Government Schools Research Articles

Analyzing Teachers' Attitude towards Integrating Technology in Teaching and Learning

An attempt has been made to investigate the technology acceptance in teaching in relation to attitude of school teachers'. The focus of the research is to-evaluate the school teachers' attitude towards technology acceptance in teaching; find the difference in female and male school teachers' attitude towards technology acceptance in teaching. Method used for data collection was descriptive survey. A sample of three hundred and four school teachers (comprising of 151 female and 153 male school teachers) was drawn from eighteen government school (six districts namely Samdrup Jongkhar, Pema Gatshel, Tashi Gang, Tashi Yangtse, Mongar and Lhuntse of Bhutan) of Eastern Bhutan through convenience sampling. The objective and hypotheses of the study have been tested by using mean, standard deviation, frequencies, percentages and z'-test. Results revealed that 1) majority of school teachers have positive (highly favorable and favorable) attitude towards the technology acceptance in teaching; and 2) Attitude of female and male school teachers towards technology acceptance in teaching do not differ significantly from each other. Female and male school teachers have favorable attitude, to equal extent or degree, towards the technology acceptance in teaching.

Teaching Parts of Speech to Eighth-Grade Students in Government School in Sulakkal, Pollachi District

The educational landscape continually evolves, demanding a nuanced understanding of students' language needs and effective methodologies for instruction. Teaching parts of speech poses inherent challenges, especially in diverse educational settings. This research paper aims to shed light on these challenges, providing insights into the nuanced aspects of teaching parts of speech in Sulakkal. The research employs a questionnaire to discern the English language learning needs as perceived by teachers. The survey garnered participation from ten government teachers, providing valuable insights into their perspectives on the matter. Percentage analysis and graph presentation of the questionnaire are used to analyse and interpret the primary information. The study concludes by giving suggestions to teachers regarding classroom management.

A study of behavioural problems in school going children in Wardha

Introduction Behaviour problems like hyperactivity, lack of focus, temper tantrums, aggression, disobedience, conflicts with peers, nail-biting, thumb-sucking, and insomnia can happen during childhood or during the formative years of human development. The behavioural problem might not yet be categorised as a mental disorder, but it could develop into one. Although it could be challenging to spot these problems in young children. Schools are places where kids spend a lot of time and are active. Therefore, schools are the finest setting for young children’s mental and physical growth. Objective The study objective is to assess the prevalence of the behavioural problems among school-going children. Methods This cross-sectional observational study will be conducted on school going children in government school using a questionnaire, (which include questions based on socio-demographic and child behaviour characteristics). Sample population involved 172 school-going children aged 15-18 years old. Data will be collected by Google Form (using as a data collection tool) and Microsoft Excel (MS Excel 2010) will be used for the analysis. Study implication Study interest will be identifying the factors influencing behavioural change in school-going children and to develop an intervention program to address these issues and development of effective interventions targeting behaviour-related problems in school-going children.

From classrooms to controllers: how school closures shaped children's video gaming habits

ObjectivesThis study aimed to assess the impact of COVID-19-related school closures on screen time and video gaming habits among governmental school students in Qatar and explore the prevalence of Internet Gaming Disorder (IGD) within this context.MethodsA cross-sectional approach was employed, spanning two months from June to August 2022. A random sample of students aged 8–15 years was drawn from the national electronic health record system of Qatar. Telephone interviews with parents were conducted to collect data. The Parental Internet Gaming Disorder Scale (PIGDS) was used for IGD assessment.ResultsOf 428 parents, 257 (60%) confirmed their child's engagement in video gaming during school closures. Participants averaged 11 years in age with 92 (35.8%) females and 165 (64.2%) males. Nationality included 62.6% expatriates and 37.4% Qatari locals. Average weekly screen time increased significantly from 19.7 ± 10.1 h to 31.9 ± 12.6 h during closure (p < 0.001). Video gaming time rose from 8.6 ± 8.6 h to 13.0 ± 12.4 h per week (p < 0.001). The prevalence of IGD was 8.6% (95% CI 5.4–12.7). Male students, expatriates, and those reporting increased video gaming time were more likely to develop IGD than their female and local counterparts.ConclusionThe observed associations between video gaming increase and IGD highlight the need for focused interventions to address potential risks and promote healthier digital habits among this population.

