Achievement Of Secondary School Students Research Articles

Impact of Socio- Economic Status on the Educational Achievement of Secondary School Students in Vadodara

With the onset of COVID-19 pandemic, most of the students and their families were affected by economic burden and became unemployed. Those who had business also suffered, unemployment in India effected the future of the students and their parents. Paying fees in schools became a problem for parents. Many students lost their father or mother. Research has shown that the effect of socio-economic status on the academic achievement of students was observed due to corona. Many parents are not educated. If the size of the family is large, then out of 4 children, one or two children are not able to get admission in the school. The present study will help us to know the importance of the situation of our country along with the academic achievement of students. The objective of this present study is to know the socio-economic status of secondary school students of Vadodara district and the problems faced by them in their academic achievement. There are many factors affecting academic achievement. psychological, social, economic and environmental etc. The objectives of the study were to identify the level educational achievement of secondary school students of Vadodara City and to examine the influence of socio-economic status on the educational achievement of secondary school students The descriptive survey method was used for the present study. 50-students and parents of the two Hindi medium schools namely Shri Krishna Hindi Vidyalaya and Adarsh Hindi Vidyalaya were selected as the sample for the present study. It has been found in the present study that the academic achievement of low-level students, average level students, high level students were investigated the level of all the students, mean scores of high-level students were 212 and the marks of average level students were 142 and the lowest low level of students is 57. To see the impact of socio-economic status on educational achievement, t-test was conducted, it was found that statistically there exists no significant difference in socioeconomic status and educational academic achievement It becomes important to be conclude that even the status of social or economic level is low but efforts can be made to attain expected educational achievement and lead to a totally developed personality for which education is aimed for.

The Effectiveness of Blended Learning on STEM Achievement of Secondary School Students

The Effectiveness of Blended Learning on STEM Achievement of Secondary School Students

Influence of Social Media Utilization on the Self-Esteem and Academic Achievement of Secondary School Students in South Ethiopia

Background: Secondary school students spend most of their time on social media sites chatting with friends and less time studying, resulting in lower grades. Today’s younger generation is hooked on social media, which has put increased pressure on adolescents. Therefore; this study aimed to investigate effect of social media use on academic achievement and self-esteem of high school students in south Ethiopia. Method: A cross sectional survey design was applied. Systematic random sampling technique was used. The data was analyzed by using descriptive (mean, standard deviation, percentage) and inferential statistics(R square, independent t-test and ANOVA). Multiple regression analysis was conducted. Result: The findings of this study revealed that, Intensity of Social media utilization has a statistically significant influence on self-esteem (p=0.46) and no a statistically significant influence on academic achievement (p=.904). Extent of Social media utilization has significant difference (M=52, SD=.501) and (M=58, SD=.494) among study participants. There were negative relationship(r=-.107) between self- esteem and academic achievement among study participants. There were statistically significant difference between mean score of social media utilization (M=65.73, SD =3.292, N=152) (M=65.97, SD=3.950, N=67) and M =.-716, t (152) , p =.0828, and M =.-716, t (67) =, p =.073) self-esteem regarding to male and female among study participants. Conclusion: This implies that the finding shows that there is significant influence in social media utilization on self-esteem and academic achievement of secondary school students’. This indicates that stockholders should take responsibility to handle the students’ from the problems of technological gadgets.

A Study On Parental Involvement In Academic Achievement Of Secondary School Students At Deomali, Tirap District Of Arunachal Pradesh

The present study was undertaken to study the impact of parental involvement on academic achievement of secondary school students at Deomali Block in Tirap District of Arunachal Pradesh. The study adopts a descriptive research design with mixed method of data collection. The population of the study were the parents, guardians, teachers and the students studying in grades VI - X of secondary schools affiliated to CBSE under Deomali Education Block with a sample size of five hundred and seventy six (N=576) through random sampling were included. The purpose of the study was to analyse the relationship of academic achievement with parental involvement. A self-developed questionnaire on parental involvement for teachers, parents and students was used for data collection along with school academic records for the academic session 2023-2024 has been taken as scores and record. The present study found that there is a significant gender differences between the academic achievement levels of low and high levels of parental involvement showing a significant difference between the academic achievement of boys and girls. The present study reveals that the parental involvement plays an important role in academic achievement of students. Therefore, school authority should conduct awareness programme and workshops centered on child caring for parents. However, a parent-teacher association will also make an effective initiative to solve the ignorant parents in child’s academic activity.

