Government Schools Research Articles

Malaysian youth’s propensity towards ambidextrous learning: an in-depth analysis of behavioural insights dimensions

The aim of this experimental study was to compare the results before and after an intervention that included ambidextrous training to accelerate the enrolment of adolescents in technical, vocational, and educational training (TVET). In particular, the effects of an ambidextrous learning-based training programme on increasing the intention to enter TVET were examined. The independent variables constructed in this study include self-efficacy and TVET knowledge, while the dependent variable is TVET intention. The sample consisted of 480 16-year-old students from government schools in four Malaysian regions selected by cluster sampling. The study used a randomised experimental design with a no-treatment control group. The intervention included training developed as part of Behavioural Insights. Methods of analysis included descriptive and bivariate analysis of mean differences and structural equation modelling to describe the predictive model. The results showed significant differences between the actual and the control groups in terms of post-test results across all factors, including TVET intention, TVET knowledge, and self-efficacy. The structural equation modelling test found that TVET knowledge emerged as the strongest predictor of TVET intention, surpassing self-efficacy. As knowledge about TVET is the most important factor influencing a person’s intention to choose TVET, these initiatives should provide clear and comprehensive explanations of the concepts of TVET, the different TVET clusters available, and the potential career opportunities within these sectors.

Prevalence and Demography of Corporal Punishment: A Study on Middle School Students

The study explores the prevalence of corporal punishment and examines the influence of demographic variables (Gender, Category and Type of schools) on corporal punishment as experienced by middle school students in Rampur Naikin Town of Madhya Pradesh. The study reveals that though corporal punishment is barred in schools in India under Section 17 of the Right to Education Act, 2009, it is still in practice to some extent. Furthermore, it is found that although caste (category) and gender-centric practices are minimal, these practices vary depending on the type of school, with private schools showing a higher prevalence of these detrimental practices compared to government schools. Private schools are perceived to have better education, but whether punishment affects achievement is a bigger question. The results of the study can be used to make policies and strategies to improve mental health and lead to a better life and society.

Preprimary education and early childhood development: Evidence from government schools in rural Kenya

We provide evidence on the link between enrollment in public preschool and child vocabulary, a critical precursor to early literacy. We measure early childhood development among both in-school and out-of-school children in Kenya, allowing us to examine the association between preschool enrollment and cognitive outcomes. Children in our sample are more likely to start school at age three rather than age four if they live within a few hundred meters of the nearest primary school. Three-year-olds living closer to the school also have stronger vocabulary skills, though a similar pattern does not exist among older children. Using proximity to school as an instrument for preprimary enrollment, we find that preprimary enrollment raises mother tongue receptive vocabulary by more than one standard deviation at age three, but does not impact vocabulary at later ages.

Влияние тренинговой профилактической программы среди подростков с целью прекращения буллинга: рандомизированное экспериментальное исследование

<p style="text-align: justify;">Background: Every child deserves to feel secure and has the right to be free of all forms of bullying. Bullying and prejudice should be opposed and resisted to put an end to this destructive behavior. The aim was to investigate the impact of a training prevention program on reducing bullying and prejudice among adolescents at a specific governmental school (103). Methods: The study employed a randomized experimental design, involving 155 middle-level students who were randomly assigned to either an experimental or a control group. Three assessment tools were utilized, including demographic information, the Bullying Amongst Diverse Populations (BADP) evaluation scale adapted from Ishiyama (2006), and the Basic Empathy Scale (BES) developed by Jolliffe and Farrington (2006). The validity and reliability of these tools were assessed, with reported scores of 83.5 for knowledge, 83.7 for skills, 87.8 for efficacy, 84.8 for intervention, and 7.8 for empathy scales. Results: The mean age of the experimental group was 13.52±1.024, while the control group had a mean age of 13.37±1.210. Significant differences were found between the experimental and control groups in the pre-and post-test assessments regarding knowledge, attitudes, affective and cognitive domains, as well as total empathy, with a significance level of P<0.05. However, no significant differences were observed in terms of witness communication skills and bullying intervention ability. Conclusion and recommendations: The study demonstrates the effectiveness of interventions aimed at reducing bullying and prejudice. It highlights the importance of providing training programs to vulnerable students in schools as a key component for success. Therefore, it is recommended to implement a comprehensive "No Bullying and Prejudice" policy across all schools and establish laws that address harmful behaviors to ensure the safety and well-being of children.</p>