Correlates of loneliness and dissatisfaction following SARS pandemic lockdown: Child and parent perspective.

Background Studying loneliness among children is important because it causes much social pain and is considered to be a risk factor for many mental and physical problems. Methods We did an online survey between July and September 2020 among students and their parents from a cluster of government and private schools chosen from north, south, east and west of Chandigarh. The survey consisted of child and parent versions of the Loneliness and Social Dissatisfaction Questionnaire, Parent-Child Relationship (PCR) Questionnaire and Conflict Behaviour Questionnaire SF. Parental distress was assessed using the Depression, Anxiety and Stress Scale-21. Results The majority of children and parent participants reported high loneliness and dissatisfaction among children. A significant positive association was found between children and parent reported loneliness and dissatisfaction, and between child reported PCR and parent perception of PCR. A child's appraisal of her loneliness had a significant negative association with depression among parents. Parent's perception of child loneliness and dissatisfaction was negatively associated with PCR and parental anxiety. High loner boys reported poor quality of relationship and more conflicts with their parents than girls. Children who share cordial relations with their parents had fewer conflicts and also scored low on loneliness. Conclusion These results suggest that the issue of loneliness and dissatisfaction among children has attained epidemic proportions in the Covid-19 era, and active interventions are needed to safeguard the mental health of children. Our study emphasizes the need to plan guidance strategies with a joint effort of schools and families to strengthen within family relations of children.

Menstrual health and hygiene knowledge among post menarche adolescent school girls in urban and rural Tanzania.

Adolescent girls' capacity to lead healthy lives and perform well in school has been hampered by their lack of awareness about menstruation and the requirements for its hygienic management. Lack of enabling infrastructure, improper menstrual supplies, and limited socioeconomic support for good menstrual health and cleanliness are characteristics of schools in Africa South of the Sahara. We evaluated school-age girls' knowledge of menstrual hygiene and identified bottlenecks that could affect policy and programming for menstrual health and hygiene. A school-based cross-sectional study involved 8,012 adolescent school girls in the age group of 11-18 years (mean age = 14.9 years). The study evaluated students' knowledge of menstrual health and hygiene (MHH) from the viewpoints of schools and communities using a combination of qualitative and quantitative approaches. Data was collected using self-administered surveys, focus group discussions, in-depth interviews, and site observations. Girls' older age (AOR = 1.62, P 0.001), having a female guardian (AOR = 1.39: P = 001), and having a parent in a formal job (AOR = 1.03: P 0.023) were positively associated with Menstrual health and Hygiene Knowledge. MHH knowledge levels varied significantly between girls attending government (53.3) and non-government schools (50.5%, P = 0.0001), although they were comparable for girls attending rural and urban schools. Only 21% of the study's schools had at least one instructor who had received training in MHH instruction for students. We have established that the majority of adolescent girls in schools have inadequate knowledge on menstrual health and hygiene, and that school teachers lack the skills to prepare and support young adolescents as they transition into puberty. Concerted actions aimed at building supportive policy are paramount, for school-aged teenagers to learn about and reap the long-term advantages of good menstrual health practices.

Planned Innovation in Improving the Quality of Islamic Education Management

This study analyzed planned innovation to improve the quality of Islamic education management at SMA MTA Surakarta boarding school. It was conducted using a qualitative approach and a case study method to explore and understand information from taking steps to improve strategies of quality education management. The information was analyzed by (a) processing and preparing information for analysis; (b) reading all the data; (c) describing the setting (domain), people (participants), and categories; (d) presenting descriptions in qualitative narratives/reports; and (e) making interpretations. This study showed that 1) to increase teachers’ competency. 2) educational innovations at SMA MTA Surakarta include: a) strengthening boarding school governance b) Strengthening the character of the school community c) Innovation in education management, d) Innovation in increasing the competence of teachers and schools e) Innovation in facilities and infrastructure f) Innovation in developing students’ soft skills to provide students with provisions so they can adapt to the demands of developments in science and technology. The forms of activity are very varied. As an Islamic Educational Institution, it should implement strategic management that is systematic, consistent, programmed, comprehensive, and sustainable.

