Educational Performance Research Articles

Parenting and the Educational Performance of Secondary Schools Students’ in Rivers State, Nigeria

This paper looks at parenting and the educational performance of secondary schools’ students’ in Rivers State, Nigeria. Survey methodology were employed to collect data from the population of all registered secondary school in Rivers State which was estimated as 3,467 as at 2023. Taro Yamane formula were used to arrive at a sample size of 400 and questionnaire was distributed of which 387 returned. With a mean criterion of 3.0, SPSS and Crombach Alpha coefficient of 0.05 were used to analyse the study's research topics. Reviewing the effect of parenting on the educational performance of secondary schools’ students’ in Nigeria we found out that absent of either father/mother from home, keeping children/wards in the hands of house help/care giver to take care of, family responsibility/obligation which made parents to show less concern in children/wards academic, devotion to work, lack of time, love, care, concern etc. are the effect of poor parenting that lead to poor academic performance of secondary school students River State, Nigeria. The study concluded that parent should try to involve themselves in their children/wards academics than just paying their fees, giving them good meals/snacks to school, buy whatever the children/ward’s needs, enrol them in expensive school then leave them in the hands of the teachers’ as academic involvement and child training is far beyond this knowing that they are their child/ward first teacher in life and also no one can train their child/ward better than they do knowing the fact that “charity begins at home”.

The Role of Individual Performance in the Effect of ICT Appropriation on Educational Performance of Students in Public Universities in the Casablanca-Settat Region, Morocco

The Role of Individual Performance in the Effect of ICT Appropriation on Educational Performance of Students in Public Universities in the Casablanca-Settat Region, Morocco

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

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

The Relationship Between Organizational Commitment, Professional Development, and Job Performance of Educators in Public Universities

This study investigates the relationship between organizational commitment, professional development, and job performance among educators in public universities. Using a sample of 250 educators from public universities in West Java, Indonesia, the study employed a quantitative approach, incorporating Pearson correlation and multiple regression analyses to examine the influence of organizational commitment and professional development on job performance. The findings revealed that both organizational commitment and professional development have significant positive effects on job performance. Furthermore, an interaction effect was observed, suggesting that educators who exhibit high levels of organizational commitment and actively participate in professional development activities perform better than those with only one of these factors. These results emphasize the importance of fostering both commitment and professional growth in improving educator performance. The study contributes to the literature on educator effectiveness and offers practical recommendations for enhancing job performance in higher education institutions.

Transformational Leadership and Organizational Performance in Faith-Based Higher Education in Kenya

This study examines the impact of transformational leadership on the organizational performance of private faith - based higher learning institutions in Kenya. Utilizing a quantitative research approach, data were collected through surveys administered to leaders and staff. Regression analysis was employed to explore the relationship between transformational leadership and organizational performance. Findings suggest that transformational leadership significantly enhances organizational performance, providing valuable insights for leadership practices in these institutions.

The Mediating Role of Institutional Culture in Transformational Leadership and Organizational Performance in Faith-Based Higher Education in Kenya

This study investigates the mediating role of institutional culture in the relationship between transformational leadership and organizational performance in private, faith - based higher learning institutions in Kenya. A quantitative research design utilizing self - administered questionnaires was employed, targeting leaders and staff across selected institutions. Data analysis involved regression and mediation testing. The findings provide insights into the dynamics of leadership, culture, and performance within faith - based higher education contexts in Kenya.

Change Management Strategy in Improving Teacher Performance in Junior High Schools in Sintang District

The objective of this research is to determine the most effective change management strategies for enhancing the performance of educators in junior high schools throughout the Sintang District. Educational institutions, such as junior high schools, are confronted with the demands of a dynamic work environment, as well as technological and social changes. Interviews, documentation, and observations are employed in this qualitative descriptive research to gather data from school principals and instructors regarding the modifications implemented. The research findings indicate that educators' performance is enhanced by the implementation of a change management strategy that adheres to John P. Kotter's model, which involves three stages: terminating outdated policies, initiating change, and implementing new policies. Classroom management, learning methods, student assessment, and educational vision and mission are among the modifications. The successful implementation of new policies requires the active participation of all members of educational institutions, as well as effective communication and strong leadership. It is the conclusion of this investigation that effective change management strategies not only enhance the performance of educators but also equip schools to confront future educational obstacles.

