Government Schools Research Articles

Effectiveness of Early Childhood Education on Student Learning Outcomes in Tehsil Rahim Yar Khan

The research aims to determine the association between Early Childhood Education (ECE) and mental, societal, and emotional development. The objectives of this study are: 1) To assess how well ECE affects the students' learning results. 2) To promote the holistic development of a child. 3) To investigate issues and also create suggestions about the execution of ECE programs. 4) To increase the literacy rate and decrease the dropout level. 5) To encourage a child’s curiosity about his/her environment. A descriptive quantitative design was used for this study. The hypotheses predict a positive effect of ECE on learning outcomes. The results support the hypotheses, showing a significant positive impact of ECE on Student Learning Outcomes (SLO) and improved cognitive, communal, and demonstrative development. The population of this study is all ECE government schools of Tehsil Rahim Yar Khan. 140 ECE schools were selected using a simple random sampling technique. ECE teachers, ECE caregivers, and head teachers were selected from each school and 420 (male and female) individuals participated as a sample. For data collection, one self-structured questionnaire was used which consists of 65 items. After data collection, it was examined with the help of SPSS. The findings suggest that effective ECE is crucial for enhancing SLOs. It is strongly associated with successful learning outcomes for students and plays a vital role in a child’s entire life. ECE creates an environment that develops interest, boosting children to discover learn, and grow. ECE also encourages inspiration, imagination, and investigation crucial for lifelong learning.

Difficulties faced by Novice School Principals at Irbid Governorate Schools and the degree of effectiveness of strategies that they use to counter them

This study aimed at identifying the difficulties faced by novice school principals at schools of Irbid Governorate, and the degree of effectiveness of strategies that they use to counter them, in addition to determining whether or not there are statistically significant differences that could be attributed to the demographic characteristics and organizational variables. The study applied the descriptive methodology. A two-part questionnaire composed of (45) statements, was administered to (243) novice principals after verifying its validity and reliability. The findings revealed difficulties with different levels of acuity, and that novice principals use strategies with different levels of effectiveness. Only one statistically significant difference was revealed and could be attributed to level of school in favor of secondary schools. The study recommended that the first-year post appointment be considered as a part of to the induction period; linking training of novice principals to the strategy of the Ministry of Education and replicating the study in other governorates.

Student Dropout: The Case of Government Schools in South Ethiopia Region

Attainment of targets set to control dropout was by far behind in the government schools in Ethiopia. Thus, this study was designed in order to address student dropout experienced in the study area. The study employed mixed research method and parallel convergent design. Data were collected from students, teachers, parents and related stakeholders. The quantitative data were analyzed using mean, independent samples t-test and pearson’s correlation, whereas the qualitative ones through narration. The study revealed that the overall dropout status was moderate yet varying with the types of the community’s economic activity. Factors of dropout among the pastoralist community and that of agrarian and cash crop production areas also vary accordingly. Thus, developing community engagement project involving essential collaborators was suggested for intervening with the challenges identified. Further rigorous studies need also be conducted to intensify and scale up the impact.

Prevalence of Dental Caries and Oral Hygiene Status of Children Aged 12–15 Years in Government vs Private Schools in Jammu City

Prevalence of Dental Caries and Oral Hygiene Status of Children Aged 12–15 Years in Government vs Private Schools in Jammu City

Association between passive smoking and dental caries status in children: A cross-sectional analytical study.

