School Performance Research Articles

Analysing Mathematics Performance in Tanzanian Primary Schools through the Lens of Candidate Items Response Analysis Reports

Analysing Mathematics Performance in Tanzanian Primary Schools through the Lens of Candidate Items Response Analysis Reports

Influence of Feedback Provision on Teachers’ Attitude towards Performance Appraisal in Public Primary Schools in Homa-Bay Sub County, Kenya

This study examined the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub- County, Kenya. The appraisal of teachers’ performance in public schools in Kenya was initiated by the Teachers Service Commission in 2016. However, the initiative received resistance from the teachers’ unions rendering its implementation to be suspended temporarily until May 2016. Teachers’ performance evaluation guides improvement of teaching skills, to recognize and reinforce teaching excellence, to help teachers focus on student outcomes, and to plan in service education activities. Even so, there is a dearth of information regarding the factors influencing public primary school teachers’ attitudes towards performance appraisal in Homa-Bay Sub County. Therefore, the study specifically sought to: determine the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub-County. The study was guided by goal setting theory. The study adopted a descriptive survey research design. The target population comprised of 1 CSO 57 head teachers and 548 teachers from 57 public primary schools. A sample size of 26 head teachers and 133 teachers were selected for inclusion in the study through simple random sampling. Therefore, a total of 160 respondents took part in the study. Self-administered questionnaires were used to collect data from one CSO, 26 head teachers and 133 teachers. Structured and semi- structured interviews were conducted through interview guides. Quantitative data was analyzed using descriptive statistics through SPSS and results presented in tables, while the qualitative data was analyzed thematically. The study revealed that both head teachers and teachers strongly agreed that feedback is only given to them when they ask. This is seen in the highest mean rating of 4.48. The second which was agreed by most head teachers and teachers was that feedback has led to negative attitude towards performance appraisal. This was evidenced by the overall mean rate of 4.08.

Protocol for the Adolescent Menstrual Experiences and Health Cohort (AMEHC) Study in Khulna, Bangladesh: A Prospective cohort to quantify the influence of menstrual health on adolescent girls’ health and education outcomes.

BackgroundMenstrual health is essential for gender equity and the well-being of women and girls. Qualitative research has described the burden of poor menstrual health on health and education; however, these...

Victorian (Australian) parents are receptive to the idea of a primary school-provided lunch program: A mixed-method survey

School-provided lunch programs offer numerous benefits to primary school students including improved school attendance and performance, reduced undernutrition, reduced food insecurity, the opportunity to learn healthy eating, and the development of healthy dietary habits(1–3). Australia does not have an ongoing national school-provided lunch program that provides food for all students. To successfully implement a school-provided lunch program in Australian primary schools, it is essential to obtain the opinions of all key stakeholders, including parents. This study aimed to examine Victorian primary school parents’ opinions about a potential school-provided lunch program. An online cross-sectional survey with open- and closed-ended questions was conducted in Victoria, Australia, in 2022. Descriptive statistics and chi-square analyses were performed using SPSS software; thematic analysis was carried out using NVivo. Three hundred and fifty-nine parents responded to the survey. Fifty-seven percent of respondents said they would allow their child to participate in a school-provided lunch program, 34% were unsure and only 9% said they would not. The opportunity for hot-cooked lunches at school and the perceived convenience for parents were the top two reasons for favouring such a program. Fifty-eight percent were in favour of hybrid-type funding from both the government and parents, while 30% were in favour of being fully funded by the government. The most preferred amount to pay per meal was AUD5-6 (43%), followed by AUD3-4 (25%). When respondents were asked to rate the importance of six options in school-provided lunches (vegetarian, nut-free, dairy-free, gluten-free, egg-free, and vegan options), almost one-third of them selected having ‘vegetarian’ options as important or very important, whilst one-fifth selected ‘nut-free’, ‘dairy-free’, and ‘gluten-free’ options as important or very important. There were no associations between the parents’ or children’s socio-demographic characteristics and the likeliness of letting their children use school-provided lunches, funding preference, the amount willing to pay for school lunches, and the importance of different options. Respondents’ written responses revealed that they expected school-provided lunches to be healthy and made from whole food and cater to the special dietary and cultural needs of their children. Their other expectations included food being tasty and offered in a child-friendly way, having a variety of food offered, and having backup options if the children would/ could not eat those meals. They also expected enough time to be provided for eating lunches so children could eat and enjoy the meals. The findings of this study suggest that Victorian primary school parents are open to the idea of a school-provided lunch program, but they do have several expectations regarding the menu and time for eating. Program planners could use the findings of this study to create a school lunch program that aligns with the parents’ expectations and preferences.