Students’ Perceptions of Food Offer in Portuguese Canteens and Adherence to Mediterranean Diets

Abstract Adherence to healthy eating behaviors, as in the Mediterranean Diet, is related to a better quality of life, better educational performance, and reduced risk of physical illness among higher education students. The provision of good quality and sustainable food is imperative in university environments. Nevertheless, the availability of healthy options tends to be limited across campuses (e.g., affordable fast food; the convenience of high-sugary foods in vending machines), including university canteens. Understanding students’ views on canteens and the factors that prevent them from embracing healthy eating habits may help to improve the food supply on campuses. In the present study, we aimed to examine students’ perceptions of canteen services and its food supply and to verify students’ knowledge and promptness to comply with a Mediterranean Diet menu. A large sample of academic students from Portuguese universities answered an online survey with a mixed approach. Specifically, participants were requested to characterize their dietary practices and report their perceptions about food services and offers in campus canteens. Additionally, students were asked about their knowledge, perceptions, and adherence to Mediterranean Diet. Our findings allow us to map perceptions and attitudes regarding food offered in university canteens and to identify the potential to adhere to more sustainable and healthier food patterns according to individual. Moreover, we identified the main psychological and environmental barriers to adhering Mediterranean Diet. Correlational data indicated a relationship between health-related measures and food-related factors. Advancing data about modifiable factors associated with better adherence to healthy dietary habits in the university context informs the development of actions/interventions to prevent unhealthy food choices and overcome limited and unhealthy food offers in canteen campuses.

Exploring the policy context of Whole School in eight EU countries: the Schools4Health project

Abstract Background Moving from the recognition of WHO principles of health promoting school (HPS) to concrete practices is challenging. The Schools4Health project is an EU initiative with the aim to introduce, strengthen, and sustain the adoption of a participatory whole-school approach to health and wellbeing. The aim of this work is to present an update about the policy environment around HPS approaches in eight EU countries. Methods Between September-November 2023, Schools4Health partners from Spain, Belgium, Hungary, Greece, Latvia, the Netherlands, Romania and Slovenia carried out a preliminary scoping exercise to investigate the policy conditions which can influence the national uptake of HPS approaches. A three-step methodology was developed: a. identification of core stakeholders b. Rapid Situation Analysis survey and c. national roundtable meetings, to assess stakeholders’ awareness of and engagement in health promotion programs in schools. Results In total, n = 192 responses from stakeholders from health, education, social and agricultural sectors were selected. Most experts were aware or partly aware of the HPS concept. While there is consensus that health promotion at school is essential, there is a lack of, or weak implementation of legislation and voluntary initiatives due to barriers such as limited time and financial resources, teachers burnout and insufficient interaction between education and health governmental bodies. Conclusions Effective advocacy can highlight the potential of HPS in addressing the urgent challenges related to wellbeing in youth, and the associated decline in educational performance across Europe. Policymakers, public authorities and the broader community should also be engaged. Key messages • Creating HPSs should not solely fall on schools and teaching staff. • Policymakers, public authorities and the broader community around schools have responsibility to ensure that policy measures and instruments embed the key considerations for HPS approach.

Indonesian WAIS-IV Cultural Research.

This study examined regional differences between Indonesians on the Wechsler Adult Intelligence Scale-IV Indonesia (WAIS-IV ID) and, in comparison, to the US. Three hypotheses were examined: a) Java will demonstrate stronger WAIS-IV ID performances than non-Java (NJ) samples. b) WAIS-IV ID performances will be correlated with educational attainment. c) Indonesians with higher levels of education will perform comparably to US samples. The WAIS-IV was translated into Bahasa Indonesia and administered to a convenience sample representative of the Indonesian population breakdown by island. Comparisons between Java and NJ samples were analyzed by analyses of covariance controlling for education attainment. Comparisons between the Indonesian and US samples were analyzed by one sample t-tests. The Java sample performed significantly higher than the NJ sample. Performances for the Java but not the NJ sample significantly correlated with educational attainment. Indonesians performed significantly lower than the US on 19/20 WAIS-IV ID subtests measures. However, the Java sample demonstrated comparable performances with the US with both countries scoring significantly higher than the other on select subtests and indexes. The Java sample demonstrated lower performances for older age cohorts with increasingly stronger scores across younger age cohorts. This pattern was paralleled by increases in educational attainment. All hypotheses were supported except for correlations between educational attainment and WAIS-IV ID performances which was significant for the Java sample but not the NJ sample. Findings were interpreted within the context of economics and educational attainment and quality.

Quality of life, anxiety and mindfulness during the prevalence of COVID-19: a comparison between medical and non-medical students

