Learning Academic Performance Research Articles

INFLUENCE OF TEACHERS’ PROFESSIONAL QUALIFICATIONS ON ACADEMIC PERFORMANCE OF LEARNERS WITH VISUAL IMPAIRMENT (VI) IN INTEGRATED PUBLIC PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA

The purpose of this study was to influence teachers’ professional qualifications on the academic performance of learners with visual impairment (VI) in integrated public primary schools in Nairobi County, Kenya. The research assumed an expressive survey design exploiting quantitative techniques. The targeted audience was 206 respondents, whereas the sample population would be 68 respondents comprising four head teachers, 31 teachers and 33 learners with VI. The research was conducted in integrated community primary schools in Nairobi municipality. Purposive sampling was employed to select 31 teachers from the four integrated public primary schools. For the learners with VI, convenience sampling was used to select 33 out of 98 available learners across the four schools. All 4 head teachers from the selected schools were included in the study using purposive sampling. Piloting allowed the researcher to test the clarity, relevance, and comprehensiveness of the questions and items included in the questionnaires and observation checklists. The research employed both qualitative and quantitative data collection techniques. Quantitative data was analyzed and coded using Statistical Package for Social Science (SPSS V 23.0). The findings showed that at least half of teachers had received training on special education; only about a third lacked formal training and had no training on special education. Most of them, followed by teachers with bachelor's degrees, Diploma education had certificate P1, master's degree, and diploma PGDE, while only a tiny fraction had PhD qualifications. The study concluded that professional qualification significantly influenced the academic performance of learners with VI, braille proficiency of teachers significantly influences the academic performance of learners with VI, and ICT integration has improved the quality of assessment in school, thus advancing the academic performance of learners with VI. The study recommended that the government needs to put down measures to ensure adequate assessment instruments for the learner and offer the necessary training to teachers on adequately using the instruments. Policymakers and education stakeholders should formulate policies ensuring that most teachers receive special education when dealing with learners with VI and other disabilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0736/a.php" alt="Hit counter" /></p>

Project Competency and Performance Recovery (CPR) and Students’ Level of Performance in Technology and Livelihood Education

This study aimed to investigate the effectiveness of Project Competency and Performance Recovery (CPR) using quantitative research, specifically the one-group pretest-post-test design. The research study was conducted in Palo Alto Integrated School, where one-hundred twenty (120) respondents were included from Grades 7 – 10, respectively. The mean, standard deviation and paired t-test were used to examine the results of the learners' academic performance from the second quarter and third quarter. The study's findings revealed that at the reopening of classes, the mean academic performance of learners from grades 7 – 10 was at the ’developing’ stage. This was before the implementation of Project CPR. On the other hand, after the implementation, there was a slight improvement in the learners’ mean academic performance, particularly from grades 8 and 10, which improved from “developing” to “Approaching Proficiency”. Only grade 7 learners have not improved after the implementation of the project since it is statistically evident that there is no significant difference between the results of the second quarter and the third quarter's performance. Moreover, findings also show that Project CPR was effective in recovering learning losses. The data for the test of significant difference between the second and third quarters revealed a significant difference, particularly from grades 8, 9, and 10. The study's conclusive findings will serve as the foundation for replication with a larger sample size and a broader focus.

Sustainable Growth of Learner Engagement and Well‐Being Through Social (Teacher and Peer) Support: The Mediator Role of Self‐Efficacy

ABSTRACTThe facilitation of learners' achievement may be enhanced by considering the role of different constructs of positive psychology (PP) such as well‐being and engagement. Besides, there is a widespread belief that self‐efficacy has become an important psychological construct that can affect learners' academic performance. Additionally, the interpersonal connections that learners have with their teachers and peers within the educational setting play a pivotal role in their intellectual development. Several studies have confirmed that both peers and teachers have a significant role in shaping the academic performance of learners. Nevertheless, there is a dearth of empirical research examining the potential relationship between peer and teacher support and its impact on learner engagement (LE), and well‐being with the mediator role of self‐efficacy. Therefore, this research was designed to examine it among 640 students in China. The package of five questionnaires, namely the teacher and peer support, LE, well‐being, and self‐efficacy was administered to collect the data. The results obtained from the structural equation model (SEM) indicated that students who receive higher levels of support from their educators and classmates were engaged more and had high well‐being. Moreover, regression analysis indicated that social (teacher and peer) support was a predictor of both well‐being (β = 0.436, p < 0.01) and engagement (β = 0.666, p < 0.01). Furthermore, social (teacher and peer) support was a strong predictor of efficacy (β = 0.768, p < 0.01). Indeed, self‐efficacy could predict both well‐being (β = 0.446, p < 0.01) and engagement (β = 0.183, p < 0.01). As a result, some suggestions are recommended for teachers, students, teacher educators and other members of the academic community.

