Learning Academic Performance Research Articles

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.

EXAMINING COMMUNITY FINANCING OF SECONDARY EDUCATION LUNCH PROGRAMMES AND THEIR EFFECT ON PROVISION OF QUALITY EDUCATION IN KISUMU COUNTY, KENYA

The effectiveness of public financial support for secondary education is an issue of concern given the delay in submitting government grants, challenges of increased enrolment and inadequate resources to support quality teaching and learning. This study was based in Kenya; however, Kisumu County was chosen for its below-average KCSE mean score of 4.08 (D+) in 2017 compared to the average mean of 6 (C); low teacher-student ratio at 1:59 compared to the required 1:45 and absolute poverty index of 41% compared to the national poverty index of 35.6. The purpose of this study was to analyze community financing of public secondary schools and its effect on the quality of education in Kisumu County, Kenya. The specific objective of the study was to examine community financing of secondary school lunch programs and their effect on the provision of quality education in Kisumu County. A descriptive and correlation research design was used in the study. The target population for this study comprised 214 secondary schools in Kisumu County, 214 school principals, 214 BOM chairpersons, the CDE, 48 CBOs and 51,243 students. Questionnaires, document analysis and interview schedules for school principals, BOM chairpersons, the CDE, CBOs and students were used in this study. A stratified simple random sampling procedure was used to sample the 64 public secondary schools in Kisumu County from which 64 school principals, 64 BOM chairpersons, 16 CBOs and 387 purposively selected students were used for the study. The content and face validity of the instruments were determined by employing experts in the Department of Education Management and Foundations. The reliability of the instruments was calculated by using the test re-test and was calculated at Pearson r coefficient of 0.879. Qualitative data was transcribed and analyzed in emergent themes and sub-themes. The results showed that there was a positive correlation of 0.952 between Community financing, lunch programs and academic performance. The study concluded that community financing of adequate lunch programs significantly influences the academic performance of learners to a great extent. The study recommended that community financing of lunch programmes should be increased in order to achieve fully the objectives of the secondary education policy. The findings may be significant to policymakers, education planners and implementers on the requirement for the registration of institutions of higher learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0707/a.php" alt="Hit counter" /></p>

INFLUENCE OF TEACHER-STUDENT RELATIONSHIPS ON ACADEMIC PERFORMANCE OF LEARNERS WITH LEARNING DISABILITIES IN NAIROBI COUNTY, KENYA

This study aimed to examine the influence of teacher-student relationships on the academic performance of learners with learning disabilities in Nairobi County. Systems theory and Social Cognitive theories were adopted. A descriptive correlational research design was employed using a mixed research approach. The target population comprised 4 head teachers, 62 teachers, and 1,923 learners with learning disabilities from 4 regular primary schools in Nairobi City County. Stratified random sampling and simple random sampling were applied to select the four schools and respondents from each school respectively. A purposive sampling technique was utilized to choose the head teachers and teachers from each school. Questionnaires, focus group discussions, interview guides, and screening tools were used to gather data. Quantitative data collected was analyzed using descriptive statistical techniques, whereas qualitative was transcribed and qualitatively analyzed in a thematic approach. A correlation test was done on the hypotheses to ascertain the relation between independent variables and dependent variables at a statistical significance of p≤0.05 (p=5%) using Chi-square. Pearson product-moment correlation was computed to measure the strength of the association between predictors and children’s academic performance variables. Qualitative data analysis involved transcription and analysis of open-ended questions from research tools using thematic analysis. Findings showed that all proxies for the teacher-student relationship except dependency level had a significant p-value (p<0.05) at 95% Confidential Interval. Statistical statistics from chi-square the correlation between teacher-student relationships and learners’ academic performance was statistically significant the null hypothesis was rejected. The study concluded that teacher-student relationships result in improvement in learners’ academic performance. School policies have no significant relationship with learners’ academic performance in primary school schools in Nairobi City County. The study recommended that teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the learners with learning disabilities feel accepted and motivated to improve their academic work.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0788/a.php" alt="Hit counter" /></p>

Reading Literacy and Academic Performance of Grade 11 Learners Towards the Development of a Study Guide

