Poor Academic Performance Of Students Research Articles

LEVEL OF ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS OF ALEBTONG DISTRICT. A CROSS-SECTIONAL STUDY.

Background In Uganda, there is an overall concern over the generally poor academic performance of students learning in government-aided schools. The study aims to assess the level of academic performance of students in secondary schools of Alebtong District. Methodology A descriptive cross-sectional study was conducted and quantitative data collected from 115 respondents was obtained. Results The level of academic performance of students in secondary schools of Alebtong District was relatively low. The mean response of 2.6 suggested that students' performance in standardized exams, particularly UCE and UACE, is not very high. A mean response of 2.2 indicated that the pass rate of students in Alebtong District was not very high and only 25% of students obtained a second-grade result. The mean response was 1.8 indicating that a high percentage of students in lower secondary do not obtain a first-grade result. A mean response of 2.8 indicated that there might be some challenges regarding dropout rates and student retention in secondary schools. The mean response was 3.2 indicating that students in Alebtong District generally experience a relatively smooth transition and progression through their secondary education. Conclusion Generally, schools in Alebtong District have not yet archived their desired potential with the majority of the students unable to score a minimum of second-grade result. There is still a need for greater improvement in the level of academic performance of students in secondary schools in Alebtong District Recommendation Strategies should be implemented to enhance students' performance in standardized exams, increase the pass rate, improve grade distribution, reduce dropout rates, and ensure the smooth transition and completion of secondary education. Encouraging students' active involvement in extra-curricular activities could also be explored as a potential avenue for supporting academic excellence.

Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice

ObjectiveThis study aimed to understand the key determinants for poor academic performance of students completing a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree.MethodsData were collected on pharmacy students who had not met academic progression requirements between 2008 and 2018 at The University of Sydney, Australia. This included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank upon entry, previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark at last show cause or graduation; whether they graduated and were a registered pharmacist; and, the number of years they spent studying the degree. Descriptive studies were used to analyse student characteristics using SPSS software, and student self-reported reasons for poor performance were analysed reflexively using thematic analysis procedures using NVivo.ResultsThis study included 164 pharmacy students enrolled in a BPharm (79.3%, n = 130), BPharmMgmt (1.2%, n = 2), or MPharm (19.5%, n = 32). Of the students, 54% (n = 88) were men, 81% (n = 133) were domestic students, 15% (n = 24) transferred from another degree program, and 38% (n = 62) graduated from the course. Show cause students were less likely to graduate if they transferred from another degree program (P = 0.0002) or failed more than three units of study (UoS; P < 0.0001). The most commonly failed UoS were related to organic or pharmaceutical chemistry, and the top student self-reported reasons for poor performance was stress/anxiety, physical health, and depression.ConclusionPharmacy schools should aim to address student foundational knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better services to address student mental health.

Impact of Organisational Politics Perceptions on Doctoral Students’ Engagement and Performance: Exploring the Mediating Role of Supervisor Support

The study investigates the possible linkage of organisational politics with the academic performance of doctoral students, mediated by work engagement and moderated by perceived supervisor support, based on the ‘Broaden-and-Build Theory’. The authors collected multisource data through structured questionnaires from 432 doctoral students and their supervisors, which was analysed using the Structural Equation Modeling (SEM) technique in SmartPLS 4. Analysis showed that organisational politics negatively impacts academic performance with the partial mediation of work engagement. However, perceived supervisor support buffered this association, thus, reducing the indirect effects on academic performance. The findings are useful for the management of Higher Education Institutes/Universities (HEIs) into how and why the perception of organisational politics could lead to poor academic performance of students enrolled in doctoral studies. The findings also direct university management to take necessary measures by which students’ academic performance could be enhanced through their work engagement and perceived supervisor support. JEL Classification Codes: I21

Disturbance in Chrononutrition and Its Influence on Body Weight and Academic Performance: A Review

