Achievement In Secondary Schools Research Articles

The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson

This investigation was made necessary as a result of the inconsistently poor achievement that secondary school students have repeatedly achieved on chemistry exams in Nekemte Administration Town throughout the years. These poor results can be credited with the reality that the majority of secondary school teachers use ineffective teaching strategies that do not encourage students’ active learning through involvement. Therefore, this investigation examined the contribution of cooperative learning on high school students’ chemistry achievement and retention. Quasi-experimental research with a pretest–posttest nonequivalent control group design was adopted. One hundred twenty-eight students were involved, drawn from two intact classes in two different schools. A reliability value of 0.89 for the chemistry achievement test was employed. The findings of this investigation demonstrated a significant difference between students instructed through cooperative learning and students instructed using lecture-based teaching in terms of their chemistry achievement and retention (t (126) = 5.544, p<0.001) and (t (126) = 4.167, p<0.001), respectively. Pretest, posttest, and retention test results of the treatment group showed a significant difference that favors the posttest (r = 0.91, p<0.001) and retention test (r = 0.81, p<0.001). Gender differences did not exist in chemistry achievement (t (62) = −1.243, p<0.001) and retention (t (62) = −1.036, p<0.001).

The Influence of Teacher Incentives on Student Academic Achievement in Public Secondary Schools

The education sector, in general, faces challenges that suffer quite a lot in terms of quality of education services, curriculum, teacher motivation, and government role that influences school performance and student achievement. One important factor that influences school performance is how teachers get incentives, which makes them motivated and satisfied with their jobs and organization. Performance-based incentives for teachers have considerably attracted attention as a policy tool to improve student outcomes. Education departments intend to allocate large amounts of money as incentives for the teachers based on their performance. This paper evaluates the influence of teacher incentives on student achievement in public secondary schools. Specifically, the study examines the influence of monetary incentives for teachers on student academic achievement in public secondary schools. In addition, it establishes the effect of tangible non-monetary incentives for teachers on student academic achievement in public secondary schools. Moreover, it investigates the influence of intangible non-monetary incentives for teachers on student academic achievement in public secondary schools. The study will revise past literature related to this research topic to obtain all information necessary for the research. The researcher will gather findings and results obtained by the former authors, which are related to the main purpose and objectives of the study. Based on the literature reviewed by the researcher, the study expects that individual incentives will have more effect on the student’s achievements. Literature also shows that merit pay systems have very little influence on student achievement. Lastly, the teacher’s monetary incentives are a function of students’ achievements in their final year of high school.

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 Contribution of Parents' Occupation on Students' Academic Achievements in Public Secondary Schools in Njombe Town Council

The parents are considered very important in their children's education, as they actively support the implementation of their children's education. The study sought to determine the contribution of parents' occupation on students' academic achievement in public secondary schools in Njombe Town Council. The study was guided by Maslow's Hierarchy of Needs Theory of Human Motivation. The study was conducted across 14 public secondary schools, analyzed 3113 targeted populations of students, teachers, school heads, and parents using an embedded research design, combining quantitative and qualitative data. The sample size consisted of 192 respondents; thus, five (5) school heads and ten (10) parents were purposively selected to take part in the interview guides, while 83 teachers and 94 students (form III and IV) were randomly selected to take part in the study through the questionnaires. The instruments' reliability (r= 0.78) was obtained using the Test-retest method. Quantitative data was analyzed using descriptive statistics with the help of the SPSS version 23, and results were presented in the table of frequencies and percentages. Meanwhile, qualitative data was analyzed thematically and presented through categories and themes' narration. The findings revealed that parents' occupation contributes to students' academic achievement through learning morale, absenteeism, child labor, and unconducive home environments. Parents influence monitoring and supervising children's academic progress at home and school. The study suggests that parents should be educated on their work-education relationship and invest in education based on their occupation. Policymakers and curriculum developers should re-consider making reforms to education financing policy to be more equitably favourable to students from poor families for sustainable academic achievement. Government and NGOs should ensure that all students from poor parental backgrounds are supported to receive quality education

Influence of Family Socio-Economic Status on Mathematics Achievement in Secondary School in Dessie Town in North-Central Ethiopia

Influence of Family Socio-Economic Status on Mathematics Achievement in Secondary School in Dessie Town in North-Central Ethiopia