Parents’ Perception of In-Person Classes, Parental Support, and Academic Performance of Learners: Basis for a Sustainable Parental Support Program

Parents’ Perception of In-Person Classes, Parental Support, and Academic Performance of Learners: Basis for a Sustainable Parental Support Program

Influence of Mentorship Programs on Students’ Academic Performance in Public Secondary Schools in Imenti North Sub- County, Meru County, Kenya

Management practices are an important ingredient in an organization. They offer a unique environment needed to attain set goals, create a good public image and build a productive relationship among the stakeholders. The main aim of this study was to determine the influence of teacher satisfaction on the academic performance of learners in public secondary schools in Imenti North sub-county, Meru County. The study was based on organizational theory, which was developed by Jaques in 1951. The study adopted a mixed methods methodology where both quantitative and qualitative methods were employed. The sampling unit consisted of public secondary schools where 6 principals were selected through purposive sampling from the top three and bottom three performing schools. Ten form three and form four students were also randomly selected from the top three and bottom three performing schools to obtain a sample size of 120 students. Data was collected using a structured questionnaire. Data collected was analyzed using descriptive and inferential statistics with the help of the statistical package for social scientists, version 26.0. A multiple Linear Regression model was used to model the relationship between the independent variable and the response variable (academic performance). The study concludes that mentorship programs have a significant positive effect on academic performance, as indicated by their p-values (P<0.05). The study recommends that schools should ensure that there are functional mentoring programs in schools, as they have been shown to positively influence academic performance. Such programs may provide guidance, support and career direction.

SCHOOL CULTURAL PRACTICES AND LEARNERS ACADEMIC ACHIEVEMENT, IN PUBLIC PRIMARY SCHOOLS IN RWANDA: A CASE OF GASABO DISTRICT

This study investigates the impact of positive cultural practices in schools on the academic performance of learners in public primary schools in Gasabo District, Rwanda. It focuses on three key objectives: identifying the cultural practices upheld by school leaders, assessing the correlation between these practices and learners academic outcomes, and determining the overall influence of these practices on academic achievement. The research adopts both descriptive and correlational research designs, with data collected from a sample of 168 respondents through questionnaires and interviews. The data was analyzed using IBM SPSS Version 24, employing descriptive, correlational, and regression analyses to address the research questions. The findings reveal that 48.6% of schools do not prioritize cultural practices as a mean to enhance academic performance. However, 78.8% of respondents indicated that academic outcomes, including promotion, graduation rates, repetition rates, and test scores, are significantly influenced by the daily operations of schools. Additionally, 56.3% of respondents agreed that school norms, vision, goals, teacher-learner relationships, and assessment methods play a crucial role in academic success. Regression analysis demonstrated that school cultural practices account for 79.3% of the variance in academic performance (R-square), with a strong positive correlation (Pearsons coefficient = 0.916, p-value < 0.01) between these practices and academic outcomes. The study concludes that the implementation of shared goals, school symbols, norms, and positive teacher-learner relationships can significantly enhance academic performance. It recommends that the Rwandan Ministry of Education and educational planners provide training on cultural practices to school leaders to further improve learner outcomes.