Several risk factors contribute to the development of dental caries in children, including sociodemographic, dietary, oral hygiene-related and other miscellaneous factors. Maternal smoking was highly associated with dental caries when compared to smoking by fathers or other household members. The aim of the study was to determine the prevalence of dental caries and their association with exposure to environmental tobacco smoke (ETS) among 5- to 10-year-old students attending private and government schools. A cross-sectional analytical study was conducted among schoolchildren. Data was collected from the primary caregivers using a pre-tested form to assess the ETS exposure under 5 domains based on history: antenatal exposure; exposure during the index period; exposure in the school neighborhood; exposure in restaurants/roadside stalls; and exposure in bus stops/railway stations. Dental caries was assessed based on the World Health Organization (WHO) guidelines from 1997. The association was reported using prevalence ratios (PRs) (95% confidence interval (CI)). Data was obtained from 211 schoolchildren attending government (39.8%) and private schools (60.2%). The overall prevalence (95% CI) of dental caries was 49.3% (42.5-56.1%). Among all the risk factors evaluated in the study, exposure to ETS was associated with a significantly increased risk of dental caries. The adjusted prevalence ratio (APR) of ETS exposure varied with the mother's educational status and high sugar exposure, although this was statistically insignificant. The prevalence of dental caries among schoolchildren aged 5 to 10 years in the city was moderate and similar to the national average. Among the risk factors assessed in the study, antenatal exposure to ETS was found to significantly increase the prevalence of dental caries by 41% after adjusting for other factors. Therefore, it is important to educate parents on the causal role of ETS exposure in dental caries.

The Role of Recreational Trips in Providing Educational Values for Female Elementary School Students

This research shed light upon the various recreational values involved and how recreational trips matter in the growth and development of students. The primary school students, specifically the female students, were targeted here, and the discussions were carried out regarding how these recreational trips influenced the performance of the various candidates. This descriptive research was conducted on a group of 797 participants from the government and private schools. The findings of the study indicate that a majority of 51.7% members were found to opt for five or less training courses. And 44.8% of all the members were among those who were interested in Educational courses.

Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students

The logics of policy privatisation in schooling, including decentralisation, school autonomy, and discretionary funding mechanisms, shift responsibility for particular types of students onto individual schools and their staff. Burch (2021) asks to what extent the most disadvantaged students in government schools are able to access services most beneficial to them, under these emerging forms of privatisation. With this question in mind, this paper considers the delivery of English as an Additional Language/Dialect (EAL/D) services under the umbrella of the Queensland Department of Education Inclusion policy, in two Queensland government secondary schools. We tease out how the Inclusive Education (IE) policy, of which EAL/D is a subset, is interpreted and translated (Ball et al. 2012) in the situation of privatisation practices. We found that inclusion was understood as primarily targeted at students with disabilities, and that mainstreaming of all learners was considered unsustainable for teachers. In interpreting and translating inclusion for EAL/D, both schools pushed back against the ‘mainstreaming’ discourse, and instead, EAL/D service was provided through targeted programs, staffed with key specialist personnel. In both cases, privatisation logics enabled the ‘EAL/D aware’ principals to justify and enact specialised EAL/D services. In this policy context, there is a need for widespread professional development to ensure all principals understand and apply appropriate supports for EAL/D learners.

A Study of No-detention Policy on Pre-primary Children of Government School of Tripura State in Relation to Wastage and Attainment Level

This study delves into the ramifications of the No-detention Policy (NDP) on pre-primary children enrolled in government schools within Tripura State, with a particular emphasis on analyzing wastage rates and attainment levels. Employing a mixed-methods approach incorporating surveys, assessments, interviews, and observational data, the research seeks to offer comprehensive insights into how the NDP influences educational outcomes in the pre-primary education sector. By exploring these dimensions, the study aims to shed light on the efficacy of the NDP in fostering educational equity and quality within Tripura's pre-primary schools.

An adaptation of the KidCOPE: the KidCOPE-parent (KidCOPE-P) – a parent-report measure of child coping strategies

ABSTRACT Objective Understanding how children cope is an important factor in investigating the impact of adversity on child development. With children increasingly experiencing adverse situations – such as the COVID-19 pandemic – having methods of assessing coping strategies is an essential step in supporting self-regulation development. Parent report is a common method of measuring child outcomes, as parents observe children across a range of settings. Thus, the goal of this study was to investigate the reliability and validity of the KidCOPE-Parent form – an adaptation of the original KidCOPE self-report. Methods A sample of 253 children, aged 6–7 years old, across 19 government and catholic schools in Melbourne, Victoria. Results Findings indicate that a two-factor model best fits the data, with the KidCOPE-P demonstrating moderately acceptable reliability and validity. There were some differences in mean scores reported between males and females for items relating to problem-solving, social support, and resignation coping strategies. Conclusion Overall, the KidCOPE-P is moderately suitable for assessing children’s coping strategies, as observed by a parent. Future research is needed to replicate these findings and continue to explore the KidCOPE-P’s reliability as a parent-report measure of child coping strategies.

