Performance In Secondary Schools Research Articles

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.

Community involvement and performance of secondary schools in Kassanda Town Council, Kassanda District

The purpose of study is to establish the ways of community involvement in management of secondary schools in Kassanda district. The study was conducted in Kassanda Town Council, Kassanda district, the study adopted a descriptive survey research designs based on both qualitative and quantitative research design. The data was collected from 50 respondents who were the parents and local leaders of Kassanda Town Council. The study findings reveal that whereas the community provides involvement in schools, the ways of participation are quite limited. The community makes some few contributions to the performance of the secondary schools and is limited by poverty of the communities and lack of policy for involving community in participating in schools. The study recommends that there is a need to orient and educate or the stakeholders on their responsibility of participating in decision making process in schools as well as ensure transparency and accountability of the funds they help to raise and that deliberate involvement of the community in affairs of the school. The study also recommends that policy formulation on matters on management of secondary schools should be all inclusive so that it can address the societal needs.

ORGANIZATIONAL SUPPORT AS A CONSTRUCT OF TEACHER PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN PANABO CITY DIVISION

The study uncovered the relationship between organizational support and teacher performance in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of organizational support that significantly influenced teacher performance. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive organizational support and an extensive teacher performance. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of organizational support were found to have significantly influenced teacher performance. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in extending organizational support to attain excellent performance among teachers. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: Organizational support, teacher performance, Panabo City Division, Philippi

A New School, a Fresh Start? Change and Stability in Peer Relationships and Academic Performance in the Transition from Primary to Secondary School.

Previous studies on peer relationships in school transitions neglected individual differences, or did not examine the relation with academic performance in secondary school. This study followed 649 students from their last year of primary school to their first year in secondary school (Mage at T1 = 11.6 (SD = 0.6); 53.6% girls). Results revealed that students became more attached to peers, less lonely, and were stable in victimization across the transition. Particularly students with more negative peer experiences in primary school enjoyed a "fresh start" in terms of peer experiences in secondary school. Students who had more co-transitioning peers experienced greater reductions in loneliness. Changes in peer experiences over the transition did not relate to academic performance in secondary school.

A DESCRIPTIVE STUDY ON THE CHALLENGES FACED IN COMMUNITY INVOLVEMENT IN THE PERFORMANCE OF SECONDARY SCHOOLS IN KASANDA TOWN COUNCIL, KASANDA DISTRICT.

Background: The study aims to establish the challenges faced by community involvement in the performance of secondary schools in Kasanda town council. Methods: The study was conducted among secondary schools in Kassanda Town Council, the study adopted descriptive survey research designs based on an entirely quantitative research design. The data was collected from 50 respondents who were the parents and local leaders of Kassanda Town Council. Results: The study enrolled 35 males and 15 females between the ages of 20-50 and above. Low economic status among the people in the community, Low level of educative people in the community, Limited degree of parental awareness in the school management, Limited performance dimension in the management of the education sector, Lack of society mobilization by education institutions on community stakes in education are some of the challenges faced in the community involvement in the performance of the secondary schools. Therefore, the findings indicate that most of the respondents strongly agreed with 5 8.6%, 21.3% of the respondents agreed while 6.6% were not sure as 8.3% of respondents disagreed and 6% strongly disagreed. Conclusion: There is a limited degree of parent awareness in school management, a lack of policy requiring or supporting community involvement, a lack of society mobilization by education institutions, and a limited performance dimension in the management of the education sector. Recommendation: The study recommended for deliberate involvement of the community in the affairs of the school. The study recommends that policy formulation on matters of management of secondary schools should be all-inclusive so that it can address societal needs.

Principals’ adoption of budgetary control principles and their job performance in private secondary schools in UYO local government Area

Principals’ adoption of budgetary control principles and their job performance in private secondary schools in UYO local government Area

Overview of the perceived Influence of Insecurity on Academic Performance in front lines Local Government Secondary Schools in Niger State, Nigeria

Overview of the perceived Influence of Insecurity on Academic Performance in front lines Local Government Secondary Schools in Niger State, Nigeria

Predicting undergraduate academic performance in a leading Peruvian university: A machine learning approach

Despite improved higher education accessibility in low and middle-income countries (LMICs), challenges persist in student drop-out, especially for socio-economically disadvantaged students. While machine learning models have enhanced our understanding of this challenge by predicting academic performance, many studies overlook LMIC-specific institutional factors or focus on specific courses, limiting their generalizability and policy uses. To address these issues, the authors compiled a comprehensive database using administrative and census data to predict undergraduate academic performance at the Pontifical Catholic University of Peru (PUCP). The study found that the most effective models were tree-based ensembles, particularly Random Forest, with key predictors including prior secondary school performance and university admission test scores. They present a high-performing model using only ten features that can predict future academic performance and potentially aid in reducing student drop-out at PUCP.