Utilization of School Infrastructure and Its Influence on Students' Academic Performance in Public Secondary Schools in Makueni County, Kenya

School infrastructure forms a major part of housing learners in learning institutions. Utilization of school infrastructure in sheltering students against harsh weather conditions facilitates better attainment of school goals. Academic performance of learners in public county secondary schools in Makueni County was low a reason to carry out this study. The purpose of this study was to determine utilization of school infrastructure and its influence on academic performance in secondary schools in Makueni County. The objective of this study was to establish the level of utilization of school infrastructure and its influence on student’s academic performance in public county secondary schools in Makueni County. The study adopted a mixed methods research design, specifically a convergent parallel research design and was supported by Education Production Function Theory. Research instruments were questionnaires and interview schedules. Validity was achieved through expert judgment and reliability by test-retest technique. The target population was 60 county secondary schools, 60 principals and 1004 teachers. Simple random and stratified sampling techniques were used to select the schools while systematic and purposive sampling was used to sample teachers and principals. The selected sample was 30 county schools, 30 principals, and 286 teachers. Total number of respondents was 316. Descriptive and inferential statistics (means, percentages, and multiple regression) and thematic analysis worked out the level of utilization of school infrastructure on students’ academic performance. Multiple regression showed that Utilisation of school infrastructure showed moderate means of 3.86, which revealed moderate influence existed between its utilisation and students’ academic performance. Qualitative data revealed different themes meant that effective utilization of school infrastructure positively influenced students’ academic performance in county secondary schools in Makueni County. Major conclusion was that there was needed to ensure effective utilisation of school infrastructure in order to improve academic performance. This study would provide important information useful to education policy makers in formulating additional policies leading to effective utilisation of school infrastructure in secondary schools.

Environmental Literacy and Academic Performance of Grade 5 Learners

This study investigated the relationship between environmental literacy and academic performance among Grade 5 learners. Employing a descriptive correlational research design, the research aimed to determine the extent of environmental literacy in five dimensions: knowledge of environmental concepts, awareness of environmental issues, attitudes towards the environment, environmental behavior, and civic engagement. Additionally, it assessed the academic performance of learners in Health, Science, and Araling Panlipunan. The study involved purposive sampling of Grade 5 students from Paquibato District, with data collected through adapted questionnaires. The findings revealed that environmental literacy, particularly in knowledge of environmental concepts, attitudes towards the environment, and environmental behavior, significantly affects academic performance. A high degree of relationship was observed between overall environmental literacy and academic performance, indicating that enhanced environmental literacy correlates with better academic outcomes. The study emphasized the importance of integrating environmental education across various subjects and levels, highlighting its role not only in fostering environmental awareness and responsibility but also in enhancing academic achievement. These insights are crucial for educational stakeholders in formulating strategies to incorporate environmental literacy effectively in the curriculum.

Impact Assessment of the Isang Tasáng Lapis: An Extension Program of the Teacher Education Department of Batanes State College

The Batanes State College as one of the State Colleges in the country has been fulfilling its duty and mandate in delivering extension services to its community. The college through its Teacher Education Department has implemented an extension program on December 2022 to June 2023 dubbed as “Isang Tasàng Lapis: An Extension Project of the Teacher Education Department to the Academically Challenged Pupils of Basco Central School” which aimed to improve the literacy skills of pupils. This research evaluated the impact of the extension program and the challenges encountered in the implementation. The descriptive -comparative design was employed with 52 parents, 17 BCS teachers, and 8 TED faculty members as respondents to the study. The findings of this research indicated that the extension project is positively perceived by both parents and teachers. Specifically, the project has notably increased the motivation of the learners to attend classes which was validated by the teachers and acknowledged by the parents. This study also provided evidence that the academic performance of learners was improved after attending the project. The data revealed that the project significantly contributed to improving the learners’ academic performance. Thus, this study affirms the effectiveness of the project and suggests its potential value in enhancing the learners’ academic success. The study also identified challenges related to planning, implementation, and monitoring wherein both groups indicated minimal challenges in all phases indicating an excellent planning and execution of the project. However, minor challenges such as clarity on partner agency’s focal person, insufficient resources, and project sustainability were pointed out improvement. Based on the findings of the study, recommendations were made to improve the project. The recommendations include designing activities to foster creativity, curiosity, and empathy among pupils, prioritizing immediate needs in reading comprehension and numeracy, and enhancing planning and coordination between partners schools. It was also recommended to address resource constraints such as materials, equipment, manpower, and time to ensure smooth implementation of the project. Other recommendations include implementing strong monitoring frameworks and planning for project sustainability and improving learning environment to optimize interventions and enhance academic success.