Charter school reform in Abu Dhabi: policy borrowing, translation and frenemies

ABSTRACT This research investigates the implementation of charter schools in Abu Dhabi in the United Arab Emirates (UAE) and the effects of this policy change on education workers. Operation by for-profit education management organisations shifts the government policy on UAE national students, changing the education governance of the government system to be more like that of local international schools. This research aimed to understand the reform based on the experiences of charter school administrators, schoolteachers, charter operator managers, and other stakeholders. The main findings relate to policy translation, policy mobilities, and the complexity of the relationship between for-profit school operators and the government regulator. The importance of this research is understanding how a government school system can be subsumed by an entirely private, for-profit education system.

Global Perspectives on Education: A Cross-Cultural Comparisons in the Philippines and Cambodia

Education is a central pillar for economic growth and societal development in any country. Many developing nations such as the Philippines and Cambodia face extensive barriers in establishing high-quality, equitable education structures to meet the needs of all citizens. The objective of this case study is to offer the examination of education systems in the Philippines and Cambodia and analyzes persistent inequities in access, variable quality and lack of inclusion, especially for remote, poor and minority groups. As methodology, the related information and documents will be collected and reviewed to draw the main constraints, challenges and socio-economic disparities in accessing to the education. Results showed that strategies like decentralized governance, multilingual instruction and community school models that catalyze localized innovation are highlighted as means to enhance access and belonging within wider quality assurance frameworks. The core recommendation promotes integrated community-driven education enabling contextual decision-making on key functions while still meeting national benchmarks. This balances flexibility and consistency. Progressive decentralization stages include localized piloting, legal expansions of school authority, budget direct allocations, integrating informal programs, phased function transfers based on assessments, ongoing monitoring and evaluations driving improvements. Key insights spotlight how innovation and cooperation aid localization that respects diversity while quality depends on appropriate standardization and supports. Based on the comprehensive analysis of the challenges and opportunities within the education systems of the Philippines and Cambodia, a set of strategic recommendations is needed to propose to advance towards more inclusive and community-driven models of education. This approach empowers communities to take ownership over key functions based on contextual needs while upholding minimum quality standards. It balances localization and flexibility with wider systemic consistency.

Typologising the corporatisation of parent roles in the ‘modern’ governance of Multi-Academy Trusts (MATs) in subordinated communities

ABSTRACT This article develops and explores a typology illuminating the types of parent roles in the governance of Multi-Academy Trusts in the corporatised field of school governance and leadership. Policy has positioned parents as objects of managerialist and corporatised practice. This article draws on data generated through observations and interviews with corporate actors and parents from three multi-academy trusts. Such a typology seeks to describe and illuminate how policy and practice entanglements have constructed parent role types as supporters, providers, monitors, local civic knowledge experts, mediators and partners. Thinking with Bourdieu’s concepts of field and capital, I explore how these types support the governance of trusts in the delivery of public accountabilities and management of risk. I make two contributions. Firstly, I provide a typology that can be used to describe and illuminate parent role types constructed in a corporatised field. Secondly, by exploring the typology through the corporatised practices of accountability and risk management, parents are revealed as enablers and products of corporate activity, with role types positioned hierarchically in the field, in dominated positions. This study challenges the homogenisation of the consumer parent relationship with governance as these types are constructed as products and enablers in corporate activity.

The Effect of the Relationship between Principals and School Governing Bodies on Grade 12 Learner Performance

This case study explores the effect of the relationship between the principal of a secondary school within a poor community and the school governing body (SGB) on Grade 12 learner performance. The paper challenges the negative stereotype of the relationship between school principals and SGBs in lower-quintile schools. Much of the literature reports on allegations by principals that SGBs do not contribute to the improvement of schools; rather, they interfere negatively with the management thereof. This paper is couched in the collegial model. Using a single case study, the findings are based on qualitative data collected during interviews conducted with the principal and the chair of the SGB as well as observations in the classrooms and on the school grounds. The study found that there was a good relationship between the principal and the SGB chair. The paper concludes that a harmonious relationship between the principal and the SGB allows the SGB to support the school, resulting in enhanced Grade 12 academic performance in mathematics. A harmonious relationship between the principal and SGB forms the foundation for the academic performance of learners, as the majority of the SGB is represented by parents of the school. The data collected during the research study suggests that the greater school community must ensure that the chair of the SGB and the school principal have a good relationship and that the SGB is supportive of the school in advancing its educational activities.