The study investigated the reading literacy and academic performance of Grade 11 learners towards the development of a study guide. The study aimed to 1) determine the demographic profile of the respondents in terms of their age, sex, and learning strand; 2) analyze a significant difference between the reading literacy of learners when grouped according to their demographic characteristics; 3) evaluate the level of reading literacy of Grade 11 learners in terms of locating information, understanding and evaluating and reflecting, 4) know the academic performance of Grade 11 learners for Academic Year 2022-2023; 5) analyze the significant relationship between the reading literacy and academic performance of learners; 6) determine the significant relationships among the skills in reading literacy of learners; And; What study guide can be proposed to enhance the reading literacy of Grade 11 learners? A correlational research design was used as the research design of the study. Three hundred fifty-one learners from five senior high schools in SDO Bacoor City were used as the respondents. Demographic profiles, reading literacy, and academic performance of learners were obtained through a survey. Results showed that the ability of learners to locate information was found to be very satisfactory. Meanwhile, learners’ understanding, and evaluating and reflecting were found to be fairly satisfactory. It was found that there were significant differences among the reading literacy of Grade 11 learners from various learning strands. A positive correlation between text processing skills and academic performance was also found. Furthermore, significant relationships among these skills were determined. The study recommends ensuring an effective utilization of the study guide created by the researcher to address the needs of the learners on their reading literacy enhancement. Keywords: Reading Literacy, Academic Performance, Study Guide, Grade 11

Academic Performance of Learners using Bacolod Compendium 61 Materials: Basis for an Enhancement Plan

This study aimed to determine the academic performance of learners using Bacolod Compendium 61 as supplementary instructional materials in teaching Grade Two Araling Panlipunan in seven (7) elementary schools of District 7 during the school year 2022-2023. Bacolod Compendium 61 are competency-based supplementary learning resources anchored on Grade 2 Araling Panlipunan coverage “Ang Komunidad Noon at Ngayon. Respondents of this study were Grade 2 teachers and learners. The variables for the teachers included in this study were age, sex, length of service, highest educational attainment, and type of school. The areas of the effectiveness of Bacolod Compendium 61 are alignment of content, quality, and usability or ease of use. Frequency and percentage were utilized to determine the demographic profile of the teachers. The mean was employed to determine the effectiveness of Bacolod Compendium 61 materials. Frequency and percentage were used to determine the academic performance of learners. To determine the significant difference Mann-Whitney Test was used. Goodman-Kruskal’s Gamma (G) or Gamma Coefficient Formula was used to determine the relationship. Three (3) experts validated the researcher-made questionnaires that were used in this investigation. It was conducted at Andres Bonifacio Elementary School I with thirty (30) teacher-respondents. During the actual data gathering, information was gathered from three hundred eighty-one (381) learners and (forty-six) 46 teachers in Grade 2. Main objective of this study was to evaluate the Bacolod Compendium 61 materials' efficacy in three (3) areas namely: Alignment of content, quality of materials, and ease of use. Results of the study showed that the level of academic performance of learners using Bacolod Compendium 61 supplementary materials as to the alignment of content, quality, and usability/ease of use were very high. This scientific investigation further proved that the level of academic performance of learners was outstanding as per use of Bacolod Compendium 61 Materials. Thus, the positive feedback of this research, highly recommends the full utilization of Bacolod Compendium 61 Materials in 46 elementary schools in the Division of Bacolod City. The conduct of SOK-SAY-LYMPICS: Bacolod Compendium 61 Quiz shall serve as assessment of learning on localization and indigenization is hereby recommended to be done yearly which shall be participated by 100% of the elementary schools in SDO Bacolod City. Other similar learning resources are hereby recommended to be crafted that can also be used as supplementary learning and reading remediation materials. Future researchers are highly encouraged the conduct of sequel researches highlighting on the effectiveness of localized resources in one’s local communities which aims to produce 21st century learners that are globally competitive with in-depth pride of one’s rich local cultural heritage.