Academic performance of learners with special needs in open and distance learning: a study in Anadolu University open education system

ABSTRACT This study delves into the academic performance of learners with special needs enrolled in Anadolu University’s Open Education System, shedding light on their performance in a distance learning context. Employing quantitative methods and utilising learning analytics data, the research scrutinises the educational outcomes of 98,875 learners. Through descriptive statistics, ANOVA, and regression analysis, the study uncovers varying achievement rates among learners based on disability type. Notably, individuals with sensory, physical, and chronic disabilities exhibit higher success levels compared to those with cognitive disabilities. A key finding is the positive correlation between Learning Management System (LMS) usage and overall academic success, highlighting the importance of engagement in LMS activities and their influence on self-assessment grades and overall success rates. Additionally, the time to reach graduation differs, with physically and chronically disabled learners taking a longer time to graduate compared to those with sensory disabilities. This research provides pivotal insights into the effectiveness of open and distance learning for learners with special needs, emphasising the role of digital learning platforms in enhancing their academic journey.

The impact of Teachers Professional Development on Learners Academic Performance in Selected Primary Schools in Kumi District

The study was aimed at on examining the effects of teacher professional development on learners’ academic performance in Kumi district. Teacher professional development is one of the concerns among different stakeholders who have interest in education in most of the developed and developing nations. With a lot of pressure among the educators to improve the academic performance among the learners, teachers’ continuous professional development has become a necessity for the schools that are committed to improving the academic performance of their learners. Teachers' professional development refers to a continuous process of acquiring new knowledge, skills, and competencies to improve their teaching practices and enhance student learning outcomes. This development can take various forms and often involves both formal and informal learning opportunities. The study was guided by three objective (i) To examine the relationship between workshops and learners’ academic achievements ii to establish the relationship between teacher leadership and learners’ academic achievements iii To assess the relationship between motivation and learners academic achievements. The key aspects of professional development include online courses motivation, teacher leadership, workshops and seminars, mentoring, collaborative learning, in-service training, graduate education, peer observation and conferences. The purpose of this research paper was to find out how teachers professional development affects the academic performance of learners in primary schools in Kumi. This research was conducted in selected primary schools in Kumi district.

Construction and Innovative Exploration of Personalized Learning Systems in the Context of Educational Data Mining

This study examines the current research on educational data mining, educational learning support services, personalized learning services, and personalized learning paths in education. The authors aim to integrate personalized learning concepts into traditional support services by drawing on the latest theoretical and practical research. Using multimodal data fusion techniques, the study conduct exploratory analyses on various data types, including learner academic performance, psychological assessments, learning behavior, and physiological information. This leads to the construction of a personalized education learning support service model. The model focuses on objectives such as monitoring learning behavior, identifying preferences, recognizing abilities, optimizing paths, and recommending resources. The goal is to provide learners with sustained support services throughout the personalized learning process, addressing individual needs, fostering enthusiasm, and maintaining long-term motivation.

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.

Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya

Learners having special needs encounter diverse trials in their schooling, which considerably manipulate their approach, and wide-ranging contribution in educational set of courses. The purpose of this research study was to the effect of teaching strategies on academic performance of learners with special needs in all public primary school in Emuhaya Sub-County, Vihiga County, Kenya. This study embraced Albert Bandura’s Social Cognitive Theory, which underscores on the substance of self-assurance as an important constituent within an individual’s character. It as well emphasizes that schooling programs can be planned to offer appropriate knowledge for all learners building on their exceptional wants. The study utilized a descriptive survey design. The target population included 159 head teachers of public primary schools, 798 teachers, and 1,003 learners with special needs, totaling 1,960 individuals. Krejcie and Morgan's table was employed to get a sample size of 322 respondents who were selected using stratified and Simple random sampling techniques. The study utilized interview schedules for head teachers, questionnaires for teachers and learners as well as observation checklists for data collection. Quantitative data was analyzed by means of Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed thematically from the interview schedules and observation checklists and was stated in narrative forms. Quantitative data was presented in form of frequency tables, percentages, bar graphs and pie charts. The study established that teaching strategies positively and significantly influenced academic performance of learners with special needs in public primary schools. The study recommended that school teachers should modify their instruction approaches and come up with a policy that learners with disabilities are able to gain access to government scholarships.