Influence of Headteachers' Transformational Leadership Attributes on Academic Performance: A Case of Private Secondary Schools in Uganda

School demographics have changed in recent decades, and so has the type of leadership needed to successfully lead the rapidly changing schools of this Century. School leadership shapes all other variables such as good curriculum, quality teaching, and academic performance. This study was carried out in selected private secondary schools in Uganda. After the realization that investment in private secondary schools exposed the decline of previously well-performing public schools and contributed to the rise of some private schools. The aim was to establish the influence of transformational leadership on academic performance in private secondary schools among other influencers of school effectiveness. A multi-leadership questionnaire was used to gather information from 276 schools, 425 teachers and Directors of studies in the central region of Uganda because this region has the majority of performing, average and underperforming schools. It also has schools in Urban, Rural and semi-urban and it is considered to be the epicentre of educational institutions in the country. Multiple regression analysis was performed to determine the influence of headteachers’ transformation leadership attributes on academic performance at UCE and UACE in private schools for the year 2017-2019. The findings indicated that the headteachers’ transformational leadership attributes of Idealized influence and Inspirational motivation influence academic performance with standard beta coefficients of 0.154 and -0.140 which suggested that that a unit increase in Idealized influence increases academic performance at UCE by 15.4% in private schools in Uganda while a unit increase in Inspirational motivation decreases academic performance at UCE by 14.0%. At UACE idealised influence and Intellectual stimulation were found to have a significant relationship with UACE performance in private secondary schools in Uganda. The standardized beta coefficients for Idealized influence and Intellectual stimulation were -0.144 and 0.129 respectively suggesting that a unit increase in Idealized influence decreases academic performance at UACE by 14.4% in private secondary schools in Uganda while a unit increase in Intellectual stimulation increases academic performance at UACE by 12.9%. The study concludes that transformational leadership has a significant influence on academic performance in private secondary schools. The study recommends that policymakers and investors in Uganda's Education System should closely monitor the school's alignment with the transformational leadership practices for sustainable academic performance in private secondary schools

Correlation between Headteacher’s Supervision and Academic Achievement in English and Sciences Subject: A Case Study of Ruhango District Secondary Schools, Rwanda

This study aimed to determine the meaningful correlation between headteachers’ supervision and academic achievement in English and Elementary Sciences and Technology (EST) subject in secondary schools in Ruhango District, Rwanda. It was basically cross-sectional survey which involves quantitative and qualitative methods. It was executed in 10 Secondary Schools in Ruhango District plus analysis of students’ performance reports. Data were collected to 113 teachers (70 of English and 43 of EST) in addition to 30 headteachers through questionnaire. Data were analyzed through descriptive statistics through SPSS and Microsoft excel and inferential statistics (Pearson correlation). It showed that headteachers ‘supervision had a meaningful correlation with teachers’ performance in Secondary Schools, Ruhango District. It recommended that all educational authorities, government and other stakeholders should be involved in the monitoring and evaluation of teachers ‘performance in Secondary School, Ruhango District; headteachers should perform regular supervision to promote assessing measures that encourage the teachers to enhance education quality.

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

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.

The Influence of School Board of Governors’ Roles and Instructional Resource Availability on Teachers' Performance in Secondary Schools in Busia District, Uganda

The Influence of School Board of Governors’ Roles and Instructional Resource Availability on Teachers' Performance in Secondary Schools in Busia District, Uganda

Examining the influence of gender-responsive pedagogies on students’ academic performance in secondary schools in Tanzania: The case of Mafia, District

