Academic Performance Of Secondary Students Research Articles

Effects of Extracurricular Activities on Academic Performance of Secondary Students In Male

This study was conducted to determine the effects of extracurricular activities on academic performance of two selected secondary schools of Male. The study was carried out utilizing quantitative research design. The study attempted to find out whether there was any difference in academic performance between the students who spent more than five hours and less than five hours for extracurricular activities, whether there was any difference in academic performance between the students who participate and do not participate in extracurricular activities, whether there was any difference in academic performance between the students who participate in sport, pro-social activities and clubs and whether there was any difference in academic performance between female and male students who participate in extracurricular activities. This study's sample frame comprised all ninth-grade pupils. Two hundred and sixty-nine students from grade nine of both the schools made up the study group. Each student completed a questionnaire which gathered information about their participation in extracurricular activities. Using specific criteria students who were involved and those who do not involved were found. The differences between groups were analyzed statistically using Mann Whitney U test for the first, third and last research question and Kruskul test for the second research question. Results of data analyses indicated that no significant differences were found between the students who spent more than five hours‟ for extracurricular activities and those who spent less than five hours, between the students who participate in sport, pro-social activities, and clubs and between female and male students who participate in extracurricular activities. However, there was a significant difference in academic performance between the students who participate and who do not participate in extracurricular activities.

Motivation and Academic Performance of Secondary Students in Science: A Correlational Study

Motivation theories have suggested that motivation and academic performance are positively related. While many studies worldwide have explored this relationship, investigation in the Philippine educational setting remains scarce. Hence, this study described the levels of students’ motivation towards learning and academic performance in science and determined whether a significant relationship existed between these variables. Employing a correlational research design, this study surveyed 318 secondary students in a private, diocesan school in Davao del Norte, Philippines. Mean, standard deviation, and Pearson r were used to analyze the data. Results showed students’ motivation towards learning was generally high, and their academic performance was very satisfactory. Among the factors considered for motivation, only performance goal posted a moderate level, while other aspects, such as achievement goal, active learning strategies, learning environment stimulations, science learning value, and self-efficacy, registered high levels. Furthermore, this study revealed the students’ motivation towards learning and academic performance were positively and significantly correlated. While this study already found high motivation and very satisfactory academic performance among students, the researchers still recommend raising them to very high and outstanding levels, respectively. Further research on this topic with a more representative sample is highly recommended. Using other constructs to relate to any of the variables is also encouraged

Armed conflict and academic performance. A spatial approach for Colombia

This paper studies the incidence of the Colombian armed conflict on the academic performance of secondary students at the municipal level for the years 2003 and 2017. By using a General Nesting Spatial model, results suggest the conflict negatively affects academic performance. In 2003, a period of high conflict intensity, terrorist population attacks showed both direct and indirect negative effects on the test scores. In 2017, a period of low intensity, only direct negative effects were reported for the variables of forced displaced people, homicides, and victims of threat.

Associations between Health-Related Behaviours, Well-Being, and Academic Performance of Secondary School Students with Special Educational Need: A Secondary Analysis

Health-related behaviours (HRBs) have been considered one of the most critical public health issues, especially for those with special educational needs (SEN). Previous research suggests that health-related behaviours are highly likely to impact well-being and academic achievement. Diet is a crucial health-related behaviour that needs to be investigated along with factors such as sleep and exercise. The present study used data from the Cornish Academies Project, and secondary analyses were conducted to investigate associations between health-related behaviour and well-being and academic performance of secondary students with SEN. The current study sample was 308 students with SEN (mean age, 13.5 years, SD 1.44 years). The study was longitudinal, with time points 6 months apart, and a multivariate design with data from three academies in Cornwall, United Kingdom. The Diet and Behaviour Scale (DABS) measured diet and lifestyle (physical activity, sleep, and general health). Logistic regressions on the time one data showed a significant relationship between good general health and long sleep, eating healthy foods, and avoiding junk food. High exercise and high attendance decreased the likelihood of low attainment. Long sleep was associated with better conduct at time one and time two. There was a significant association between high consumption of healthy foods and good general health and better educational attainment at time two. Longitudinal cross-lagged analyses showed that high tea and high total weekly caffeine consumption at time one were associated with anxiety at time two. In addition, high cola consumption at time one was associated with high depression at time two. Findings from the current study increase our knowledge regarding associations between HRB and well-being, and academic performance in secondary school pupils with SEN, though the results need to be explored further to determine the precise nature of the relationship.

