suggest that the higher the school’s cultivation index (i.e. school is ‘weaker’ from socioeconomic, peripheral and immigration perspectives) the lower its success indicator. These findings highlight the strategic role of policymakers in reallocation of resources in the public education system.

New intake adaptation to school routines and academic performance in universities in South- South, Nigeria

New intake adaptation to school routines and academic performance in universities in South- South, Nigeria

Tuning Data Mining Models to Predict Secondary School Academic Performance

Tuning Data Mining Models to Predict Secondary School Academic Performance

Effect of School Facilities on Learner's Academic Performance in Science Subjects in Secondary Schools: A Case of Rutsiro District, Rwanda (2021-2023)

The purpose of this research was to investigate the effect of school facilities on learners’ academic performance in science subjects in secondary schools in Rutsiro district, Rwanda. The following objectives guided the study: The study aimed to investigate the impact of physical facilities and physical instructional materials on students' academic performance in science subjects in Rutsiro district secondary schools. Furthermore, it aimed to investigate the influence of electronic instructional materials on the academic performance of science students in Rutsiro district secondary schools. Environmentalist Bandura's theory of learning, also known as the social cognitive learning theory (SCLT), guided the research. Based on the descriptive research design and mixed-methods approach, the study was conducted in five selected secondary schools in the Rutsiro District. The study's target population consisted of 460 respondents: five head teachers, five directors of studies, 150 teachers, and 300 students. The study involved 214 participants, including 2 head teachers, 2 directors of studies, 70 teachers, and 140 students. Systematic sampling was used to select the five schools, purposive sampling to select the student sample size, and the census sampling technique to select the head teachers and directors of studies. Data was collected using structured questionnaires, interview guides, and documentary reviews. The data was analyzed using descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics. The study found a significant correlation between the availability of school facilities and academic performance. There were positive and significant correlations between academic performance and school facilities in Rutsiro District, Rwanda, and measures of the availability of school facilities were as follows: physical facilities (r = 0.814, p<0.01), electronic and technology facilities (r = 0.826, p<0.1), and physical instructional materials (r = 0.949, p<0.01). The findings from regression analysis revealed that physical facilities have a positive and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = 0.814, P value <0.05), The findings from regression analysis revealed that physical instructional materials have a negative and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = -0.417, P value <0.05), The findings from regression analysis revealed that electronic instructional materials have a positive and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = 0.308, P value <0.05). Teachers, district education officials, and head teachers all agree that school facilities influence academic performance in science subjects positively. Specifically, physical facilities motivate learners and enhance their performance. It was observed that students taught in classrooms equipped with school facilities outperformed those without access. Consequently, the study recommends that science teachers utilize available school facilities for instruction and adapt when materials are unavailable.

Menstrual Hygiene Management Among Vulnerable Rural Adolescent Schoolgirls in South Africa's Rural Learning Ecologies

This qualitative research paper examined the menstrual health challenges and hygiene that were faced by vulnerable rural adolescent schoolgirls in South Africa, their negative effects on school attendance, academic performance and wellbeing. Seeing the above challenges as barriers to sustainable development goals (SDG) 4 quality education and SDG 5 gender equality, the study used a critical emancipatory approach alongside the theory of change (ToC) as its framework. The purpose was to give a hearing to the voiceless and lived experiences of this group of people to provided a platform for empowering and transformative actions. The focus group discussions (FGDs) with vulnerable rural adolescent schoolgirls, their parents and teachers and school administrators were held at a designated learning ecology. Open-ended Interviews (OEIs) assisted to collect phenomenological narratives with many ethnographic perspectives. The data was analysed thematically to make major themes inductively reflect their real life conditions. The research findings reflected that the gaps in menstrual information, restricted availability and the use of sanitary products, conformity of cultural norms and inadequate amount of water, sanitation and hygiene facilities (WASH) helped creating considerable barriers for many rural adolescent schoolgirls thereby compelling them to miss school during their menstruation. The study highlighted the importance of comprehensive MHM programmes that envisage availability of materials and amenities, menstruation education and psychological support, as well as stigmatisation measures. To move forward with context relevant and community centred interventions, the study suggested a collaborative, multi-stakeholder approach involving the community. Tackling these converging problems was paramount to the preservation of the menstrual health rights of vulnerable rural schoolgirls, education gender equity as well as the attainment of the SDG 4 and SDG 5 goals by 2030. The practice would comprehend all-encompassing evidence-based policies and curricula, and promotion of life-long learning opportunities for all vulnerable rural adolescent schoolgirl through active learning ecologies.