IJCM_258A: Perceptions regarding mid-day meal programme among parents of government school children in rural field practice area of a government medical college a cross sectional study.

Background: Mid - Day Meal Scheme (MDMS) renamed as PM POSHAN in 2021 is aiding 11.80 crore children studying in 11.20 lakhs schools across the country making it the largest school feeding programme in the world. This study was intended to know the opinion of parents of children going to government schools regarding mid - day meal. Objectives: 1. To study the perceptions of parents regarding Mid -Day Meal Scheme. 2. To identify the barriers for non-consumption of Mid - day meals. Methodology: Study Design Cross - sectional study Sampling Systematic Random Sampling Study setting “Rural Field Practice Area of a Government medical college. Study Period November - December 2023 Inclusion criteria Parents and Guardians who gave written informed consent. Exclusion criteria Parents who could not respond due to mental problems. Ethical Prior ethical approval was taken from Institutional Ethics Committee. Data collection and analysis data collection was done using pre-designed semi structured questionnaire and analyzed using Excel and SPSS software. Results: Mean age of the respondents (parent) was 33±7SD. Majority (72.9%) of the respondents were mothers. 59.4% of parents perceived that quality of MDM was good. It was found that overall satisfaction among parents regarding MDM was 65%. More than two thirds (67.5%) of parents felt that MDM has improved their childs school performance. Conclusion: Most of the parents were satisfied about the quality of mid - day meal and few parents agreed that MDM has encouraged parents to send their children to school. Most of the parents agreed that MDM is beneficial and should be continued

IJCM_366A: Role of lifestyle factors in migraine among adolescent students of a senior secondary school in east Sikkim

Background: Migraine can be a debilitating condition. It can manifest as severe throbbing pain, often with nausea, light and sound sensitivity. It can negatively impact school performance and quality of life. Objective: 1. To assess the prevalence of migraine in adolescent students. 2. To check the relation of stress and anxiety as triggers in migraine Methodology: A cross-sectional-study was conducted in a senior secondary school among 200 adolescent students (Class X, XI, XII) via anonymous self-administered questionnaire method. Headache-Attributed Restriction, Disability, Social Handicap and Impaired Participation (HARDSHIP) Questionnaire developed by World Health Organization and Headache Triggers Sensitivity and Avoidance Questionnaire-Short Form(HTSAQ-SF) was used. Conclusion: Awareness about stress and anxiety as a trigger for migraine must be emphasized. Measures to manage stress and anxiety may help students manage migraine headache better Results: The prevalence of migraine was 26% among the adolescent students. Among them, anxiety was found to be a trigger for migraine in 58%(p=0.000) (Trigger frequency: Sometimes-31%, Usually-8%, Always-19%). Stress was found to be a trigger in all of them with migraine(p=0.000) (Trigger Frequency- Sometimes-50%, Usually- 15%, Always - 35%).

Quality of Life in Type 1 Diabetes Children with Other Autoimmune Diseases

Abstract The aim of this study was to evaluate and compare the quality of life and glycaemic control in children with type 1 diabetes (T1D) and associated autoimmune diseases with T1D only, using the Pediatric Quality of Life Inventory Generic Core Scale. The study examined differences in health-related quality of life assessments and glycaemic control between children with T1D and associated autoimmune diseases and T1D only. In total, 94 children, aged 2 to 17 years, and their parents participated in the study. The results of the study showed a statistically significantly lower total score of general well-being for children with T1D and associated autoimmune disease (p = 0.016). Children with T1D and associated autoimmune disease reported a lower physical function score (p = 0.034) and lower emotional function score (p = 0.038). Social and school function scores did not differ in those with and without T1D associated autoimmune disease. There were no statistically significant differences in haemoglobin A1c between children with T1D and autoimmune disease and T1D only.