Implementation of Reciprocal Teaching Strategies: Improving Reading Skills and Academic Performance of Secondary Students

Proficiency in reading comprehension is very important especially for secondary English language students. In this mixed methods study, the research proven methodological intervention “reciprocal teaching” is introduced to improve the reading skills and academic performance of 30 secondary students of grade 11. Reciprocal teaching is a scaffold dialogue technique that is built upon four strategies which competent readers use to understand text namely predicting, questioning, clarifying and summarizing. The four strategies of reciprocal teaching were each part of the four interrelated cycles that comprised the related activities implemented during the intervention. A general plan inclusive of activities, teaching resources, observation schedules, checklists and assessments was constructed and used for data collection. When the scores of pre and post assessments were compared using paired samples t test, they showed a significant amount of improvement in grades of students as well as their ability to effectively understand the text. The outcomes proved reciprocal teaching to be a significant technique for improving reading comprehension skills and academic performance. In addition, the implication for teachers who teach reading comprehension is that through modeling and implementation of the reciprocal strategies like predicting, clarifying, questioning and summarizing they can enhance the academic performance of students.

The Influence of the Teacher's Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes.

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher’s social behaviors on the mindwandering, emotional state, and academic performance of Physical Education students. The study involved 606 high school students and 36 physical education teachers. A structural equation model was used to analyze the relationship between the variables of the study. The results showed how the teacher’s prosocial and antisocial behaviors had a negative influence on mindwandering. In turn, mindwandering negatively predicted creative intelligence. Likewise, creative intelligence positively predicted a positive emotional state and academic performance and negatively predicted a negative emotional state. Finally, a positive emotional state positively predicted academic performance, while a negative emotional state predicted it negatively. Therefore, the results achieved in the study showed how mindwandering should be promoted in the educational field as a means of encouraging creativity and therefore increasing the well-being of students, which is conducive to academic performance.

Social Networking Exposure and Academic Performance of Secondary Students in Kabankalan City, Philippines

This study determines the relationship between the social networking exposure and the academic performance of the second-year high school students in selected schools in Kabankalan City. It aims to assess the respondents’ visited networking sites, the purpose and importance of visits, frequency of visits, the number of hours spent on each visit, their demographic profile, as to gender and school classification, and their academic performance. This study utilized the descriptive correlational design to determine and discuss the quality and characteristics of the variables on students’ demographic data, their social networking exposure, and their academic performance. There were 286 respondents who were enrolled as second-year high school from three private and three public schools in Kabankalan City and who had been internet users for at least about a year. Findings show that there is no significant difference in students’ academic performance when grouped according to the networking sites visited and the number of daily hours spent during visit. The data further revealed that neither gender nor school classification have any correlation with the social networking sites that students choose to visit. A significant correlation was noted between students’ school classification and the number of hours they spend on daily visits. Finally, this study found that students’ school classification did not have any correlation with their purposes for visit, leading to the conclusion that being enrolled in a public or private high school does not have any relationship with students’ utilization of the SNS

Involvement in Social Networking Sites and Academic Performance of Secondary Students in Kabankalan, Philippines

This study aims to determine the relationship between the involvement in social networking and the academic performance of 235 fourth-year students in Cluster 2, Division of Kabankalan, Negros Occidental, school year 2013- 2014. An adapted survey questionnaire was used to gather the data. The study utilizes the descriptive correlational design, t-test, and Analysis of Variance (ANOVA). Findings show that the fourth-year students were dominated by the eldest, female students who belonged to families with low parents’ monthly income. Cellphones were the leading access to Facebook for more than three hours. The fourth-year students were moderately involved in social networking sites. While students’ sex influences their social networking sites involvement, sibling order and parents’ monthly income do not. The fourth-year students have low level of academic performance. Sibling order, sex, and family monthly income do not affect the academic performance