The relationship between gender-responsive pedagogy and student learning is seldom investigated. This study, therefore, examined the influence of gender-responsive pedagogies on students’ academic performance in Tanzanian secondary schools. The study employed a mixed methods research approach to gain an in-depth understanding of the phenomena under investigation. A total of 249 participants engaged in surveys and interviews. The reliability of the instruments was assessed by using Cronbach’s Alpha. Descriptive statistics and multiple linear regression models were used in analysing quantitative data. The findings revealed that most secondary school teachers possessed an understanding of gender-responsive pedagogies, particularly in adopting gender-sensitive language and considering the distinct needs of both male and female students in their teaching practices. Several practices significantly and positively influence students’ academic performance. These include teaching reinforcement (β=0.176, P=0.001), giving sufficient time for shy students to answer questions (β=0.163, P=0.001), encouraging mixed-gender groups (β=0.036, P=0.205), and providing equal opportunities for students to be group leaders (β=0.084, P=0.001). The study recommends that awareness creation through pre-service and in-service teacher education would facilitate teachers to become more proficient in using gender-responsive pedagogies.

Influence of Community Pressure on Principals’ Compliance with Procurement Regulations in Public Secondary Schools in Embu County, Kenya

Public procurement has become an issue of public attention and debate, and has been subjected to reforms, restructuring, rules and regulations. Most of developing countries have undertaken strategies to reform their procurement systems. Compliance with public procurement regulations in Kenya continues to be low in public entities despite efforts made by the Public Procurement Oversight Authority (PPOA) to put in place measures to improve compliance. The study sought to analyse the influence of community pressure on Principals’ compliance with procurement regulations in Public Secondary Schools in Embu County. The study employed positivism research paradigm and a cross-sectional descriptive survey research design was adopted. The target population for the study was all the 132 public secondary schools in Embu County consisting of 132 principals, 132 deputy principals, 132 bursars, 1320 suppliers and 660 procurement committee. A sample size of 98 public secondary schools was determined by the Kothari (2013) formula for calculating small sample sizes. A sample of 490 respondents was selected using stratified random sampling by picking 1 principal, 1 deputy principal, 1 bursar, and 1 members of procurement committee and suppliers in each of the 98 secondary schools. Primary data was collected using questionnaires which were pretested for reliability and validity to determine their suitability for use in the study. Quantitative data was analysed using descriptive and inferential statistics and results presented using charts and tables. Inferential statistics, correlation, multiple regression analysis were used establish the nature and magnitude of the relationships between the variables and to test the hypothesized relationships. Out of the 490 questionnaires administered three hundred and ninety five (395) were returned representing 80.6% response rate. The study indicates that majority of the respondents disagreed that community pressure influenced principals’ compliance with procurement regulations in secondary schools with an aggregate mean score of 2.85 and a standard deviation of 1.237. The null hypothesis tested was that there is no significant influence of community pressure on Principals’ compliance with procurement regulations in Public Secondary Schools in Embu County. Inferential statistics showed that the coefficient of determination was significant with a value of 0.339 and p= 0.000. The t-statistic and corresponding p-value were 10.336 and 0.000 respectively. Therefore, at P < 0.005 level of significance the null hypothesis (H0) is rejected and accepts the alternate hypotheses (HA) implying that there is a significant influence of community pressure on Principals’ compliance with procurement regulations in Public Secondary Schools in Embu County. It therefore, means that when the principals are able to manage the pressures exerted by the community then there are higher chances of the principal to be compliant with the procurement regulations. On the basis of these statistics, the study concludes that there is significant positive relationship between management of community pressure and compliance with procurement regulations. The study concluded that the principals do not succumb to the community pressure to bend the procurement regulations in the public secondary schools to favour suppliers rather they adhere to the guidelines. The suppliers to the schools also induce unethical practices like corrupting the school tendering committee members and therefore strong enforcements of laws should be implemented. The study recommends that there should be strict compliance with government regulations on public procurement since this will assist in checking procurement committee performance in public secondary schools. All schools procurement committee members should strictly adhere to procurement ethics to avoid conflict of interest in procurement matters as this can compromise procurement committee performance in public secondary schools

Teaching is a Drag! Performing Gender as a Queer Secondary English Teacher

ABSTRACT In light of recent protests at Drag Queen Story Hour events, this essay offers a critical examination of the role of gender performance in secondary schools and English lessons through a personal exploration of how I perform gender as a queer English teacher. I show that schools perpetuate a model of gender that is binary and heterosexist; that teachers and students perform gender in complex ways; that reading in English requires queer performances of gender; and that the professional is always personal when it comes to teacher development.