Pupils’ School Performance and Their Cognitive Abilities to Solve Problems

The paper describes the results of a study whose main aim was to find the correlation between a pupil’s school grades in Czech language (native), mathematics and physics and pupils' cognitive predispositions to problem solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. The total of 180 pupils from the Czech Republic aged 14–15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2, and between the results of pupils assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help to identify the indicators important for the development of problem-solving skills. The research specifically points at the need of developing algebraic thinking, conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning and the abilities of the control of variables.

Characterization of electronic device use among children and adolescents aged 6 to 14

Introduction: Children and adolescents use computers, cell phones, and tablets, among other electronic devices, daily in non-academic activities. It is essential to characterize the impact these devices have on the socialization, interaction, and learning processes in this population segment. We should also investigate possible harmful effects that may be related to their use. The objective was to characterize how these devices are used and their impact on school performance, behavior, and physical activity in children and adolescents from 6 to 14 years of age. Materials and methods: This is a cross-sectional analytic study of 510 schoolchildren ages 6 to 9 and 10 to 14 from Bogotá and Cundinamarca, Colombia. They were surveyed with a 38-question survey characterizing the use of the devices and the symptoms of anxiety and depression, conflict resolution, sleep, and school performance. Results: The average age for initiation on the use of devices was four years. Cell phones were the most used in both groups (56.3% and 78.04%). Parents monitor the use of the device in 80% of cases. 40% of the time, device usage was greater than 90 minutes per day. About 16% reported sleep disturbance, frustration (48%), emotional lability (20%), and suicidal ideations (11%) also were reported. 19% did not play with their peers, and 7% did not report having close friends. Conclusions: This study shows the high exposure to electronic devices from an early age and their relation to behavioral factors. Future studies should explore the relationship between these factors and electronic devices in depth

Education Resources Situation and Teachers’ Job Performance in Public Senior Secondary Schools

The job performance of teachers has come under serious scrutiny by education stakeholders. Teachers have been accused of poor performance of their job. However, teachers continue to complain about the situation of resources available for them to carry out their work. Therefore, could education resource situation determine the job performance of teachers? Thus, this study investigated education resource situation and teachers’ job performance in public senior secondary schools in Edo State. The study was guided by three hypotheses. The study was adopted the correlation research design. The sample comprised of 31 public secondary schools and 327 public secondary schools’ teachers in Edo State. A checklist titled: Education Resources Situation Checklist (ERSICHE) and a questionnaire titled Teachers’ Job Performance Questionnaire (TJPQUE) were the instrument for data collection. The reliability of the questionnaire was determined using Cronbach alpha statistic and a value of 0.80 was obtained, which showed the internal consistency of the questionnaire. The data collected were collated and analyzed with Pearson Product Moment Correlation Coefficient, and Fisher’s z statistic at 0.05 level of significance. The findings of the study were that a significant relationship existed between education resource situation and teachers’ job performance. Furthermore, no significant difference existed in the relationship between education resource situation and teachers’ job performance based on size, and location. Consequently, the study recommended that government should improve the situation of resources in public schools to reflect the minimum standard, and there should be even provision of resources in all school irrespective of location, and size Keywords: Education resources, situation, teachers’ job performance

The Influence of School Principal Leadership and Work Discipline on Performance

This study aims to analyze the effect of principal leadership and work discipline on teacher performance in private vocational schools in South Jakarta. The research method used is a survey method with multiple correlational regression techniques, involving 80 teachers as samples. The results showed that there is a significant influence of the principal's leadership and work discipline together on the performance of teachers in private vocational schools in South Jakarta (Sig. = 0.000 <0.05, F Count = 11.295). In addition, there is a significant effect of principal leadership on teacher performance (Sig. = 0.000 < 0.04, T = 2.931) and a significant effect of work discipline on teacher performance (Sig = 0.037 < 0.05, T = 2.115). The implication of this study is the important role of principal leadership and work discipline in improving teacher performance in private vocational schools. This provides a clear picture for education practitioners and policy makers about the need for effective leadership development and consistent application of work discipline in schools. Thus, it is expected to create a more productive and quality educational environment for students, teachers and all education stakeholders in South Jakarta.