Examining the Backpack Weight Relative to Students' Body Weight Among Urban and Rural Schoolchildren: A Cross-Sectional Study.

Background Schoolbags or backpacks have been an essential part of the education system for a long time. However, a hefty backpack causes the child to arch the back excessively or bend their head and trunk forward to withstand the weight of the schoolbag. If the student carries the backpack on one shoulder, he/she bends to the opposite side to compensate for the extra weight, which may damage the shoulders and spine. Considering these factors, the main aim of this study was to investigate the percentage of backpack weight in proportion to the student's body weight regarding the new guidelines among urban and rural schoolchildren aged 12 to 15 years in Bangalore, Karnataka. Methodology In southern India, over a year, a cross-sectional study was conducted with 500 students who voluntarily participated after providing written consent. They completed a questionnaire, underwent vital and anthropometric measurements, and had their weights measured, including the weights of their backpacks. Sample bags were inspected to determine contributing weight factors and evaluate adherence to timetables. Results The average weight carried by children of all ages was 6.53 kg, averaging 13.53% of their body weight. Among males, the percentage carrying backpacks weighing over 10% of their body weight was 80.9%, while among females, it was 85.7%. Of all the males carrying bags weighing more than 10% of their body weight, 67.7% attended government schools, while 32.3% attended private schools. Among females studying in government schools, 63.6% carried backpacks weighing more than 10% of their body weight, while among those in private schools, 36.4% carried bags exceeding that weight. Conclusions The study concluded that despite regulations being implemented on backpack weight for children, a significant number still carry bags exceeding 10% of their body weight among both urban and rural school children. This could elevate pressure on neck and back muscles, leading to excessive fatigue and potential damage to the skeletal system, ultimately contributing to spinal deformities.

Evaluation of an intervention package to reduce occupational stress among secondary school teachers: a cluster randomized study

Introduction: Prevalence of occupational stress (OS) among seconda ry teachers in the district of Colombo, Sri Lanka was found to be 83.4% in 2017, indicating the need for an intervention t o prevent its effects. Objectives: To evaluate the effectiveness of an intervention to reduc e OS among secondary teachers in Sinhala medium government schools in the district of Colombo Methods: A cluster randomized trial (SLCTR/2019/017) used cluster s of 10 secondary schools in Colombo District, which were assigned randomly to intervention and control arms; each ar m had 300 teachers. A package of nine-sessions of cognitive behavioural (CB) and relaxation technique-based activities designed through evidence generated in a systematic review was delivered as interactive group sessions over a period of si x months. Effectiveness of the intervention in reducing OS was assessed after four weeks using multivariate Generalized E stimating Equation analysis. Reducing psychological distress and adopting healthy lifestyles were assessed as secondary out comes of the intervention. Results: Intervention was significantly effective in reducing OS (OR=0.3; 95% CI=0.2, 0.5), psychological distress (OR=0.03; 95% CI=0.01, 0.07) and smoking (OR=0.09; 95% CI= 0.01, 0.7) among the teachers. It also significantly increased the knowledge about OS (OR=0.6; 95% CI=0.5, 0.7), hea lthiness of diet (OR=0.3; 95% CI=0.2, 0.4), level of adequate physical activity (OR=3.2; 95% CI=2.1, 4.9) and effecti ve coping of OS (OR=0.2; 95% CI=0.17, 0.3). The relative risk reduction (RRR) of OS with the intervention remained at 22.6%, the absolute risk reduction (ARR) was 19.4% and the number needed to treat (NNT) was five. Conclusions & Recommendations: The intervention package wa s highly effective to reduce OS among secondary teachers and is recommended to be incorporated to the basic training of teachers or implemented through the school health programme.

Impediments to the democratic participation of foreign nationals in public-school governance

In their efforts to promote the constitutional values of equality, human dignity and freedom, public-school laws and policies emphasise non-discrimination in the admission of learners and democracy in the professional management and governance of public schools. The democratisation of post-apartheid public schools must comply with democratic participation and representativity. Whereas democratic participation can be realised through the exercise of active voting rights, democratic representativity can be achieved through the exercise of passive voting rights. Accordingly, this article explores notions of democracy, non-discrimination, and representativity so as to examine and highlight factors that may restrict or inhibit the participation of foreign nationals in school governing body elections. The active and passive voting rights of foreign nationals are discussed from constitutional and statutory perspectives.