School absences, academic achievement, and adolescents’ post-school destinations

ABSTRACT Most research on the consequences of school absenteeism has focused on academic achievement rather than post-school outcomes. Using the Scottish Longitudinal Study (n = 2,941), we investigated the link between overall absences, truancy, sickness-related absences, and upper secondary school leavers’ post-school destinations. We also examined how upper secondary school achievement explains these associations. Overall school absences during the first year of upper secondary schooling decreased the likelihood of continuing further and higher education. However, they increased the likelihood of being employed or not being in education, employment, or training (NEET). Sickness absences and truancy also reduced the likelihood of pursuing further and higher education. Truancy did not significantly increase the risk of NEET, but sickness absences did. Both absence types did not significantly influence the likelihood of being employed. Academic achievement mediated 78%-100% of the link between overall absences, sickness absences or truancy and entry into further and higher education versus being employed. While achievement explained 38%–55% of the link between all absences and further and higher education versus NEET, it did not explain the link between absences and NEET versus being employed. The study emphasises the necessity of reducingunexcused and excused school absences and mitigating their effects.

Modelling of engine performance and emissions fueled by biodiesel blends

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

Parent-Teacher Association Intervention Strategies and Goal Achievement in Public Secondary Schools

Parent-Teacher Association has ensured and improved the quality and standard of education in Nigeria. This study examined parent-teacher association intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State, Nigeria. The study adopted a descriptive survey of correlational type. Two research questions and one hypothesis were raised to guide the study. A purposive random sampling technique was used to select two hundred and thirty-seven respondents from 39 public senior secondary schools in Ilorin-West Local Government Area, Kwara State. The research instrument was titled Parent-Teacher Association Intervention Strategies Questionnaire (PTAISQ) and Goal Achievement Questionnaire (GAQ) was used to collect data for the study. Descriptive statistic of frequency counts, percentages, mean and standard deviation was used to analyze demographics and answer the research questions raised. Inferential statistics of Pearson Product Moment Correlation statistics were used to test the formulated research hypotheses. The findings of the study revealed that; the level of parents-teachers’ intervention strategies were high based on the dimensions in Ilorin-West Local Government Area, Kwara State. The level of goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State was high. There was a significant relationship between parents-teacher intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State. It was recommended among others that the Kwara State government through Kwara Teaching Service Commission (TESCOM) ensure that qualified and competent teachers are recruited so that effective and efficient teaching and learning processes will be improved.

Headteachers' Transformational Leadership and its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda

Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools

The impact of observable and perceived features of instruction on student achievement

This study explored to what extent observable and perceived features of language arts instruction could explain variance in student reading achievement in lower secondary school. Data from classroom observations (using PLATO) and student surveys (using Tripod) were collected to examine the relationships between dimensions of teaching and student achievement gains (N=601). A combination of instructional features that provide coherence and consolidation of new knowledge were found to be positive predictors of reading achievement. The majority of features examined, however, did not significantly explain variance in achievement. We discuss the findings with respect to expected theoretical assumptions and potential measurement limitations.

Secondary School Learners' Self-Efficacy and Achievement in Non-Routine Mathematics Problem-Solving

This paper uses a correlational research design to investigate the predictive power of the sources of self-efficacy and non-routine problem-solving achievement. It collected the data from a sample of 118 high-achieving secondary school learners in the Gauteng province, South Africa, using questionnaires, a problem-solving test, and interviews. Their self-efficacy beliefs were categorized into mastery experience, vicarious experience, social persuasion, and physiological state. The findings revealed that the physiological state, vicarious experience, and mastery experience self-efficacy beliefs had a positive impact on problem-solving achievement, whilst that of social persuasion was negative. The magnitudes of the impact of the physiological state and social persuasion sources of self-efficacy were relatively greater than the others. Each source of self-efficacy was discovered to have an insignificant weak positive linear relationship with problem-solving achievement.

Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school

AbstractAcademic engagement has been shown to deteriorate in lower secondary school, and it is necessary to find ways to prevent this so that students’ engagement and achievements do not decline irrevocably. Teacher support for growth mindset (TSGM) is likely to influence students’ mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students (N = 1608) perceived their teachers’ classroom pedagogy as supportive of their growth mindset and students’ growth mindset beliefs. The study’s main purpose was to test a latent structural equation model specifying that perceived TSGM is directly related to students’ growth mindset, directly and indirectly related to academic engagement (behavioral and emotional), and indirectly related to academic achievement. Students’ perceived growth mindset and academic engagement thus served as intermediate variables. The results verified that TSGM was indeed related to growth mindset and academic engagement, the latter both directly and via students’ perceived growth mindset. Furthermore, TSGM was also related to academic achievement via students’ growth mindset and academic engagement. The results suggest that TSGM can facilitate students’ growth mindset and academic engagement and, thereby, achievement in lower secondary school, a period during which students may struggle with academic motivation.