Improving the Quality of Madrasah Ibtidaiyah Through Transformational Leadership

Purpose: This research aims to explore more deeply the application of transformational leadership in Islamic education and its role in improving educational standards and school performance, as well as realizing the importance of leadership in utilizing the potential of school resources. Methods: This research uses descriptive research methods with a qualitative approach. This is because researchers carry out direct observations in the field to observe and provide an accurate picture of the reality that occurs in the field. Results: The research results show that madrasa heads bear the responsibility of supervising all aspects of educational activities, starting from managing teachers and students, developing curriculum and programs to building relationships with parents and the community. By using a three-stage strategy that includes input, process, and output, this research shows that there is a strict selection process for students and teachers who enter the input stage, while remaining focused on optimizing the learning process to produce quality educational results. These strategies are intricately designed to complement and strengthen each other, fostering an inclusive and conducive educational environment. Conclusion: These findings underscore the positive impact of transformational leadership on the overall educational landscape at MI Wali Songo Asy-Syirbaany, South Tangerang City, where madrasa heads, through inclusive and astute leadership, prioritize improving the quality of education. Therefore, this research explains the important role of transformational leadership in raising educational standards and improving school performance, and offers valuable insights for improving the quality of education in similar settings.

Investigating the Impact of Teaching-Learning Materials on Students’ Academic Performance in Government Primary Schools in the Naseerabad Division, Balochistan, Pakistan

Investigating the Impact of Teaching-Learning Materials on Students’ Academic Performance in Government Primary Schools in the Naseerabad Division, Balochistan, Pakistan

AN EXPLORATORY STUDY OF STRESS, ANXIETY AND DEPRESSION AMONG 10TH AND 12TH GRADE STUDENTS OF NCT OF DELHI IN REFERENCE TO THEIR ACADEMIC ANXIETY

The current study was planned as an Exploratory Study of Stress, Anxiety and Depression in grade 10 and Grade 12 Students in reference to school anxiety. The purpose of the study is to interview high school and upper secondary students who dealing with a broad range of stress factors associated with school requirements. Past research indicates that school-related stress can decrease the school performance level, reduce motivation and increase the risk of abandonment. Mental health issues are playing a vital role in the school/college student’s life. School pressure and typical stressors at the beginning and end of college can precipitate the First onset of mental health and substance abuse issues or worsening of symptoms. Long-term impacts, which include a reduction in the likelihood of lasting jobs, Governments are worth billions of rupees every year. As a result, expertise in family dynamics, developmental psychopathology, special college issues and care systems is essential for conducting clinical treatment with college students. This narrative report presents the up-to-date recent research on the impact of education-related stress, including a discussion about the impact on students’ Ability to learn and succeed at school, mental health problems such as depression and anxiety, sleep disturbances and addictions. Method: For that purpose, the current study, a total sample of 100 school students, out of which 47 were 10th grade Students and 53 were 12th grade students. The individuals selected from this sample were 15 and 20 years of age. This study sample was chosen from among Grade 10 and 12 students (Govt. Boys & Girls Sr. Sec School) Delhi. The students here refer to the students, especially the 10 and 12 year students of the Delhi government School. To measure the Stress, Anxiety and Depression among 10th and 12th Grade Students, Stress, Anxiety and Depression Scale (ADSS -BSPSA) by Pallavi Bhatnagar et. al. was used. To measure the Academic Anxiety these students, Academic Anxiety Scale (AAS) by A.K. Sen & A. Sen Gupta was used by the 10th And 12th Grade Students. Results: This study points to a high prevalence of symptoms of Academic Anxiety among male students (49.42%) and female students (56.04%). The results of the study also show that the incidence of stress, anxiety, and depression were 37.7%, 31.15%, and 33.13%, respectively. Academic Anxiety was much higher amongst females, then that stress, anxiety, and depression were significantly higher among 12th Grade students. This study found that male and female students were found to be different from stress. Finding: We have seen that male students are very stressed compared to girls. In Anxiety 10th Grade Boys Students high Anxiety than 10th Grade Girls Students. At a glance Depression of Grade 10th Boys Students score higher than Grade 10th Girls Students, Grade 12th Girls Students shows higher score than Grade 12th Boys Students. Given the importance of a high incidence of stress, anxiety and depression among these students. There is a need to detect symptoms of stress, anxiety and depression in the school students & follow through with a further recommendation to get the proper diagnosis and treatment in specialized psychiatric centers. Do not interfere with the learning/development process by doing. Moreover, other studies are recommended to remove the factors behind these mental disorders in relation to their school-related anxiety.