The relevance of governance, external monitoring, and instructional quality to public-private school differences in student achievement in the Western Chitwan Valley of Nepal: An exploratory analysis

This study uses a theoretical perspective known as organizational institutionalism to explain the higher test scores observed among private school students in Nepal. We argue that the differing “institutional charters” of public and private schools in Nepal result in different forms of school governance, external monitoring, and instructional practice in public and private schools and that these organizational features of schooling affect students’ learning outcomes. Empirical analyses presented in the paper show that public and private schools in Nepal do show expected differences in school governance, external monitoring, and instructional practice, but that only the instructional practice variable positively affects student achievement.

Development of Biology Virtual Laboratory

This paper describes the application of the development of a biology virtual laboratory which will enable students to conduct practicals as many times as they can with no cost in terms of laboratory apparatus and chemicals required for conducting their biology experiments. The development of science and technology, which is increasing fast, requires the world of education to improve the quality of education. Visualization and the conduct of laboratory experiments are the most effective ways to simplify and clarify the comprehension of complex theories. Virtual learning environments provide students with the opportunity to get a better understanding. The intention of this project is to develop a biology virtual laboratory for ordinary-level students that improves the learning achievements of students resulting in better performance, especially in many of the government schools where there is inadequate quality biology laboratories. The project aimed at eliminating constraints on traditional laboratories by coming up with a gaming-like android-based application system with visualization of biology practical for ordinary-level secondary schools mainly in food tests and classifications. Students are able to reconduct the experiments until they catch up with no cost of laboratory apparatus by using the game-like developed application.

Integrating Socio Cultural Theory and Bloom’s Taxonomy to Overcome Xenoglossophobia and Anxiety in English Language Speaking in Sri Lankan Undergraduates

The importance of knowing a second or a foreign language today has become a pivotal factor with regard to education, travel, trade, business, information, communication and most importantly to acquire a recognizable occupation. Even so, obtaining a job related to a graduate’s educational background in the Sri Lankan context at present, is a challenging task. Having realized this, the local government of Sri Lanka have been taking measures in teaching English at local government schools from Grade 3 onwards since 1950’s. Nonetheless, even by the time the Sri Lankan local government school children enter university after engaging in English language learning for over a decade and subsequent to Ordinary and Advanced level examinations, their English-speaking skills stand at a marginal level with traits of xenoglossophbia and anxiety. Thus, the aim of the study is to find out the main factors that influence xenoglossophobia and suggest strategies to overcome them. A sample of 32 Engineering undergraduates from the first year of General Sir John Kotelawala Defence University (KDU) was selected based on purposive sampling technique. The selection process was performed based on an Oral Proficiency Interview (OPI). After having exposed the students to a teaching process for 15 academic weeks, they were re-administered through a post-OPI. The lesson plans were set according to Blooms Taxonomy knowledge-based objectives. Socio-Cultural Theory (SCT) was incorporated when designing the lessons. Data was analyzed via a mixed approach. The findings revealed that the students had increased motivation and confidence to speak English as they were exposed to a gradual process of self-autonomy. Paving way for authentic speaking opportunities via Task Based Activities (TBA) and making students aware of the importance of English language communication for employment purposes from school levels is highly important. Further, teacher, learning environment and material play a considerable role in motivating language learners while self-negativity is a main reason for the majority to possess xenoglossophobia which adversely affects their future employability.