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

This study explores the effects of stress and burnout on teachers in public secondary schools in Kenya. The research aims to assess the prevalence of stress among teachers, examine its diverse effects on professional performance, and propose implications for educational stakeholders. Utilizing a descriptive survey design, data was gathered through self-constructed questionnaires and interviews. The sample size of the study consisted of 240 teachers and 20 principals from 20 secondary schools. The findings reveal a significant majority of teachers (81.9%) acknowledging the influence of stress and burnout on their performance. This study illustrates the adverse effects reported by teachers, including low output, poor delivery in class, demotivation, lack of concentration, and disorganization. These outcomes underscore the urgent need for targeted interventions and support mechanisms to enhance teacher well-being and the overall quality of education in the region. Implications for policymakers and educational institutions involve prioritizing teacher well-being, implementing organizational support structures, and integrating stress management modules into professional development programs. The study also emphasizes the need for ongoing research to further understand the specific causes and manifestations of stress among teachers in the Kenyan context. Addressing these challenges not only safeguards the well-being of individual educators but also bolsters the resilience and effectiveness of the teaching community, ultimately enhancing educational outcomes for students.

Influence of Social Cultural Factors on Academic Performance in Public Secondary Schools in Tana River County

The main purpose of the study was scrutinize the socio- cultural aspects on academic performance in public secondary schools in Tana River County. The study employed the Socio-cultural theory as well as System Theory. The study employed descriptive study design. The study was carried out in public secondary schools in Tana River County with a target population of 253 respondents. A census of sample size of 155 participants. The researcher applied primary data. Questionnaires were applied to gather information from principals whereas interview schedule was applied to gather gen from parents. Expert opinion was used to ensure data validity and reliability. The data was analysed descriptively by means and the standard deviation, while multiple regression analysis was used to establish the influence between the variables. The researcher applied SPSS version 25 to examine facts. Regression, ANOVA, correlation as well as model summary was created in addition, facts were presented in tables. The correlation between the independent variables (home chores activities, community activities, parents’ level of edification besides learners’ engrossment in early marriages) besides the dependent variable (academic performance) outcomes showed that all are positive as well as momentous. Particularly, home chores activities is positively as well as significantly correlated (r=.033, p<.05). Likewise, learner’s involvement in community activities (r=.203, p<.05), parents’ level of education (r=.075, p<.05), and learners involvement in early marriages (r=.230, p<.05) are positively as well as ominously interrelated with academic performance in public secondary schools in Tana River. The constant of fortitude infers that the set of independent variables in this research is in lieu of 51.8% of disparities in the academic recital in public secondary schools. The ANOVA outcomes demonstrate that the F_ ratio is 32.048 with a conforming p-value of .000. The projected model linking the social cultural factors to academic performance in public secondary schools is a decent model. Parents’ participation in edification takes various methods comprising the provision of safe as well as steady environment, scholarly imitations, parent to youngster conversation, good replicas of constructive communal as well as scholastic standards and high ambitions connecting to personal contentment, contact with school to pass gen, contribution in school proceedings as well as school work and governance.

Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda

Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda

Exploring Classroom Environment as a Predominant Factor Affecting Students' Academic Performance in Lagos State Junior Secondary Schools, Nigeria

This study was conducted to investigate the classroom environment as a predominant factor affecting students' academic performance in Lagos State junior secondary schools, Nigeria. A sample size of 250 students was drawn using both purposive and simple random sampling techniques. The instruments used for data collection were a questionnaire titled “Classroom Environment Questionnaire and tagged (CEQ),” whose reliability coefficient was found to be 0.85, and an achievement test to measure the students’ academic performance. Findings from the study revealed that there is a significant relationship between class size and students' academic performance in public junior secondary schools (r =.829), a significant relationship exists between instructional material usage and students' academic performance in public junior secondary schools (r =.745), a significant relationship exists between school climate and students' academic performance in public junior secondary schools (r =.775), and a significant relationship exists between classroom organization and students' academic performance in public junior secondary schools in Lagos State (r =.925). It was recommended that to ensure efficient service delivery, or the teaching-learning process, the government, through the Education Districts, pledge to supply junior secondary schools with economically improved and pertinent instructional resources, as this would enhance students’ academic performance in schools.