The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources

High school students need support learning to evaluate online information. Scholarship in the last several years has explored how to provide this support via lessons that explicitly teach evaluation strategies. In this study, we analyzed classroom conversations in two high school government classrooms during lessons that taught lateral reading, the strategy of leaving a website or post to investigate its source via external resources. Although lessons taught students to read laterally, they did not directly introduce factors that influence the credibility of a source, especially its expertise and trustworthiness. In the absence of such an introduction, we found that students frequently based their evaluations on a single facet of trustworthiness: a source’s perspective. Further, students commonly determined a source’s credibility not based on its expertise and trustworthiness but instead through factors like a website’s contents, URL, or popularity. This study suggests that students need more support understanding what makes an online source credible and more practice examining the full range of elements that contribute to a source’s credibility, from credentials and experience to conflicts of interest. Further, teachers need support that helps them plan for and provide this kind of practice.

The Interplay of School Governance, Resource Management and Participatory Decision-Making for School Performance Optimization

The Interplay of School Governance, Resource Management and Participatory Decision-Making for School Performance Optimization

Computer Assisted Instruction (CAI) With Animation in Biology Curriculum Delivery: A Panacea for Students Achievement and Motivation

Students derive enjoyment from learning when it incorporates engaging activities, particularly when the level of abstraction is kept to a minimum. Utilizing information and ICT tools in educational settings serves as one approach to achieving this goal. Therefore, this research explores the efficacy of CAI featuring animation in the delivery of Biology curriculum, aiming to enhance student achievement and motivation. Employing a non-randomized experimental design with pretest and posttest measures, the study targeted a population of 9,780 SSII Biology Students across 222 government-owned secondary schools in Delta South Senatorial District, Delta State, Nigeria. A sample of 207 SSII students was selected from four secondary schools using simple random sampling techniques, facilitated by balloting with replacement. The study utilized the Biology Achievement Test (BAT) and Computer Animation Instructional Package (CAIP) as research instruments, both validated by three experts in Science Education and Measurement and Evaluation to ensure face and content validity aligned with the study's objectives. The reliability of the BAT instrument was assessed through administration to 30 biology students, yielding a reliability coefficient of 0.81 using the Kudar-Richardson formula 21. Both the experimental and Non-intervention groups underwent administration of the BAT instrument, with the intervention group subjected to biology curriculum through CAI animation, while the Non-intervention group received instruction without animation. Data analysis employed descriptive statistics (mean and st.d) alongside inferential statistics, specifically t-tests at a critical value of 0.05. The study's primary findings highlight a substantial disparity in achievement between students subjected to biology curriculum with CAI animation paralleled to those without animation, with the former showing higher performance. Additionally, a notable gender disparity emerged, favoring female students in the group subjected to biology curriculum with CAI animation. The study acclaims, among other measures, the development of additional biology software packages employing CAI with animation for integration into Nigerian school curricula, calling for collaboration among government bodies, educators, and school administrators to facilitate this endeavor.