Relationship between selected teaching cultures and student academic achievement in secondary schools in Nakuru County, Kenya

The aim of this study was to find out the relationship between selected teaching cultures and academic achievement in the KCSE examination in secondary schools in Nakuru County, Kenya. This study was guided by the theories of educational productivity and organisational culture. The study adopted the descriptive survey design. The target population was comprised of all KCSE 2021 candidates and all principals of secondary schools in the county. The study used an outlier approach and a multistage sampling technique. The sample size consisted of 2214 students and 80 principals of schools. The study found a positive relationship between teaching culture and student academic performance in both low and high-performing Kenyan schools. Low-performing schools show a moderately positive correlation (r = 0.450, p = 0.006), while high-performing schools exhibit a notably strong positive correlation (r = 0.846, p = 0.000). This suggests that the impact of teaching culture on student academic achievement is more pronounced in high-performing schools. In public secondary schools, the correlation is moderately positive (r = 0.458), and in private secondary schools, it's a stronger positive correlation (r = 0.724), with both being statistically significant at the 0.05 level. The study recommends that the school management should consider organising in-service training sessions to equip the teachers with appropriate skills on how to effectively embrace teaching cultures, consider putting stringent measures to ensure the emplacement of student disciplinary cultures and consider investing in student motivation cultures that enhance student academic achievement.

Relationship between selected student motivation cultures and student academic achievement in secondary schools In Nakuru County, Kenya

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

Psychosomatic complaints at age 15-16 and later educational achievement in upper secondary school

Abstract Background Psychosomatic complaints are common among adolescents, and the reporting has increased in recent decades. Yet, knowledge on the potential consequences of such complaints is scarce. Given the importance of educational success for health throughout life, investigating the relationship between psychosomatic complaints and academic outcomes is important. This study's aim was to investigate the prospective links between psychosomatic complaints at age 15-16 and, firstly, the likelihood of not completing upper secondary school, and secondly, grade point average (GPA) among those who graduated from upper secondary school. Methods Data was obtained from Futura01, a national cohort study of Swedish adolescents attending grade 9 in 2017 (n = 5,198). Psychosomatic complaints were measured by self-reports on the frequency of headache, stomach ache, and difficulties to fall asleep, which were summed to an index. Information on graduation and GPA from upper secondary school was based on registry data from 2020-21. Binary and linear regression analyses were performed stratified by sex. Covariates included parental education and country of birth, medication for depression and anxiety, and conduct problems. Results Higher levels of psychosomatic complaints were prospectively associated with an elevated risk of not completing upper secondary school (males: OR = 1.08, 95% CI 1.03-1.14; females: OR = 1.10, 95% CI 1.04-1.16). Among those who graduated from upper secondary school, higher levels of psychosomatic complaints were prospectively associated with lower GPA for males (b=-0.04, 95% CI -0.07, -0.00), but not for females (b=-0.01, 95% CI -0.04, 0.02). Conclusions Psychosomatic complaints in adolescence may have long-lasting consequences for individuals’ living conditions and health by affecting later educational performance and success. Interventions targeting youth with self-reported mental health issues could positively impact later academic achievements. Key messages • Psychosomatic complaints at age 15-16 are associated with later educational achievement in upper secondary school. • Interventions targeting youth with self-reported mental health issues could positively impact future academic success.

Maternal depressive symptoms and young people's higher education participation and choice of university: Evidence from a longitudinal cohort study

BackgroundParticipation in higher education has significant and long-lasting consequences for people's socioeconomic trajectories. Maternal depression is linked to poorer educational achievement for children in school, but its impact on university attendance is unclear. MethodsIn an English longitudinal cohort study (N = 8952), we explore whether young people whose mothers experienced elevated depressive symptoms are less likely to attend university, and the role of potential mediators in the young person: educational achievement in school, depressive symptoms, and locus of control. We also examine whether maternal depressive symptoms influence young people's choice of university, and non-attendees' reasons for not participating in higher education. ResultsYoung people whose mothers experienced more recurrent depressive symptoms were less likely to attend university (OR = 0.88, CI = 0.82,0.94, p < 0.001) per occasion of elevated maternal depressive symptoms) after adjusting for confounders. Mediation analysis indicated this was largely explained by educational achievement in school (e.g., 82.7 % mediated by age 16 achievement) and locus of control at 16. There was mixed evidence for an impact on choice of university. For participants who did not study at university, maternal depressive symptoms were linked to stating as a reason having had other priorities to do with family or children (OR: 1.17, CI = 1.02,1.35). LimitationsLack of data on the other parent's depression, loss to follow-up, possibly selective non-response. ConclusionsYoung people whose mothers experience elevated depressive symptoms on multiple occasions are less likely to participate in higher education; educational achievement in secondary school, but not the young people's own depressive symptoms, substantially mediated the effect.