Examination of the relationship between mathematical and critical thinking skills and academic achievement

In today’s world, it is important for individuals to have critical thinking and mathematical thinking skills, which are high-level thinking skills. In advanced education systems, it is among the important priorities that students not only learn knowledge but also acquire high-level thinking skills. This study aims to examine the relationship between mathematical and critical thinking skills and academic achievements of secondary school students. In the study, relational screening model, one of the quantitative research models, was used. The research was carried out in a province located in the southern region of Turkey in the 2022-2023 academic year with students studying in secondary school (n=346) who were determined by maximum variation method selected from the types of purposeful sampling. Mathematical thinking scale and critical thinking scale was used as a data collection tool. In the process of analyzing the data, one-way analysis of variance and regression analysis techniques were used. According to the research findings, it was observed that there was a relationship between the critical thinking and mathematical thinking skills of the students, both the critical and mathematical thinking skills of the students did not differ significantly according to gender, and the mathematical thinking skills differed significantly according to the grade level. In addition, it was concluded that both mathematical and critical thinking skills of the students increased according to their grade levels. In addition, students’ critical skills and academic achievement together explained 25.0% of the total variance of mathematical thinking skills. In other words, as students’ critical thinking skills and academic achievement increase, their mathematical thinking skills also increase.

Influence of Technology Usage and Metacognitive Awareness on Academic Achievement of Secondary School Students

Influence of Technology Usage and Metacognitive Awareness on Academic Achievement of Secondary School Students

Relationship between Teacher’s Behavior and Academic Achievement of Secondary School Students in Punjab, Pakistan

Relationship between Teacher’s Behavior and Academic Achievement of Secondary School Students in Punjab, Pakistan

Emotional intelligence, self-esteem and gender as correlate of secondary school students’ academic achievement in Anambra State, Nigeria

This study investigated emotional intelligence, self-esteem and gender as correlate of secondary school students’ academic achievement in Anambra State. Three research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study was carried out in Onitsha, and Awka education zones of Anambra State, Nigeria. The design adopted for this study was correlational research designs. The population of the study comprised all the year two senior secondary school (SSS2) students in the 263 public secondary schools in Anambra state. The sample for the study consists of 1,028 students obtained through non-proportionate stratified random sampling technique from 18 secondary schools in Onitsha, and Awka education zones. The instruments for data collection include a structured questionnaire that was used to collect data on the student’s emotional intelligence called Emotional Intelligence Questionnaire (EIQ), a Self-Esteem Inventory (SEI) and Mathematics and English Language Achievement Test (MEAT). The instrument was face and content validated by two experts. The research questions were analysed using Pearson Product Moment Correlation Coefficient (Pearson r) while hypothesis was tested using multiple regression. Results of the research showed that there was a significant relationship between emotional intelligence, self-esteem and gender with academic achievement of secondary school students in mathematics and English language. Based on the findings of this study, recommendations were made. One of the recommendations is that government should organize seminar and workshop for teachers to enable them to understand the concepts of emotional intelligence and self-esteem in order to build their own emotions and that oftheir students.

Разработка базы данных для обработки информации о внеурочной деятельности учащихся средней школы

Basic information systems for the general statistics collecting about students and their grades, about homework have long been widely used as part of the school system. But such systems often do not take into account the needs of teachers and head teachers in the information processing about other achievements of secondary school students, for example, participation in local and regional olympiads, about sports, social and other achievements of students. Knowledge of this information may be necessary both to form a portfolio and to participate in various competitions and events held at the school. In this case, it becomes necessary to create narrowly focused software that allows you to analyze and evaluate the extracurricular activities of high school students. This article describes databases for the information processing about various achievements of secondary school students. Relationships between tables that are part of the database are defined. The developed database allows you to automate the processes of adding, editing and the information searching about the extracurricular activities of students. Opportunities have been implemented, such as, for example, the achievements automatic estimation of school students, obtaining a list of school students with gradation by the number of points, and the statistics providing about the achievements of individual students. After installation and initial configuration, the database does not require additional maintenance. User accounts have been created to differentiate the access rights of different user groups. This approach provides details of security levels, that is, allows you to indicate what exactly the user is allowed.