Academic Stress and Socio-emotional School Climate: A Study of Secondary School Students

Academic stress is a serious problem among secondary school students because they have lots of stress from their school climate. Teachers do not try to understand their problems. School administrations set highest targets for students. This study focused on the relationship between academic stress and socio-emotional school climate among secondary school students and differences in groups. The researcher conceded out the sample of 400 male and female students of government and private schools from state Punjab district Gurdaspur. Coefficient of correlation was used to check the relationship between both the variables and t-test for differences in groups by the researcher. The results revealed that there exists negative correlation between academic stress and socio-emotional school climate. It showed that if school environment is good then students will not have academic stress but if school climate is not good then students will have academic stress. The results also revealed that (i) female students take more academic stress than male students; (ii) private school students have more academic stress than government school students; (iii) government schools have more favourable socio-emotional school climate than private schools.

Unintended consequences of school accountability reforms: Public versus private schools

In this paper, we show that the public provision of information on Australian schools’ average national test score outcomes via the My School website, launched in 2010, resulted in poorly performing schools testing fewer students in subsequent years. This increased non-participation in testing was driven primarily by formal parental withdrawal, and poorly performing students were much more likely to be withdrawn from testing. This phenomenon is consistent with schools attempting to ‘game’ the system to improve published test scores. We also provide weaker evidence that withdrawal responded more strongly to initial poor performance in independent private schools than in government schools.

Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools

This paper examined the extent and nature of safety for teachers in their different school settings and further underscored the importance of safety for teachers in the school context. The current school environment is violent owing to the increasing lack of teachers’ ability to maintain order in schools due to the uncertain alternatives to corporal punishment. This creates a hostile learning environment that weakens the teachers’ position of power and prohibits them from using their authority and fulfilling their duty to provide learners with compassionate monitoring. A qualitative interpretivist research paradigm was used in this study employing Critical Emancipatory Research (CER) as a research framework. A CER framework aims to strengthen the liberating, enlightening, emancipating, and empowering democratic values of equality and justice among the researcher and the participants in the research setting. A team of four teachers, a principal, and the School Governing Body (SGB) member from each school were purposively sampled to apply the principles of PAR in Lejweleputswa District in the Free State Province in South Africa. A focused group was employed to answer the following questions: What are the perceptions of secondary school teachers regarding their safety in the school setting? To what extent does learners’ violent behaviour threaten teachers’ safety at schools? And, how can teachers be assisted to change their minds regarding Human Rights Education as a tool for peaceful education? Data was analysed thematically. The findings of this research showed that teachers do not feel safe at their workplace, they fear both learners and parents who most of the time come to humiliate them physically and emotionally in front of their learners. The study contributes to a debate on the safety of teachers in schools for professional development. Keywords: Human Rights Education, Teacher-Learner Relationships, Teachers’ Safety, Parental Involvement.

Impact of Parental Unemployment on their Adolescence Children

Introduction: Unemployment means a situation where a person searches for employment but is unable to find work. It is key measure that has impact on economy [1]. Methodology: Convenience Sampling Method was used to collect data from respondents. The sample size was 30. Sampling Tool: Self-Administered questionnaire was given to 30 respondents from government school (Class 10 and 11) Results: Near to half of respondents were of age 16. More than half of respondents i.e. 53.3% were male. Majority of respondent’s father were literate i.e. 86.7%. Two third of respondent’s father i.e. 66.66% were involved in other occupation like private sector where as majority of respondent’s mother i.e. 86.66% were housewife. Forty Percentages of respondents talks to parents about impact of low socioeconomic status on their life with their parents daily whereas 33.3 % of respondent’s didn’t talk to them about the problem. Majority of respondents i.e. 86.66% had no impact on their grade due to their low socio-economic status. More than three fourth of respondents i.e. 73.3% had no impact on social life and 66.7% of respondents have impact on diet and nutrition due to poor socioeconomic status. There was no statistically significant association between parental unemployment and its impact on their adolescence children. Conclusion: More than three fourth of respondents i.e. 73.3% had no impact on social life and 66.7% of respondents have impact on diet and nutrition due to poor socioeconomic status. There was no statistically significant association between parental unemployment and its impact on their adolescence children.