Teachers’ Knowledge And Practice Of Accommodation For Pupils With Visual Impairment In Basic Schools In Owerri North Local Government, Imo, Nigeria

Teachers’ Knowledge And Practice Of Accommodation For Pupils With Visual Impairment In Basic Schools In Owerri North Local Government, Imo, Nigeria

Teachers' perceptions of the barriers to effective teaching in Qatar's government schools

Teachers' perceptions of the barriers to effective teaching in Qatar's government schools

The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools

Contemporary educational reforms emphasise school autonomy, performance-based management, and accountability as necessary policies for attaining improvement goals. Despite their widespread adoption, the configuration and enactment of these policies are discretionary and contingent, deeply influenced by the interaction of local contexts, organisational features, and teachers’ beliefs about policy and pedagogy. Apart from these challenges, schools serving disadvantaged students, often targeted for educational improvement, also struggle with significant organisational constraints and policy overload. This study explores how disadvantaged urban schools make sense of their policy environment and engage with the school improvement mandate through different logics and practices. The analytical framework stresses the policy filtering and adaptation processes that school actors undergo when tasked with multiple implementation demands, and how these interact with school contexts to produce diverse responses. This research is conducted in Catalonia, Spain, and adopts a sequential mixed-methods strategy, relying on interviews with principals and teachers, as well as survey and administrative data. The findings are organised in four ideal types of school responses to the improvement mandate, showing the diverging ways schools engage with policy. Disadvantaged schools exhibit diverse improvement approaches despite sharing structural characteristics, explained by the interaction of contextual factors and organisational characteristics. Each ideal type prioritises different aspects, such as performance, innovation, or inclusive practices. The heterogeneity of school responses highlights the necessity for targeted, context-sensitive support to ensure equitable educational practices.

Learning mathematics with personal mobile devices in school: a multigroup invariance analysis of acceptance among students and teachers

Students’ use of personal mobile devices (PMDs), including smartphones, tablets, and laptops, in mathematics classrooms globally has become feasible due to the implementation of the bring your own device (BYOD) initiatives and policies in schools. Students’ academic use of PMDs in mathematics learning has been associated with increased motivation, enjoyment, and enhanced performance. While debates continue worldwide on the bans of PMDs in schools, it is noteworthy that students in Namibian basic education are not permitted to use PMDs in schools. This study employed a comparative nonexperimental quantitative research design to assess the perceived usefulness (PU) and behavioural intention (BI) to use PMDs in mathematics classrooms among 500 Namibian students and 209 teachers. The study employed a volunteer purposeful sampling method to select participating students and teachers from government schools in the Omusati and Khomas regions. Student selection was based on self-selection from full-class mathematics groups. Similarly, the study utilised volunteer purposeful sampling to recruit grades 4–12 mathematics teachers. Utilising structural equation modelling, the findings revealed that students expressed more positive ratings for PMD usefulness and intention than did teachers. Furthermore, PU significantly predicted students’ BI to learn mathematics with PMDs in school. Multigroup confirmatory factor analysis supported configural, metric, and scalar invariance in PU and BI factor structures across both participant groups. However, when students’ latent means of PU and BI are set to 0, the teachers’ latent mean parameter estimates are negative, suggesting potential disparities. Teachers should recognise and leverage students’ positive perceptions of PMDs to enhance motivation and engagement in mathematics learning. Simultaneously, ensuring consistent assessment across participant groups is essential, while addressing teachers’ PMDs reservations through professional development and support remains crucial.

Elementary education outcome efficiency of Indian state governments: a generalized stochastic frontier approach

PurposeThis paper aims to analyze the technical efficiency of Indian State governments in providing elementary education (EE) and to identify the determinants of their technical inefficiency.Design/methodology/approachThe Generalized Stochastic Frontier Approach (GSFA) is used in the context of the Inefficiency Effects Model to simultaneously estimate the frontier production function and the technical inefficiency model. Panel data of 28 Indian States from 2009–10 to 2018–19 is used.FindingsThe mean efficiency of States stands at 86%. Efficiency varied between 67 and 97%. 96% of the inter-state disparity in EE outcomes can be explained by inefficiency. Arunachal Pradesh is the least efficient State, followed by Sikkim and Tripura. Efficiency estimates were observed to change across States over the study period. Proportion of government schools, rural population, and proportion of Schedule Caste and Schedule Tribe children are the major determinants of inefficiency.Practical implicationsThis study emphasizes that efficient resource management is as important as adequate resource allocation for achieving positive EE outcomes. It distinguishes resource-poor States from inefficient ones, providing insights to enhance States’ efficiency, and aiding policymakers in formulating strategies for ensuring equitable and quality EE.Originality/valueThis is the first paper to apply GSFA (for Indian States), providing a more robust estimation of efficiency. The Inefficiency Effects Model is employed that address the limitations inherent in the two-stage approach.