العوامل المؤثرة في تدني التحصيل الدراسي لدى طلبة المرحلة الثانوية في الأردن الذي فرضته جائحة كورونا وسبل معالجتها

The study aims to determine the factors affecting the low academic achievement of secondary school students in Jordan, which was imposed by the Corona pandemic, and provides ways to address it. It examines the differences in results according to many variables of study. In order to achieve the objectives, two research's tools were conducted. The first method is the questionnaire and the second one is interviews. The methods stratified randomness distributed to 263 teachers and second grade secondary students in Irbid schools. The results of the study showed that the degree of the total arithmetic averages from teacher's point of view is medium. Study shoes also, that the arithmetic averages in the perspective of secondary school, according to student’s degree is also medium. The analysis of the study shows that there is a difference from the point of view of teachers related to the impact of sex in favor of males, and no difference is related to experience. The difference from student's views is related to the impact of sex in favor of males and no difference is related specialization. Both teachers and students agree that there must be communication between the school and the local community. In order to achieve the online learning.

Effect of Real Engagement in Active Problem Solving (REAPS) Model on academic achievements of secondary school students in the subject of Physics

National Curriculum of Physics for grades IX and X (2006) has recommended creating a sense of curiosity and wonder in students by demonstrating an increased awareness about the natural world, creativity, and problem-solving skills. It is also the demand for 21st-century skills. Moreover, by developing this ability in the school years’ students, they may be successful in the coming academic years and in their professional life also. For this reason, many of the models have been used. Hence, the research was conducted to find the effect of Real Engagement in the Active Problem-Solving model on secondary-level students' academic achievements in Physics. Using a Quasi-experimental design, two sections from two public schools were selected. One section from each school was randomly allocated to a traditional and one to a treatment group. Traditional groups were taught by their respective teachers and the experimental groups were treated by the researcher. A test of academic achievement was developed on the concept of mechanics and electrostatics in the 10th-class Physics book published by Punjab Text Book Board Lahore (2020) and administered a pre-test and post-test. Data were analyzed by using a t-test, one-way ANOVA, and MANOVA. It was found that 10th-class students treated with the REAPS model performed better in the academic achievement test in physics as compared to the students taught through traditional methods. So, it is recommended that QAED academy conduct training on the REAPS model may be conducted as it is feasible not only for these topics but also for other concepts and other branches of science. Moreover for Education, may include assessment items for the subject of Physics in SSC examinations so that, these exams may discriminate the students on the basis of higher-order skills.

Study Habits And Academic Achievement Of Secondary School Students

The purpose of this study was to investigation the study habits and academic achievement of secondary school students. The sample of the study comprised of one hundred class VIII students of North 24 Parganas and Hooghly district, West Bengal. To measure the study habits, construct the researcher had employed Govinda and Battina (2020) and the researcher has developed and used Self-made standardized Academic achievement scale with the help of research guide. The collected data were analyzed using statistical tools like mean, standard deviation, t test and Correlation. The findings of the study indicated that significant and positive correlation between study habits and academic achievement of secondary school students.

Social Media Addiction And Academic Achievement of Secondary Level School Students

Traditionally, the concept of addiction is based on a medical model, and it expresses extreme physical or psychological desire and commitment to a physical object. Social media is one of the communication platforms which allows for social interaction and facilitates discussions among its users. The focused of the present study is to examine the level of social media addiction of secondary school students and to make the relationship between the social media addiction and academic achievement of secondary school students. Present researcher followed descriptive survey research design and study mainly based on quantitative method. A total consist of 300 samples of class X was selected through the simple random sampling technique from the district of north 24 pgns. and a self-made questionnaire in five point likert type scale on social media addiction has administered to the target sample for the purpose of data collection. The present study found the three different social media addiction level i.e. no addiction, possible addiction and severe addiction among the secondary school students and study also revealed the gender and location wise significant differences in social media addiction of secondary school students. The major findings of the study revealed a negative correlation between the academic achievement and social media addiction. So, there is a need to see the internet as well as social media as the new object of cognition, neither a concrete artefact nor a visible social partner, but a gigantic virtual complex network henceforth the study is an effort and healthy sign of a new and growing area of research.