Influence of School Discipline Policies on Students Academic Performance in Rwandan Secondary Schools

The study explores the influence of school discipline policies on students’ academic performance in secondary schools in Rwanda. This research was guided by a broad objective: The research aimed to analyze the impact of school discipline policies on the academic performance of students in selected secondary schools while also directing specific objectives: to examine how the administration of school rules and regulations contributes to students’ academic performance; to examine how the students’ restorative practices and management influence students ‘academic performance; and to interpret the correlation between the secondary school discipline policies and students academic performance. This study was guided by McGregor’s theories x and y. The fundamental concepts in McGregor's Theory X and Y encompass rules and regulations, disciplinary actions, primarily punishments, and time management, particularly in the context of school punishment administration. In applying McGregor’s theory to this study, the main variables were school rules and regulations for efficient management and administration of punishments to students who do not abide by school rules and regulations and time management, which refers to the effective utilization of time allocated to individual activities in an education institution. The study was conducted in secondary schools with a population of 599, including students, teachers, the deputy head in charge of discipline, and head teachers. By using the Slovin formula, a sample size of 239 was used in this study, and stratified sampling was used so that each category would be represented. A descriptive design was used where both qualitative and quantitative data were collected. Secondary data were obtained through documentation, library, and internet research. Primary data were collected using a questionnaire, an interview guide, and documentary analysis. Data were presented in tabulation formats and interpreted using the statistical package for social science (SPSS). The major findings of the study revealed that proper administration and management of school rules and regulations positively influence students' academic performance; restorative practices in schools, such as providing punishment, guidance, and counseling, influence students' academic performances. Finally, the study revealed a significant relationship between school discipline policies and students’ academic performance in secondary schools in Rwanda. Therefore, the study took the following as major recommendations: developing common measures for school discipline policies; enhancing the monitoring and evaluation of the rules and regulations' applicability; and establishing guidance and counseling services in schools.

ЗАДОВОЛЕНІСТЬ СТУДЕНТІВ-БАКАЛАВРІВ СПЕЦІАЛЬНОСТІ 012 «ДОШКІЛЬНА ОСВІТА» ЯКІСТЮ ОСВІТНЬОГО КОМПОНЕНТА ФАХОВОЇ ПІДГОТОВКИ

Preschool children who are raised and educated by qualified specialists tend to have better academic performance in school and overall in life. Therefore, the quality of training for future preschool educators is of paramount importance today, as their professionalism is key to the successful development not only of preschoolers but also of society as a whole. A crucial indicator of the quality of such training is the satisfaction of students with the quality of educational services they receive. The aim of the article is to explore the level of satisfaction of bachelor students at the National University «Yuri Kondratyuk Poltava Polytechnic» specializing in 012 «Preschool Education» with the quality of the educational component of their professional training. Methodology. The article argues a direct correlation between student satisfaction with educational services and their motivation to learn. Using the example of the National University «Yuri Kondratyuk Poltava Polytechnic», the level of satisfaction of future bachelor students specializing in preschool education with the educational component of their professional training was investigated. Analysis methods, control questions, data selection, systematization, and comparison were utilized through data collected via Google Forms. The calculation of students’ satisfaction levels with each discipline taught at the university was conducted in percentages. The survey results for each question on every discipline included in the survey were summarized and consolidated into a single table. Certain aspects requiring improvement to enhance student satisfaction with the educational component of their professional training were identified. Conclusions. The research results showed that future bachelor students specializing in preschool education are generally satisfied with the quality of the educational component of their professional training. The obtained results can be beneficial for teachers and university administration to make changes in educational programs and improve the overall quality of the educational process. Key words: bachelor, preschool education, quality of training, Google Forms, survey, National University «Yuri Kondratyuk Poltava Polytechnic».

Can oral health have an impact on academic performance and school absenteeism?

Aim: The study aimed to evaluate the association between oral health and academic performance and/or school absenteeism. Methods: Electronic searches were performed of the PubMed, Web of Science, SCOPUS and LILACS/BVS databases. We included observational studies that evaluated the association between dental caries, tooth loss, dental pain or oral health status with school absenteeism or academic performance. The studies had to contain a representative sample of the population: schoolchildren, children or adolescents. After the removal of duplicates, the electronic searches produced 3,789 articles. Of these, 25 studies were included in the systematic review and 13 in the meta-analysis. Results: Considering all the studies evaluated in the meta-analysis, seven articles satisfied 100% of the Joanna Briggs Institute Critical Appraisal checklist, and six contained between 90% and 75% positive answers. The pooled effects showed that the chances of school absenteeism were 31% higher in subjects with dental caries (OR 1.31; 95%CI 1.12-1.54). Students with fair/poor dental health had a 50% higher chance of suffering poor academic performance (OR 1.50; 95%CI 1.22-1.84) and 34% higher chance of having problems at school (OR 1.34; 95%CI 1.06-1.70). Students with a history of toothache had a 3.7 higher chance of being absent from school (OR 6.65; 95%CI 1.60-8.32) and 71% higher chance of missing class due to toothache (OR 1.71; 95%CI 1.15-2.56). Subjects with a history of toothache had a 2.5 times higher chance of suffering poor academic performance (OR 2.58; 95% CI 2.04-3.27). Conclusion: Therefore, students with oral problems were more likely to take time off school and present inferior academic performance.

Instructional Materials Usage and Learner’s Academic Performance in Rwanda Secondary Schools

Instructional Materials Usage and Learner’s Academic Performance in Rwanda Secondary Schools