Respondents Personal Information as Predictors to the Factors that Influence Academic Performance of Learners

The purpose of the study was to determine which of the respondents profile information best predicts the academic performance among learners. A total of 100 learners were selected using the random sampling technique in Binugao National High School in Davao City, Region XI. The study utilized a descriptive- correlation design. An adapted survey questionnaires were utilized which centered on respondents personal information and academic performance. Percentage, Mean, Pearson r, and regression analysis were used as statistical tools of the study. Results revealed on the percentage of respondent profile information among learners in terms of gender, age and parental annual income is 100 percent. The extent of academic performance among learners in terms of student related factor is mostly extensive; in terms of school related factor is sometimes extensive; in terms of home related factor is sometimes extensive; and in terms of teacher related factor is sometimes extensive. Clearly, the findings inferred a strong significant relationship between the respondent profile information and academic performance among learners. Based on the result of the analysis, the respondent profile information namely: gender, age and parental annual income predicts academic performance of the learners by registering a p-value of .001 which is less than .05 in the level of significance. This leads to the rejection of the null hypothesis. Further, the result indicates that for every unit increase in three facets of respondent profile information, the academic performance among learners will also increase by 3.498 holding other factors constant.

The Impact of Teaching Aids on The Academic Performance of Learners in Natural Science

This qualitative study explores the impact of teaching aids on the academic performance of seventh-grade natural science learners at a selected school in the Kunene Region. The research focuses on understanding how instructional aids affect student comprehension, engagement, and overall academic achievement. A purposive sampling technique was used to select 10 seventh-grade students and two science teachers for semi-structured interviews, providing in-depth insights into their experiences with teaching aids in the classroom. Data were analyzed thematically, revealing key subthemes that illustrate the positive effects of teaching aids on learning outcomes. Results indicate that teaching aids, such as charts, models, and laboratory equipment, enhance understanding of concepts, increase student engagement, improve academic performance, promote critical thinking, and foster collaborative learning. However, the study acknowledges a significant limitation: its focus on a single region, which limits the generalizability of the findings to other contexts. Recommendations for educators and policymakers include investing in a variety of teaching aids, incorporating interactive learning techniques, and fostering collaborative learning environments. The study also suggests further research with larger sample sizes, across multiple regions, and using quantitative methods to validate and expand on these findings. Additionally, a longitudinal approach to understanding the long-term impact of teaching aids on educational outcomes is proposed as an area for future study. The insights gained from this study contribute to the ongoing discourse on effective teaching practices and underscore the importance of providing adequate resources to support natural science education.

Effect of School Facilities on Learner's Academic Performance in Science Subjects in Secondary Schools: A Case of Rutsiro District, Rwanda (2021-2023)

The purpose of this research was to investigate the effect of school facilities on learners’ academic performance in science subjects in secondary schools in Rutsiro district, Rwanda. The following objectives guided the study: The study aimed to investigate the impact of physical facilities and physical instructional materials on students' academic performance in science subjects in Rutsiro district secondary schools. Furthermore, it aimed to investigate the influence of electronic instructional materials on the academic performance of science students in Rutsiro district secondary schools. Environmentalist Bandura's theory of learning, also known as the social cognitive learning theory (SCLT), guided the research. Based on the descriptive research design and mixed-methods approach, the study was conducted in five selected secondary schools in the Rutsiro District. The study's target population consisted of 460 respondents: five head teachers, five directors of studies, 150 teachers, and 300 students. The study involved 214 participants, including 2 head teachers, 2 directors of studies, 70 teachers, and 140 students. Systematic sampling was used to select the five schools, purposive sampling to select the student sample size, and the census sampling technique to select the head teachers and directors of studies. Data was collected using structured questionnaires, interview guides, and documentary reviews. The data was analyzed using descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics. The study found a significant correlation between the availability of school facilities and academic performance. There were positive and significant correlations between academic performance and school facilities in Rutsiro District, Rwanda, and measures of the availability of school facilities were as follows: physical facilities (r = 0.814, p<0.01), electronic and technology facilities (r = 0.826, p<0.1), and physical instructional materials (r = 0.949, p<0.01). The findings from regression analysis revealed that physical facilities have a positive and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = 0.814, P value <0.05), The findings from regression analysis revealed that physical instructional materials have a negative and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = -0.417, P value <0.05), The findings from regression analysis revealed that electronic instructional materials have a positive and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = 0.308, P value <0.05). Teachers, district education officials, and head teachers all agree that school facilities influence academic performance in science subjects positively. Specifically, physical facilities motivate learners and enhance their performance. It was observed that students taught in classrooms equipped with school facilities outperformed those without access. Consequently, the study recommends that science teachers utilize available school facilities for instruction and adapt when materials are unavailable.