BackgroundThe Covid-19 pandemic has affected all areas of society, including students. However, medical students have faced many challenges due to direct contact with patients. The present study was conducted with the aim of investigating and comparing the quality of life (QoL), anxiety and mindfulness between Iranian medical and non-medical students during the COVID-19 pandemic.MethodFive hundred and six students (both medical and non-medical students) participated in the study from August to October 2022 with a convenience sampling method. The data were collected using an online questionnaire including a demographic form, the QoL Questionnaire (WHOQOL- BREF), the Generalized Anxiety Disorder 7-item survey (GAD‐7) and the Relaxation/Meditation/Mindfulness Tracker t-Persian version survey (RMMt-P). Pearson correlation and independent t-test and multivariate linear regression were used to determine the relationship between the study variables.ResultsThe samples included 272 medical students and 234 non-medical students with a mean age of 21.99 ± 3.46 and 24.17 ± 6.54 years respectively. Most of the medical and non-medical students were female, single and had a bachelor’s degree. The mean scores of medical and non-medical students’ QoL during the COVID-19 pandemic were 57.86 ± 13.26 and 56.75 ± 14.42, respectively which indicates the higher quality of life of medical students. Anxiety and mindfulness predicted 29% of the variance of the QoL in the medical students, while anxiety and mindfulness and having a chronic disease predicted 30% of the variance of the QoL in the non-medical students. No significant difference existed in the QoL and its subscales during the COVID-19 pandemic between medical and non-medical students (p > 0.05). There was a significant difference in terms of anxiety (p = 0.02) and mindfulness (p = 0.03) between medical and non-medical students during the prevalence of COVID-19.Discussion and conclusionThe findings of the present study indicated that medical students exhibited lower levels of anxiety and higher levels of mindfulness. Therefore, interventions aimed at reducing anxiety and increasing mindfulness among non-medical students are necessary. It is recommended that preventive approaches and psychological interventions to improve students’ quality of life become an integral part of crisis response during the COVID-19 pandemic. Additionally, reducing anxiety and enhancing mindfulness can improve the quality of education and professional performance of medical students, while also contributing to their mental well-being and effective clinical communication.

Perancangan Aplikasi Sistem Absensi Guru Dan Karyawan Berbasis Web Sekolah Menengah Kejuruan

The development of information technology is quite extensive and global and has had a changing impact on all aspects ofhuman life. In the field of education, information technology is very necessary in order to support the performance ofeducation so that it can be useful in building an intelligent and competitive generation, one of which is at Global PersadaVocational School. Based on observations, Global Persada Vocational School does not yet have a teacher and employeeattendance system for processing teacher absence data. The obstacles that are often encountered in manual processing ofabsentee data are that it is very slow, ineffective, and makes it difficult for school principals to manage and check data onteachers who are present, and is even prone to losing absenteeism recap data. The aim of this research is to design andbuild a Web-based attendance system for processing teacher and employee attendance data for Global PersadaVocational School to make it easier to process teacher and employee attendance data. In building the teacher andemployee attendance system, the author used the SDLC method with the Waterfall model in designing the system andproduced a system with a simple interface that can help present accurate and relevant value data processing information.

Harnessing Leadership Styles to Enhance the Effectiveness of Secondary School Dynamics in the Vhembe District

The study aimed to explore the relationship between leadership styles and their effectiveness in enhancing the culture of secondary schools in the Vhembe District, South Africa. The study aimed to identify how different leadership approaches impact educator performance, learner achievement, and overall school dynamics. It also sought to provide recommendations for fostering leadership practices that positively influence these domains. A qualitative research approach was used, using purposive sampling to select 20 participants with substantial experience and knowledge of leadership dynamics within secondary schools in the Vhembe East District. The study collected in-depth insights into the various leadership styles practised and their effects on the school environment through interviews and observations. Key findings revealed a variety of leadership styles, from democratic to authoritarian, and their differing impacts on educators and learners. While collaborative and culturally responsive leadership practices enhanced school culture and performance, inconsistent or overly authoritative leadership led to challenges such as low educator morale and poor learner outcomes. The power and influence theory and Leadership trait theory provided a framework for understanding the dynamics of power and the traits that contribute to effective leadership. The study indicated that enhancing collaborative leadership, promoting culturally responsive practices, and maintaining consistency in leadership approaches are crucial to improving leadership quality in secondary schools. These findings contribute to the scholarship by offering practical insights that can guide the development of leadership training programs and inform policy-making in educational leadership, ultimately aiming to cultivate positive and supportive school dynamics. Keywords: Leadership, Leadership Style, School Ecosystem, Leadership Effectiveness, Leadership Trait.

Kyai Leadership Management Model in Improving Quality Performance of Educators and Education Personnel in Islamic Boarding Schools Ibnussabil Santan Tengah

The Kyai leadership model in Islamic boarding schools plays a major role in improving the performance of educators and education personnel. As a leader, at least he must be able to influence, motivate, protect, and guide his subordinates to have significant performance quality. Thus, optimal performance is directly proportional to the institution's success in achieving its vision, mission, and goals. This study was conducted to find out how the Kyai leadership management model is carried out at the Ibnussabil Santan Tengah Islamic Boarding School in improving the quality of performance of educators and education personnel from a philosophical perspective. The research method uses a qualitative approach by describing the leadership management model used in improving the quality of performance of educators and education personnel, in this case, interviews and documentation are the data collection techniques. The results of the study showed that there is no best leader model because all types of leadership must be used according to the situation or circumstances to improve the quality of performance of educators and education personnel effectively. Keywords: Leadership Management Model, Performance of Educators, and Education Staff