Technology in the classroom: Personal computers and learning outcomes in primary school

The shift to remote teaching during the COVID-19 pandemic accelerated the use of digital technology in education. Many schools today provide personal computers not only to older students, but also in primary school. There is little credible evidence of the effects of one-to-one (1:1) computer programs among younger students. We investigate how 1:1 technology impacts student performance in primary school in Sweden. Using an event study design, and data from an expansion that took place before the pandemic, we examine effects of 1:1 technology on national standardized test results in math, Swedish, and English in grade 6. We find no important effects on student performance on average.

Students' Perceptions Of Geography Education In Middle And High Schools: The Importance Of Geography Education In The Education Curriculum, Dagana Dzongkhag, Bhutan

A positive perception of the geography subject is crucial for students' academic success and their interest in learning. The identification of students’ perceptions of subjects has been carried out in many educational curricula. However, it is rarely studied in Bhutan. This study explores the students’ performance in middle and higher secondary school and their academic performance in Dagana Dzongkhag (district). To study the students’ perceptions of learning geography, the data were collected from key stages IV and V students using a convergent parallel mixed-methods design from four schools. A total of 282 students, comprising 181 from key stage IV and 101 from key stage V were selected from two middle secondary and two higher secondary schools. The quantitative data were obtained using a survey questionnaire, and the qualitative data were collected from four FGDs (focus group discussions). The findings revealed that the students have positive perceptions of learning geography, irrespective of their stages. There is a significant difference in students’ perception of learning geography between key stages IV and V. The students of key stage V have a comparatively positive perception compared to those in key stage IV. It is evident from this study that students’ perceptions towards the subject would also impact their academic performance. Therefore, to address the research findings, this study recommends the district education office and school management to prioritize geography education and establish proper mechanism to support it through relevant authorities. The study has also opened the way forward for future researchers to explore similar research with a larger population.

Political and Economic Discourses of Centralization and Decentralization: Education and Science in Russia

Incidents are increasingly occurring in schools, for which municipalities are being held responsible in Russia. Business makes complaints about the level of training of university graduates, which is a problem of coordinating the activities of the leadership of the constituent entities of the Federation with classical and technical universities. According to the authors, this is a consequence of the functioning of informal institutions that have developed in post-Soviet Russia in the field of education and science. Differences are determined by the different informal institutions that develop in these organizations. Such institutions are identified by insiders – employees and consumers of services (parents of pupils and students, students themselves), distinguishing between types of schools and universities. But their knowledge remains tacit and is not included in public discussion. From the point of view of officials responsible for the functioning of secondary and higher schools, some types of organizations highlighted in the work do not exist. Scientific activity began to be assessed on the basis of bibliometric indicators. But there is an international legal cartel operating in this area, which allows large publishing houses to maximize their income. Russian scientists spent about $ 10 million in 2020 to pay for the services of the publishing houses. The current system meets the needs of representatives of elite universities and schools, which is common for peripheral capitalism. At the same time, municipalities and Subjects of the Federation are very interested in changing the situation – minimizing the scope of “negative” informal institutions in schools, developing advanced scientific and educational centers in the regions.