The Effect of Two Health Education Packages on Nutritional Knowledge, Practices, and Physical Activity Levels Among School-Going Adolescents in Rishikesh: A Cluster Randomized Trial.

Introduction Adolescence is a critical period known for presenting specific challenges in disease treatment and health promotion. Studies have highlighted that increased nutritional awareness is associated with healthier eating habits, while regular physical activity aids in controlling and preventing non-communicable diseases. Equipping adolescents with health education in schools prepares them to adopt and maintain healthy lifestyles throughout their lives. To assess and compare the efficacy of health education packages targeting nutrition knowledge, practices, and physical activity levels, a cluster-randomized trial was conducted among school-going adolescents. Methodology Two distinct health education packages were developed for the two intervention groups. In group 1, a health talk supported by a flip chart was delivered, followed by pamphlet distribution. In contrast, in group 2, only information pamphlets were distributed. The study was conducted in government schools in Rishikesh, with four schools selected. Two schools were randomly allocated to each intervention arm. In each school, a questionnaire was administered to assess the students' nutrition knowledge, practicesand physical activity levels. This was followed by the intervention, and the students were reassessed for the same parameters after two weeks. Result The pre-intervention and post-intervention comparisons within the same group- the mean scores for nutrition knowledge, food practice, sleep duration, and recreational screen time were comparable in the intervention group 1 (p>0.05). There was a decrease in the mean physical activity score and screen time for studies in intervention group 1, and these differences were statistically significant (p<0.05). The mean scores for nutrition knowledge, physical activity, sleep duration, and screen time for studies were comparable in the intervention group 2 (p>0.05). There was an increase in the mean food practice score and a decrease in recreational screen time in intervention group 2, and these differences were statistically significant (p<0.05). On comparing the groups with each other, it was found thatGroup 2 exhibited a significantly higher mean food practice score compared to group 1 post-intervention. While there was a statistically significant decrease in the mean physical activity score in intervention group 1, this group still had higher physical activity levels than group 2.Post-intervention, group 2 exhibited a higher screen time for studies compared to group 1. Both groups had comparable sleep durations at baseline and post-intervention, with intervention group 1's mean sleep duration falling within the recommended range set by the American Academy of Sleep Medicine. Regression analysis provided valuable insights into the relationship between baseline values of various variables and their post-intervention values, aiding in understanding the impact of the health education packages. Conclusion The findings emphasize the significance of incorporating nutrition and physical activity education into the curriculum of students.

Transforming and Reforming the Indian Education System with Artificial Intelligence

India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

Schoolchildren’s Musculoskeletal Pain and Backpack Weight Impact on Posture: A Short-Term Study

ABSTRACT Background: Research indicates heavy backpacks can cause students to adjust their posture, potentially harming their spine and shoulders. This study focuses on musculoskeletal pain in schoolchildren in Bangalore, attributed to backpack weight, and examines postural impacts in both urban and rural settings. Methodology: With consent, 500 students from various schools underwent physical measurements, including backpack weight, and provided data through questionnaires. Postural angles were assessed without backpacks to determine the impact of weight. Findings: On average, students carried backpacks weighing 6.53 kg, about 13.53% of their body weight. Pain was reported by 50.9% of boys and 63.9% of girls, with a higher incidence among girls from private schools (88.2%) compared to boys from government schools (51.6%). Conclusion: A significant link was found between heavier backpacks and decreased craniovertebral angle, head on neck (HON), and head and neck on trunk (HNOT) angles, aligning with increased pain prevalence. This underscores the health risks of heavy school backpacks and the need for weight management.

Exploring the Factors Influencing Teachers’ Turnover Intention in Government Schools in Ethiopia

Exploring the Factors Influencing Teachers’ Turnover Intention in Government Schools in Ethiopia