Human Resource Management Based On Islamic Values At Madrasah Aliyah Nurul Qarnain In Facing The Challenges Of The Digital Era

In order to meet the difficulties of the digital age, this study intends to examine how Islamic educational institutions apply Human Resource management based on Islamic principles.. This study uses a qualitative method with a case study approach on an educational institution that applies Islamic principles in human resource management, such as trust, justice, and excellence. The research results show that the integration of Islamic values in human resource management significantly improves the performance, loyalty, and satisfaction of educators. However, the challenges in digital literacy are still felt by most educators, even though institutions have provided regular technology training. The implementation of a collaborative culture through deliberation has proven effective in enhancing innovation and the involvement of educators in the decision-making process. The use of digital technology tailored to Islamic values, such as sharia-compliant human resource management applications, also strengthens aspects of transparency and justice in institutional management. In conclusion, Human Resource management based on Islamic values, supported by digital technology, is capable of improving performance quality and creating a harmonious work environment that is relevant in addressing the challenges of the digital era.

Digital Tools in the Thesis Process: A Case Study from Sweden

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

Comparing the Role of Attitudes on the Enactment of Academic and Non-Academic Education Performance Indicators

Chile has followed the international trend of implementing a standards-based reform, with the particularity of encompassing both academic and non-academic outcomes. Drawing on interview data from four school cases in Santiago, Chile, this study examines the role of attitudes in reform enactment, analyzing whether and how school actors’ attitudes toward academic and non-academic performance indicators influence practice change. Alignment between attitudes toward academic standards and practice change is often disrupted by subjective norms, whereas attitudes toward non-academic indicators consistently drive behavior. This research sheds light on the complex interplay between attitudes and policy enactment, offering valuable insights.

Exploring the Correlation between Self-regulated Learning Strategies and Academic Success in Higher Education

This study aims to determine how many Jordanian university students use self-regulated learning strategies, how much these strategies vary by gender and degree of accomplishment, and what the correlation is between students' strategy possession and their degree of academic success. One hundred twenty male and female students made up the sample. The researcher ensured the validity and reliability of the self-regulated learning techniques questionnaire before administering it to them. The results showed that participants were adequately proficient in listening (mean 3.5, SD 0.8), summarizing (mean 3.7, SD 0.6), and arranging (mean 3.6, SD 0.7), among other tactics. There were clear gender differences; men scored higher on the Listening and Arranging tasks, with the former having a significantly higher mean score (p-value 0.042) and the latter having a slightly higher mean score (3.6). Self-regulated learning strategiesAdditionally, there was a correlation between academic performance and strategy proficiency. High achievers tended to have better scores across the board. However, they were solid in the areas of summarizing (mean 3.9, SD 0.4) and listening (mean 3.8, SD 0.5), where there were strong correlations between the two and academic success (mean 0.59). These findings demonstrate that self-regulated learning strategies are crucial for academic success and that improving these abilities might substantially impact educational performance.

Reading and Writing Research Based on Surname Group

This study examines the influence of surname on academic performance in higher education. It includes an in-depth analysis of comprehensive book circulation data from the library of Nanjing Normal University, covering the period from 2012 to 2023. The study uses Kendall coefficients to assess the consistency in book circulation and renewal among the top 300 surnames of readers, employs multidimensional scaling analysis to identify differences or similarities between categorical variables through direct distance assessment, uses chi-square tests to measure the correlation between surnames above and below the mean line and various categorical variables, and conducts survival analysis to examine circulation activities related to the top 300 surnames. Results are interpreted in the context of female-dominated education and teacher preparation. The results reveal a consistent pattern in the 12-year borrowing and renewal habits of the top 300 surnames of readers. A hierachical mismatch between the reader, book category, and author reflects complex reading interests beyond academic authority. In the wake of the COVID-19 pandemic, readers with surnames above the average have shown less interest in using the book renewal service. The borrowing and renewal activity for the disappeared surnames changed within two years for foreign language books and six years for Chinese books.

Dialogues with Thinkers on Problematizing Practices for the Teaching of Mathematics in Early Childhood Education

This article exposes part of a research of a teacher who teaches mathematics, based on her personal experiences as a basic education student and during her initial education in pedagogy and professional performance in early childhood education, phenomenological character, and whose theoretical section was presented in narrative format. Therefore, the literature review on theories associated with the research subject was developed in a dialogue format with researchers and thinkers considered key to the study. This text presents the dialogues with these authors whose ideas and concepts guided the researcher’s thoughts in a movement of hermeneutic contemplation about their experiences, explaining the want to do pedagogical and opening ways for new questions.