Iron deficiency anemia in hospitalized children

Iron is an abundant element on earth. It is used by nearly all forms of life from micro-organisms to humans for their developmental and survival as it is part of many enzymes involved in biological processes such as DNA synthesis, oxygen transport, and cellular energy production. Anemia is the most widely recognized manifestation of iron deficiency. This study was conducted to estimate the prevalence of iron deficiency anemia, based on age, in 200 hospitalized children 0-14 years old. Hemoglobin <12g/dL was found in 54.5% of children, 69% of the children 0-2years old had Hb<12g/dL, 51% of the children 2-6years old had Hb<12g/dL, and 19% of the children 6-14years old had Hb<12g/dL. In conclusion iron deficiency anemia is prevalent in hospitalized children, infants are the group mostly affected. Iron deficiency anemia is a major health concern as it increases risk of child morbidity, impairs cognitive and physical developmental in children and reduces school performance. It is an easily treated medical condition with excellent outcome, so a meticulous clinical attention and evaluation should be kept for children of any age.

Optimization of the building-integrated transparent photovoltaic configuration based on daylight and energy performance in school buildings in the tropics

Introduction: Numerous previous studies addressed the use of vertical facades for side lighting. They were found to be an effective daylighting aperture that helps to establish a pleasant environment, improve academic performance in schools, and promote better health. Recent studies also identified the potential for using vertical facades on high-rise buildings as building-integrated photovoltaic (BIPV) systems thanks to the large available area. In the tropics, this potential use is also supported by the availability of abundant solar energy. The technology of transparent PV (TPV) offers the opportunity to meet both needs. It serves as a side lighting aperture and building-integrated transparent photovoltaic (BITPV) depending on several factors, such as the visible transmittance (VT) value and the number of cells. For side lighting, a higher VT value is required to allow for optimal daylight penetration. However, more cell numbers and lower VT are preferable for BITPV. Previous studies found that BITPV is suggested for buildings with a window-to-wall ratio (WWR) of 45 % or more, which seems too high for tropical buildings where the suggested WWR is typically in the range of 30–40 %. Purpose of the study: This study aims to find the optimum configuration and present a systematic method for optimizing BITPV for tropical school building facades. Methods: An experimental approach using simulation as a tool was employed to achieve the objective. A site with a typical school layout in the tropics was selected as the research context. Treatment based on VT and cell numbers was applied to create several post-test models. Results and discussion: In the tropics, when using low-transparency TPV, BITPV with 31.25 % WWR and 30 % cell coverage ratio is found to provide the optimum visual health and comfort, as well as energy performance. Meanwhile, BITPV with 31.25 % WWR and 50 % cell coverage ratio is found to be the optimum configuration when using high-transparency TPV. Furthermore, this study presents a systematic method for designing BITPV for a multi-story school building in the tropics.

RELAÇÕES ENTRE CLIMA ESCOLAR, DESEMPENHO ESCOLAR E DESENVOLVIMENTO DE VALORES: ANÁLISE DA LITERATURA

The article is an excerpt from the doctoral research entitled “Relationships between sociomoral environment, school performance and social perspective on moral judgment: analyzes in public schools” and aims to present and discuss the relationships that are established between the sociomoral environment of the school, school performance of students. students and the development of moral values according to the literature in the area. To meet the proposed objectives, this research is predominantly qualitative, in view of the complexity of the studied phenomenon. The school climate refers to the perceptions lived and experienced by the members that constitute the school and is configured as more lasting characteristics, capable of determining a certain stability to these perceptions and, for this reason, grants this space its own identity that distinguishes it other similar environments. The surveys analyzed show that the school climate has an intense connection with students' academic performance and personal and social development, as students are sensitive to the school environment, and this environment not only influences their behavior and adaptation, but also their learning in their own environment. In addition, the positive school climate influences how teachers feel at school, how they teach and how long they stay in the same institution. That is, research indicates that the school climate increases or minimizes emotional exhaustion and feelings of low personal fulfillment in teachers, having a direct and indirect impact on students' school performance.