Use of contraceptives and associated factors among male adolescents in rural secondary schools, Coast Region, Tanzania: a school-based cross-sectional study

BackgroundTeenage pregnancy is still one of the reproductive health concerns facing adolescents in Tanzania. The problem has been associated with physiological, psychological, and social changes and increases the risk of unsafe abortion and adverse maternal, fetal, and neonatal outcomes among adolescents. Low utilization of contraceptive methods among adolescents is one of the key causes. The strategy of involving male adolescents in sexual and reproductive health programs can increase the rate of contraceptive use among adolescents, thereby preventing teenage pregnancy.ObjectiveTo examine factors associated with the uptake of contraceptives among male secondary school adolescent students.MethodsThis was a cross-sectional study conducted in rural secondary schools in Kisarawe District, Coast Region, Tanzania. Multi-stage sampling methods were used to recruit participants. Descriptive and multiple regression analyses were conducted to assess the prevalence and factors associated with contraceptive use. 95% confidence interval and p-value < 0.05 were considered statistical significance. Univariate and multivariate logistic regression were tested for the Crude Odds Ratio (COR) and Adjusted Odds Ratio (AOR) respectively.ResultsThe study involved 422 male students with the majority of them 58.1% aged 17–19 years, 50.2% were Muslim, 76.3% were studying in government schools, 62.3% were from households size of 4–6 members, 87.4% were not in a relationship, and 64.2% were living with both parents. Less than half (38.9%) of male students reported ever having sex in their lifetime, and among them, very few (29.8%) used any method of contraceptive. The reported lowest age for the first sex was 10 years. The male condom was the most method used (69.4%) and Pharmacy/Chemist Shops were the common source of contraceptive services (55.1%). Students who had adequate knowledge of contraceptives were more likely to report the use of contraceptive methods compared to those who had inadequate knowledge (AOR = 2.704, 95% CI: 1.220–5.995, p = 0.014). Participants in Private schools were 4.3 times more likely to report the use of contraceptives than those in government schools (AOR = 4.347, 95% CI: 1.758–10.762, p = 0.01). Students in a relationship were 3.5 times more likely than those not in a relationship to report the use of a contraceptive method (AOR = 3.51, 95% CI: 1.421–8.670, p = 0.006).ConclusionThe study found the low use of contraceptives among male adolescents who ever had sex in their lifetime. Thus, it’s suggested that age-tailored comprehensive sexual and reproductive health education should start to be taught from a very young age as adolescents initiate sex at an early age. Also, Teenage pregnancy prevention programs should involve males as the key players during the development and implementation of the program as most of the decisions among partners are from men.

Identifying the top 10 research priorities for the school food system in the UK: a priority setting exercise

IntroductionThe school food system varies widely between schools and across the UK. There is a need to understand evidence gaps in school food research to allow the development, implementation and...

School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes

Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematically reviewed 133 empirical studies focusing on PBA side effects. We provide novel insights into the literature on PBA side effects, generating a better understanding of how and under what circumstances they are more likely to occur and through which mechanisms. In contrast to existing reviews, our research includes country contexts where accountability designs are predominantly low-stakes and challenges dichotomous ways of thinking about PBA systems. It uncovers side effects across diverse accountability frameworks and investigates differences and similarities in the mechanisms driving them.

Doing Rights, Making Citizens

How does the right to education inform respect for citizenship rights, where school education becomes a site of contestation over democracy? Drawing on a review of all documents produced during international reviews of Taiwan’s implementation of the United Nations Convention on the Rights of the Child and interviews with members of high-school student governments, in this article, we demonstrate how local educational systems negotiate to meet international child rights standards. We further argue that experiences of being involved in student governments and human rights review processes empower the students, informing them of a future where they feel relevant and responsible in networking and decision-making. Keywords: civil and political rights; Convention on the Rights of the Child; education reform; right to education; school government; Taiwan.

Attitude of Government School Teachers Towards Including Children with Disabilities in Mainstream Education: A Case Study of Larkana

This study aims to examine attitude of government school teachers towards integration of Children with Disabilities (CWD) in mainstream education. Their perception of the phenomenon, challenges and possible solutions in their views were covered. Qualitative method, particularly case study design, was used for data collection, and its interpretive approach was utilized in order to gain detailed data from the participants. In the case study, a school in Larkana was selected. Utilizing purposive sampling and criterion-based selection, ten teachers from the school were chosen as respondents to obtain data. Out of ten respondents, eight teachers eventually became part of the study, and the data was collected from them. The data collection tools were semi-structured interviews and focus group discussions. The obtained data was subjected to content analysis during which different themes emerged: the establishment of an inclusive school, the role of teachers in mainstream schools to implement inclusive education in schools, and the role of the Education and Literacy Department in establishing inclusive schools. In case the mainstream school is converted into an inclusive school, the respondents were aware of the challenges that they might face and the role that they will have to play concerning differentiation, individualized type of support, and collaboration. Findings revealed that the respondents considered the school unfit for turning into an inclusive school due to missing men and material resources, overcrowded classrooms that will make it difficult to teach children with disabilities, and lack of support from local educational authorities. They recommended contextually responsive support for teachers along with their specialized training, keeping into account the real classroom environment, to successfully convert a mainstream school into an inclusive school. Reducing teacher student ratio and recruitment of teaching assistants were also recommended.