FISHING ACTIVITIES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN RACHUONYO NORTH SUB-COUNTY, KENYA

This study investigated the influence of fishing related activities on academic performance of secondary school students in Rachuonyo North Sub-County. The specific objectives were to examine the activities associated with fishing and determine how they influenced academic performance of secondary students in the Sub-County. The study targeted students and principals of the 49 secondary schools in Rachuonyo North Sub-county. The research used simple random sampling to select 14 public secondary schools and 20 Form Three students from each of the sampled schools. The total sample size was 292 respondents. Primary data was collected and analysed using quantitative and qualitative methods and then presented in tables in percentages. Data analysis was done using SPSS and the Microsoft Excel software. The study established that students participated in fishing activities while attending school. Major fishing activities that students engaged in included: actual fishing an agreement index of 82.9% of students; repairing of fishing nets which was supported by 74.2% of students; setting of nets in the lake which was supported by 84.4% of students; and removal of fish from the nets which was agreed to by 83.9% of students. Some (91.7%) of the students believed that their counterparts who engaged in fishing activities tended to perform poorly in their classwork. The study has recommended that parents, School Boards of Management and the communities along the beaches collaborate with each other in order to keep students from engaging in fishing activities for this likely to improve school attendance and academic performance of students. The Government should enforce compulsory basic education as well as provide it free to all children at this level of education.

Knowledge of Information and Communication Technology and Academic Performance of Secondary Students: A Comparative Study

In this study it is aimed to compare the level of Knowledge of ICT and Academic Performance of students of G.S.E.B and C.B.S.E boards. The study was investigated on secondary school students of G.S.E.B and C.B.S.E boards. Descriptive method has been used for the study and students of IX and X standard were selected randomly for the collection of the data. Five point rating scale tool was constructed by researcher having 120 statements. Data was analyzed by using t- test. The investigator finds the fact there is significance difference in the level of Knowledge and Academic Performance of G.S.E.B and C.B.S.E school students; it is higher in C.B.S.E school students than G.S.E.B school students.

Using Electronic Performance Support Systems to Improve Academic Performance of Secondary Students with Disabilities

A key challenge in secondary education and transition is ensuring that students with disabilities are prepared to access and participate in postsecondary education. Electronic performance support systems offer potential for addressing needs of secondary students who are at risk for failure or who encounter challenges in school due to high-incidence disabilities. The purpose of this study was to investigate the effects of training and implementation of an electronic performance support systems on targeted IEP goals for ninth and twelfth grade students with disabilities. A series of multiple probe designs was used to examine the effectiveness of tool usage across four ninth grade students and four twelfth grade students as well as to investigate tool usage across settings (training, academic, and transition) for each student. This study demonstrated an improvement in target behaviors when the intervention was introduced in the training setting for ninth grade and twelfth grade students with high-incidence disabilities. In addition, each student showed some improvement in the target behavior when the intervention was implemented across settings. The authors discuss limitations along with implications for future research and practice.

Effects of Audio Texts on the Acquisition of Secondary-Level Content by Students with Mild Disabilities

Secondary students with high-incidence cognitive disabilities often struggle to meet the demands of the general education curriculum due to poor reading skills. to address this challenge, we examined the effects of a CD-ROM audio textbook, alone and combined with a complementary strategy (SLiCK), on the academic performance of secondary students in content-rich history classes. Students were assigned to one of three conditions: audio textbook combined with the SLiCK strategy, the audio textbook alone, or a control condition. Students in the groups using the audio text, both alone and with the strategy, performed significantly higher on content-area assessments than students in the control condition; however, there was no significant difference in scores between the group using the SLiCK strategy and the group using the audio text alone. Still, it is noteworthy that use of the audio text had a significant effect on secondary-level content acquisition. Outcomes are discussed, and implications for practice, strategy development, and future research are presented.