School Administration Support Systems for Educational Technology Adoption and Students’ Academic Achievement in Secondary Schools in Kenya

Adoption of technology in instruction requires the unconditional support of school administration. Certain mandatory pillars of support services must be in the right place for educational technology adoption by teachers to take place. Studies seem to suggest that technology adoption in schools has been impeded by the lack of support by school administrations. Such bottlenecks include the inability to purchase and maintain the required technology infrastructure, a lack of teacher motivation, the failure of schools to be adaptable to technological trends, and the inability to provide technical services. The purpose of this study was to find out the school administration support systems that enable the adoption of educational technology in secondary schools in Kakamega County, Kenya. A descriptive survey guided the research. From a population of 3305, a sample of 461 teachers, 138 heads of departments, 77 principals, and 67 technicians was obtained using stratified sampling techniques. Data was collected using a questionnaire, observation schedule, and interviews and analysed both qualitatively and quantitatively. Simple linear regression was used to analyse quantitative data. The findings revealed that schools seem not to provide sufficient technological support systems to allow for the adoption of educational technology, thereby negatively influencing academic achievement. Nevertheless, technological support systems had a significant influence on students’ academic achievement (t = 2.040, p &lt; 0.05). Therefore, the study recommends that schools put in place a technological support system that effectively enables the adoption of educational technology.

Academic Achievement of Students in Kenya's Public Secondary Schools: The Effects of Teacher Time Management and Class Attendance

Almost all firms use performance appraisal as one of the strategic tools in human resource management to get a competitive edge. Every employee's performance is identified, measured, and evaluated during this procedure. One of the fundamental instruments that encourages employees to be highly productive and engaged at work is the Teacher Performance Appraisal Development (TPAD). The system of teacher performance appraisal is intended to increase student learning outcomes by positively influencing teachers' professional growth if it is properly developed and put into practice. In general, many schools, particularly those in West Pokot Sub County's rural areas, have performed poorly. The study was designed to investigate teachers’time management and lesson attendance on students’ academic achievement in public secondary schools. A descriptive survey research design was used in the study. The target population was 43 public secondary schools, which had 12900 pupils, 86 Quality Assurance and Standard Officers, 43 principals, 43 deputy Principals, and 860 teachers. The Yamane formula was used to determine the sample size of 388. Sample size is the number of participants included in a study. Interviews, interview schedules, and questionnaires were all used as data gathering tools. A pilot study was conducted to evaluate the validity and reliability of the research instruments used to measure accuracy, consistency, and the degree to which differences in measurement results accurately represented differences between respondents. Additionally, important was the Cronbach alpha. Data analysis benefited from the use of the statistical package for social sciences version 27. The significant levels of one variable were transferred to the other with the use of the multiple regression analysis. Each variable's correlation coefficient was calculated after an Analysis of Variance (ANOVA) test. The study found that student performance on the Kenya Certificate of Secondary Education (KCSE) is favourably and significantly influenced by teacher time management and lesson attendance.

Effects of Disaster Management towards Academic Achievement in Public Secondary Schools in Arusha District

This study investigated the effects of disaster management towards academic achievement in public secondary schools in Arusha District Council, Tanzania. Objectives were to; examine ways of managing disasters in secondary schools and effects of disaster management towards academic achievement of students in public secondary schools. Emergency Management Theory guided the study. Convergent mixed methods design was adopted. Questionnaires, documentary analysis, photo taking and interviews were used to collect data from 105students and 85teachers selected by simple and stratified random sampling techniques. Five school heads and 4 WEOs were purposively selected. Validity was fortified through expert inputs. Reliability employed test-retest technique and reliability index, SQ r=0.735, TQ r=0.827and NTSQ r= 0.761were obtained. Credibility and dependability of qualitative data was established through detailed reporting of the research process. Qualitative data underwent thematic analysis. Quantitative data were analysed using descriptive statistics in the SPSS version 23 and results were presented in tables. Findings include provision of fire extinguishers to help in putting off fire outbreaks, enhancing drainage system and raising building foundation to prevent surface runoff from accessing classrooms and offices. Proper use of fire extinguishers to minimize damages caused by fire in schools hence minimal interference to learning process. In conclusion, without a disaster management plan, schools spend more time and resources reacting to a situation instead of planning for the anticipated disaster. Recommendations entailed all institutions to provide fire extinguishers, enhance drainage system and improve students’ discipline as disaster mitigation measures.

Influence of Instructional Resources on Pupil Academic Achievement in Public Secondary Schools: A Case of Manga Sub-County Nyamira County, Kenya

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