Fear of Missing Out as a Mediating Variable between Social Anxiety and Internet Gaming Disorder among Adolescents in Bisha Governorate Schools

Fear of Missing Out as a Mediating Variable between Social Anxiety and Internet Gaming Disorder among Adolescents in Bisha Governorate Schools

A Selective Counseling Program for Reducing Fear of Missing Out (FoMO) and Its Impact on Decreasing Social Anxiety and Internet Gaming Disorder among Adolescent Girls in Bisha Governorate

This study aimed to investigate the effectiveness of a selective counseling program in reducing the Fear of Missing Out (FoMO) and its impact on decreasing social anxiety (SA) and Internet gaming disorder (IGD) among adolescent girls in Bisha Governorate. The research sample consisted of 22 students from the second grade of high school in Bisha Governorate schools. They were divided into two groups: 11 students representing the control group and 11 students representing the experimental group, who scored highest on the FoMO scale (developed by the researchers) and SA scale (Abdel-Rahman, &amp; Abdel-Maqsoud, 1998), and IGD scale (developed by the researchers). The verbal intelligence test for secondary and university stage (Gaber, &amp; Omar, 2007) was also administered. The selective counseling program (developed by the researchers) was implemented, and the Statistical Package for the Social Sciences (SPSS) version 25 was used for data analysis. The results demonstrated the effectiveness of the selective program in reducing the FoMO, social anxiety, and IGD among the experimental research sample. Additionally, the results showed that there were no statistically significant differences between the mean scores of the pre- and post-test for FoMO scale, SA scale, and IGD scale.

Exploring the role of Mathematics teachers in Secondary-level education in Nepal: A case study analysis on Geometric study within Bagamati province in Nepal

Geometry is one of the major topics of Mathematic education requires hard work and practice to get the desired result in the Nepalese context. This study aims to find out the role of teachers in Geometry teaching at the secondary level within the Government schools of Ramechhap, Sindhupalchok and Chitwan districts respectively. A cross-sectional study was designed to find out the findings of the study. The study was conducted in March 2023 applying various research tools of Questionnaires, FGD, and KII questionnaires. The result shows a trend of education within the Government system is following the national curriculum, and teachers are well aware of the education system trained, educated and holding positions after completing competitive ways that also prove the competent ability of teachers. The teachers are playing a vital role in rural-urban schools in the study area, paying hard times and ongoing providing efforts. However, various social and economic issues are associated with Geometry education, lack of funding and human resources and priorities to mathematics are minimal. Teachers’ skills and efforts are remarkable, additional classes and time-to-time tests are ongoing. The study further concluded mathematics education is no-doubt a challenge in government schools and limited access on human resources among schools with lack of financial support and material-access found limited and insufficient in the present context. Investment on teaching practices with instrumental support and multi sectoral efforts is advised.

Transformative effects of mid-day school meal program in Nuwakot district through Homegrown model: A case study of Nepal

This study aims to explore the roles of various actors in school meal programs in the Nuwakot district, particularly those following homegrown models. A mixed-method research approach was employed, involving 16 government schools (with 64 interviews) from two local governments to understand the program's impact. The school meal program in Nepal has heightened awareness among various stakeholders. Hot meals are prepared and served, with a collaborative effort in line with homegrown models involving parents who play a significant role. Schools, too, contribute significantly to the success of the program. The utilization of locally produced foods has increased, albeit with seasonal variations, and involves farmers and cooperatives. This shift has resulted in changes in dietary practices. The cooperative's role is pivotal in ensuring an ongoing supply of limited school and food items. Local markets play a crucial role in meeting demands for these programs. The local governments' role is vital, requiring a multi-sectoral approach to effectively support and sustain the program.