Effect of Self-Directed Learning Approach on Academic Outcomes of ALS Learners in Digos City

The purpose of this quasi-experimental research study was to ascertain that self-directed learning is an educational technique in which learners choose what and how they would learn under the teacher's guidance. The general idea is that learners take responsibility for their own learnings as ALS learners for the 2022–2023 school year, and this can be done either individually or in groups. At this stage in the research, the teacher is experiencing challenges in facilitating curriculum delivery and management and how she strategizes to overcome her difficulty and insights to mitigate such for better learning process among learners. The method used was quasi experimental research where assumptions were considered given fifty (50) participants of ALS Learners whose responses and identity were treated with utmost confidentiality. Findings revealed that a self-directed learning approach must be used on academic outcomes of ALS learners as a strategy that would further improve the academic performance of learners in order to make the teaching meaningful. If learners participate in the learning process by experiencing the unfolding of the lesson, they will appreciate the concept being developed, and therefore will learn.

Challenges of implementing social studies curriculum: A case of selected secondary schools in Kafue district of Lusaka Province, Zambia

Overview: The purpose of this study was to examine the challenges that schools are facing in the implementation of the Social Studies curriculum and its effect on learner’s academic performance in secondary schools of Kafue district in Lusaka province, Zambia. Body of Knowledge: The study was guided by the following specific objectives: to investigate whether the absence of teachers trained to teach social studies has an effect on implementation of curriculum of social studies in schools; to examine the extent to which absence of teaching and learning materials like text books for social studies affect the academic performance of learners; and to establish measures put in place to mitigate the challenges of curriculum implementation for social studies in schools. Methods: The population of the study comprised head teachers, heads of departments, teachers, DESO officers, and learners. The total target population was 1500. The sample size involved a total of 150 respondents, which was 10% of the target population. A mixed method approach was used in this study in combination with the descriptive survey design. Interviews and questionnaires were used to collect data. Qualitative and Quantitative techniques of data analysis was used, and data was presented on the analytical tools such as tables, figures, charts and software; SPSS. Results: The study established that the major challenges that affected curriculum implementation and influenced learners’ academic performance were: absence of trained teachers of the subject, and inadequate teaching/ learning materials, physical facilities and the way the curriculum was being implemented itself. This undermined effectiveness of school administrators and teachers in ensuring there is smooth teaching and learning process in schools which eventually translated to poor academic performance among learners. Recommendation: Ministry of Education should ensure that schools have adequate resources such as textbooks, teaching aids, and technology to support the implementation of the social studies curriculum.

Challenges of Parental Role in Enhancing Academic Performance of Learners with Autism Spectrum Disorder in Eswatini Mainstream Primary Schools

Learners with autism spectrum disorder in Eswatini mainstream primary schools are showing high academic failure rate. In spite of that, the learners' parents have not been adequately capacitated on matters related to mainstreaming the learners into regular schools, yet by virtue of being parents, they are pillars of their families. This qualitative, phenomenological interpretivism study sought o explore and understand challenges of parental role in enhancing academic performance of learners with autism spectrum disorder in Eswatini mainstream primary schools. Data were collected through individual interviews, focus-group interview and document analysis, whereby we used interview guides , an audio recording system and a document analysis form to extract data from fifteen purposively sampled male and female parents and teachers of the learners with autism spectrum disorder from four mainstream primary schools in Eswatini. One striking finding of this study demonstrated that a major challenge for parents was lack of effective communication due to their absence in their meetings. Hence, schools should consider using modernised modalities of holding parents' meetings, like Microsoft Teams to allow the parents to juggle their multiple roles through a robust multi-disciplinary approach for strengthening collaboration among stakeholders.