The Role of Social Services in Realising Children’s Rights in and through Education

Section 28(1)(c) of the South African Constitution (1996) unequivocally affirms that children are the only vulnerable group with an explicit right to social services. Nonetheless, the practical realisation of this right remains elusive for many children, leaving them without access to vital social services. Through the theoretical framework of transformative constitutionalism, this article posits that the evolving field of social services provision within school settings presents a promising avenue to champion children’s right to social services and a range of other children’s rights, and facilitate and promote their access to basic education. Utilising a qualitative research approach with an exploratory case study design, this study investigates whether providing social services through a programme in Botshabelo schools in the Free State effectively promotes the realisation of children’s rights. The results show that social services in schools can contribute to realising various children’s rights. It is recommended that there should be a symbiotic partnership between the Departments of Social Development and Basic Education with the latter endorsing and expanding the provision of social services within schools. This integration is recommended on the basis that it not only advances crucial human rights for children, such as child protection, social security, and a safe environment, but also shows promise in enhancing the academic performance of learners grappling with challenging circumstances.

Impact of Project BANAS Materials to the Academic Performance of Learners: Basis for Enhancement Plan

This descriptive quantitative research is a scientific inquiry which aimed to determine the level of Impact of Project BANAS Materials (a collective name of the competency-based division-initiated print and non-print resources in Social Studies) in relation to academic performance of learners. This study was conducted in the seven (7) elementary schools of District VII, Division of Bacolod City during the School Year 2022-2023. Researcher-made questionnaire used in this study was validated by three (3) experts. It has undergone reliability testing with thirty (30) respondents at Andres Bonifacio Elementary School I. Data were collected during the Second Quarter of the School Year from three hundred eighty-three (383) learners in Grades 1 to 5. Highlight of this study examined and analyzed the level of Impact of BANAS materials in terms of these four (4) areas namely: Alignment of Content, Quality of Material, Applicability, and Ease of Use. Findings showed that BANAS Materials in terms of these four (4) areas have a very high impact regardless of sex, grade level, school, and average family monthly income. Based on these findings, BANAS Materials is highly recommended to be utilized by Social Studies teachers and learners as supplementary reading and teaching materials respectively. Results further reveal that there is a need to conduct division training-workshops in the development and quality assurance of additional BANAS Materials focused on competencies not covered in the BANAS Outputs developed in the previous years. Conduct of SOK-SAY-LYMPICS Series: BANAS Quizzes, ATBP is highly recommended as sustainable initiatives aligned on Assessment and Monitoring Key Result Areas. Through Policy Recommendation, the long-term goal of this research is the Institutionalization of BANAS Learning Hub in 46 Elementary Schools in the Division of Bacolod City. Not only regular learners are the target direct beneficiaries of BANAS Print and Non-Print Materials but also Madrasah Education Program (MEP) and Special Needs Education (SNED) learners. Sustainability and successful implementation of this research-cum-innovation needs the collaboration between and among school leaders and DepEd Officials to truly realize the end goals on the need to address scarcity of localized resources, improve reading literacy across disciplines through in-depth love for one’s unique and distinct local heritage. Sequel researches are also highly recommended to done by future teacher-researchers.

The Impact of Teacher Characteristics on Student Performance

It is not surprising that research on teacher competencies and student performance has revealed that the teacher quality can be related to student performance (Wayne & Yong 2003).This article registers an argument that unless the education systems worldwide begin to commit to capacity building of teachers with a view to develop a ‘whole teacher’, the remarkable objectives of having sustainable development will remain an absolute nightmare. The paper argues that there is a strong affiliation amongst teacher characteristics and learners academic performance. As such, in order for any nation to be seen to be having a relevant and quality education, its education system should be seen to be investing heavily in teacher professional development. Utilizing the conceptual approach to research, this study investigated into the phenomenon of teacher characteristics along aside learners’ academic performance. As such, the purpose of this paper is to intrinsically investigate the impact of teacher characteristics and how these affect learners’ academic performance with a view to mainly come up with feasible strategies that could be used to improve the teaching practice. Vital Professional characteristics revealed by this study include skills such as subject knowledge, instructional delivery, classroom controlling, assessment and professional association for growth. The study ends by recommending to policy makers to commit to continuous professional development of teachers.