EXAMINING THE ONLINE LEARNING CHALLENGES AND ITS RELATIONSHIP ON LEARNING PERFORMANCE: CASE AT SELECTED SCHOOLS

This study aims to investigate the challenges derived from implementing online learning and its effect on students' learning performances. The key challenges mentioned in this study were the learning resources, learning environment, self-discipline and technological sufficiency. In specific, it is to assess the relationship between the selected independent variables i.e. the key challenges with the dependent variable (learning performances). Research suggests that online learning has been shown to increase retention of information among students and consume less time. It is the objective of the researcher in this study to illustrate and present the effectiveness, relevancy and applicability of online learning as an alternative to sustainable education in government schools. Although quite a number of studies have been performed and some researchers have delved deep into their interest in investigating these issues, however, researchers still found limited information from online learning specifically on the challenges which crucially affect students’ learning performance. To achieve this goal, a total of 210 samples of students from two government secondary schools have been taken into consideration, and (from SMK Baru Bintulu and SMK Bintulu). The data collection technique was carried out by distributing questionnaires and all data were gathered, processed and analyzed using statistical technique SPSS version 26. The descriptive analysis was used to gauge various responses across various dimensions such as in the respondent’s demographic information, additionally, inferential analysis was mainly for examining the relationship between the challenges (learning resources, learning environment, self-discipline and technological sufficiency) and student’s learning performance. The results revealed learning environment challenge is the strongest predictor in influencing student’s learning performance with unstandardized coefficients, β = .356, t = 4.726 p <.05, followed by self-regulation challenge with β = .316, t = 4.182, p <.05. The most significant contribution of this study is that it explores for the first time the investigation of challenges and effect of online learning on students’ learning performance among students at government schools, this has brought a crucial impact and pushed to the government to take immediate action regarding the matter.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0118/a.php" alt="Hit counter" /></p>

Mapping the discursive formations of ‘effective’ school governance and the role of parents

ABSTRACT Discourses concerned with responsibilisation and expertise have seen the ascendency and fall in who is positioned to do ‘effective’ school governance and what that ‘doing’ is. Using the four phases of the moon as a metaphor I map the discursive formations of ‘effective’ school governance and the relational structuring of parents. This mapping exercise, through a simple metaphor, has produced a heuristic construct through which questions can be asked of the field of school governance and an analytical construct to use in our thinking about school governance across other cases. By thinking with Foucault’s concept of power/knowledge, to interpret this mapping of discourse strands, I have revealed the interrelationship between discourse strands and the increasing invisibility of parents in a context of corporatised school governance and the waning of democratic structures in school governance.

THE ROLE OF SCHOOLS IN MENINGOCOCCAL CARRIAGE AMONG ADOLESCENTS AND YOUNG ADULTS IN SOUTH AUSTRALIA.

Neisseria meningitidis carriage peaks in adolescents. This secondary analysis of a randomized controlled trial (NCT03089086) assessing 4CMenB herd protection in South Australia ("B-Part-of-It" study) explored school attributes linked to baseline carriage in 34,489 adolescents prevaccination. Carriage was higher in students attending single-sex [adjusted odds ratio (aOR): 1.49; 95% confidence interval (CI): 1.14-1.93], boarding (aOR: 1.92; 1.13-3.27) and government schools (aOR: 1.32, 1.09-1.61).

Structure and Functions of Student Councils in Secondary Schools in Kericho County, Kenya

In Kenyan secondary schools, student conflicts pose significant challenges in the 21st century. This study aimed to evaluate the structure and functions of student councils in secondary schools in Kericho County, Kenya, based on the functionalism theory. The evaluation research design was employed, targeting students, teachers, and school principals, school boards of management, County director of education, and sub-county directors of education in Kericho County. A combination of probability and non-probability sampling techniques was used to select 568 respondents, including 384 students, 120 teachers, and various school administrators. Data was collected through questionnaires, interviews, and focus group discussions. Quantitative data was analyzed using descriptive statistics, presenting frequencies, percentages, mean, and standard deviation. Qualitative data was analyzed through data coding and narrative analysis, presented using graphs, charts, and tables. Results showed that 81% of respondents indicated the student council was elected by students, although the administration had significant input. Only 16% agreed that there was no administration interference in the council formation process. Most student councils (47%) comprised 21-40 prefects, with only a few (10%) having 1-20 students. Regarding effectiveness, 68% of respondents were comfortable with the council's performance, while 20% believed it was too large to be effective, and 12% considered it too small. In conclusion, the student council structure allows for effective discipline management and conflict resolution. However, the administration's influence in council formation affects its perceived efficacy, leading to student perception of loyalty to the administration. The study recommends government intervention to limit administrative interference in student council formation, fostering true democratic processes in school governance.

Assessing the Impact of the No - Detention Policy on Wastage and Attainment Levels among Pre - Primary Children in Tripura's Government Schools

Assessing the Impact of the No - Detention Policy on Wastage and Attainment Levels among Pre - Primary Children in Tripura's Government Schools