Investigation of the effects of secondary school students' psychological resilience and academic grit levels on mathematics achievement

The aim of the study is to examine the achievement of secondary school students in mathematics courses based on psychological resilience and academic grit. In the research, descriptive survey model, one of the quantitative research methods, was used. In this context, data were collected from 204 students studying in secondary schools in the district of Görükle, Bursa, in the spring term of the 2022-2023 academic year. As a data collection tool “Brief Resilience Scale” adapted by Dogan (2015), "Academic Grit Scale" adapted by Sağkal et al. (2020) was used. In this study, students' mathematics achievement was determined according to the grades in the mathematics course at the end of the semester. While analysis of variance (ANOVA) and t-test were used for group comparisons, correlation analysis was used to determine the relationship between psychological resilience and academic grit levels. According to the research results, it was seen that the psychological resilience levels of the students were medium and their academic grit levels were medium. Although there was no statistically significant difference in the evaluations made in the context of mathematics course achievement, it was observed that the achievement of the course increased as the levels of psychological resilience and academic grit increased. In terms of different variables, it was seen that academic grit levels did not differ according to gender. It was determined that the psychological resilience levels showed a statistically significant difference according to the gender variable and the psychological resilience of male students was higher. It was observed that the levels of psychological resilience and academic grit did not differ according to grade levels. t was determined that there was a positive and moderate relationship between the mathematics course achievement of secondary school students and their levels of resilience and academic grit, and a positive and moderate relationship between their levels of resilience and academic grit.

Effective Use Of Chemical Games: A Panacea To Difficulties In Learning Chemistry Concepts In Secondary Schools

Abstract nature of chemistry concepts may have contributed to difficulties in learning chemistry concepts among secondary school students. This study explores how the use of chemical games can convey understanding of chemical concepts to secondary school students. The study therefore focused on the effect of teaching chemistry concepts with the use of games on the achievement of secondary school students. A sample of 40 students was randomly selected from a population of 78 chemistry students of Federal College of Education (Technical) Omoku, Rivers State, Nigeria. The sample was grouped into ‘A’ (experimental) and ‘B’ (control). Solutions were proffered as to the levels of achievements of students taught with chemical game (group A) and those taught without chemical game (group B)Data collected from the tests administered were analyzed by the use of arithmetic mean and t- test of significant difference between two independent group means at 5% level of significance with 38 degrees of freedom and critical table value of 2.021. Results revealed that group A (experimental) performed relatively higher than group B (control) and there was a significant difference between the two groups. Results were discussed while suggestions and recommendations for future research were made.

Effects of Formative Assessment with Feed-Back on Achievement of Secondary School Students in Economics in Jaba Local Government Area of Kaduna State

The study examined the effect of formative assessment with feedback on students’ performance in economics in Kaduna State, Nigeria. The study adopted a quasi-experimental research design in which three research questions guided the study with three corresponding null hypotheses. A population was made up of eleven government secondary schools in Jaba Local Government Area of Kaduna State, with a total of 1,780 SS II students offering economics. Two intact classes with 97 students in the two selected schools were used as a sample for the study. The instrument used for data collection was the Economics Achievement Test (EAT), which was subjected to scrutiny by experts in economic education, research, measurement, and evaluation from the University of Jos. The test-retest reliability method was used to establish the stability of the instrument, and a reliability coefficient of 0.83 was obtained, which showed that the instrument was reliable for the study. The research questions were answered using the mean and standard deviation, and ANCOVA was used to test the null hypotheses at a 0.05 level of significance. The finding revealed that students’ achievement in economics improved after exposure to formative assessment with feedback. It was recommended that school administrators, in collaboration with economics teachers, develop a standard formative assessment template for use by other economics teachers in schools.

Relationship between Success Attributions and Academic Achievement of Secondary School Students in Anambra State, Nigeria

The study focused on the relationship between success attributions and academic achievement of secondary school students in Anambra State. Six research questions and six null hypotheses guided the study. Using a multi-stage sampling technique, the study adopted a correlation design with a sample size of 600 senior secondary two students drawn from the population of 11,417 co-educational students. The instrument for data collection was the Students’ Attribution Style Questionnaire. Students’ Achievement Scores were used to obtain students’ academic achievement. The reliability of the instrument was established using the Cronbach Alpha method, which yielded a reliability of .84. The Pearson Product Moment correlation was used to answer the research questions, while the t-test of the significance of the correlation was used to test the null hypotheses at a .05 level of significance. Findings from the study revealed a medium positive correlation between attributions and academic achievement scores of students with internal success attributions. Also, the finding revealed a significant relationship between attributions and academic achievement scores of students with internal success attributions. Based on these findings, it was recommended that teachers always emphasize the effort to adopt the success attribution approach in the learning process as the basis for students’ success in their academic activities and also improve the learning environment to minimize environmental constraints.

SOCIAL ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS

SOCIAL ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS

School Environment: Implication for Pedagogy and Quality Assurance in Social Studies Classroom in Nigeria

The study examined the influence of School Environment on academic achievement of secondary school students in Social Studies: its implication for pedagogy and Quality Assurance in Social Studies classroom in Ekiti State Nigeria. The study was a descriptive research design, comprised of all the secondary school students in Ekiti State as the population. The sample of 200 students was drawn from 10 schools in 2 local government Areas of Ado and Irepodun/Ifelodun, using the simple random sampling technique. The instrument used for the study was a self-designed questionnaire, validated by experts, with reliability coefficient of 0-90. Data collected were analyzed using percentage, mean and chi square for two research questions and two hypotheses. The findings revealed that the quality of the physical school environment with regard to school building and school facilities have significant effect on academic achievement of students in Social Studies classroom. Based on the findings of the study, the implication of good and rich school environment was discussed in line with Pedagogy and Quality Assurance. Recommendations were made to schools, and government at all levels.

Self-esteem and Locus of Control as Correlates of Academic Achievement among Secondary School Students in Anambra State, Nigeria

Aim: The present study aimed at the correlation between self-esteem, locus of control and academic achievement of secondary school students in Mathematics.
 Study Design: Correlation Survey Research Design.
 Place and Duration of Study: The study was conducted among senior secondary school students from the six education zones in Anambra state.
 Methodology: This study was conducted among 18,297 senior secondary school students from the six education zones in Anambra state. The multistage sampling procedure was adopted to select a sample of 895 SS II students from Awka education zone. The instruments for data collection were; the self-esteem scale developed by Hare in 1975, the locus of control scale developed by Aston Trice in 1985. These instruments were examined and its usability and validity in Nigeria reported. The student’s terminal results in mathematics were gathered in order to measure student’s academic achievement scores in mathematics. The reliability of the instrument was as follows The Hare self-esteem scale was subjected to a test-retest reliability and indicated a good stability r = .56 to .65 for the three sub-scales and r = .74 for the general scale. The administration of the instrument was done through direct delivery approach. By this method, copies of the questionnaire were distributed personally to the respondents (SS II students) by the researcher with the help of the regular teachers from each school sampled, the teachers will be trained and enlightened on the research assistant’s role. Data relating to research question 1 and 2 was analyzed using Pearson product moment correlation coefficient, while research question 3 was analyzed using simple regression analysis. The research hypotheses raised were analyzed using multiple regression analysis. Multiple regression analysis determined the R, R – squared and R2 adjusted. The significant value on the coefficient table was used to test hypotheses 1 – 4, while the R, R – square and R2 adjusted coefficients were used to establish the percentage correlation among self-esteem, locus of control and academic achievement.
 Results: The study shows that a moderate positive relationship of 0.544 exists between male secondary school students’ self-esteem and their academic achievement in Mathematics. The study also revealed that, there is a significant relationship between self-esteem and academic achievement of male secondary school students in Mathematics in Anambra State. Also, a low positive relationship of 0.336 exists between male secondary school students’ locus of control and their academic achievement in Mathematics. There is a significant relationship between locus of control and academic achievement of male secondary school students in Mathematics in Anambra State. The results also revealed a moderate positive relationship of 0.562 exist among secondary school students’ self-esteem, locus of control jointly with their academic achievement in Mathematics, similarly, there is a significant joint relationship among secondary school students’ self-esteem, locus of control and gender with their academic achievement in Mathematics.
 Conclusion: Based on the analysis, it was concluded that, the absence of self-esteem and locus of control among students can lead to early discouragement, and in turn propel/ lead to poor academic achievement in core subjects despite the relevance of these subjects to academic growth and development. This can result in lack of interest and perseverance at school tasks, and ultimately, they may find it easier to avoid potential damage that might occur due to attributing failures to their own fault or ability.