This study is a review of articles from 1999 to 2023 that present how circadian rhythm and factors have created an impact on individuals. Chrononutrition is the latest concept of sleeping patterns and eating behaviors along with it. It includes meal frequency, regularity, and timing. Alteration in these can be a reason for healthy eating or risk of diseases. The pros and cons of chronotypes (morning and evening) and their relation with modernization are being studied. Meal skipping and its influence on body weight are deleterious for health and breakfast skipping and late dinners have a higher association with weight gain. Disruption in sleep and high-calorie consumption before bedtime causes disturbed and insufficient sleep. Nutrient intake is low in individuals who have poor sleep-wake cycles. Also, irregularity in the sleep-wake cycles and meal timings have an association with poor academic performance of students of school, college, and university levels. In conclusion, eating with a biological clock can help individuals reverse or recover from a disease and create a positive impact on academic performance.

Repositioning Integrated Science Curriculum for National Growth and Development

The importance of Integrated Science curriculum to nation’s development cannot be overemphasized. In Nigeria, issues such as poor academic performance of students, low quality of graduates, inadequate funding, lack of equipped laboratory and workshops, low quantity, quality, and commitment of teachers, inappropriate curriculum are prevalent in Integrated Science education provision. To improve the state of science and technology from its status quo and reposition it for the 21st century, adequate funding, provision and furnishing of laboratory and workshop, provision of scholarships and bursaries for students, regular review of science and technology curriculum, provisions of ICT in teaching and learning, recruitment of more qualified science and technology teachers, as well as motivation of science and technology teachers are recommended.

Examination Malpractice as Determinant for Poor Academic Performance of Students in Agricultural science in Ife Central Local Government, Osun State

This paper investigates examination malpractice as one of the determinants of poor performance in agricultural science among students in secondary schools in Ile – Ife. This will help in identifying the major factors responsible for this, and how to improve the students’ performance in agricultural science so as to build students in developing more interest in the subject for better agricultural productivity at all levels. The descriptive research survey type was used. The population is made of all senior secondary school students offering agricultural science and agricultural science teachers of selected schools in Ife central local government. Two hundred secondary school students were selected. Fourty students were randomly selected from each of the five schools from the local government. Also, two agricultural science teachers were selected each from the five schools in the local government. Data were analyzed using frequency counts and percentages. Findings revealed that there were examination malpractices among students in Agricultural science. Poor performance of students in agricultural science as a result of examination malpractice reduces the interest of young secondary school leavers especially youths in the area of agriculture.

Falling Educational Standard Of Religious And Moral Education Subject At The Mfantseman District: The Views Of Multi-Parties In A Sequential Exploratory Study.

Purpose: This study seeks to examine the causes of falling educational standards of religious and moral education subjects in the Mfantseman District in Ghana and to draw the attention of all stakeholders to the poor academic performance of students in religious and moral education.&#x0D; Design/Methodology/Approach: The study employs the case study method, which was informed by a qualitative research design approach. A Purposive sampling technique was chosen to select 43 participants. The data collection method that was used in this study was a semi-structured interview guide. Thematic analysis was applied manually to the data. &#x0D; Findings: RME education was influenced by religious and cultural biases, leading to a lack of diversity, tolerance, and respect for different religious and cultural values and beliefs.&#x0D; It was revealed from the study that teachers lack the autonomy to develop their teaching methods and strategies, leading to a lack of innovation and creativity in RME education.&#x0D; Again, it was established that many RME teachers did not receive adequate training to teach the subject effectively, leading to poor teaching practices and low student engagement.&#x0D; Research Limitation/Implication: The study focuses on the falling educational standard of religious and moral education. The study concentrated on some selected communities in the Mfantseman District.&#x0D; Practical Implications: Develop strategies to address the factors that contribute to the decline in the quality of RME education, such as inadequate teacher training, outdated curriculum, and insufficient resources.&#x0D; Social Implications: This requires a coordinated effort among policymakers, educators, religious organisations, and other stakeholders to address the challenges facing RME education and promote the development of effective strategies that can improve the quality of RME education and promote social development and harmony.

An Empirical Study of the Common Factors Affecting Students’ Academic Performance in Gombe State University, Gombe-Nigeria

Students’ academic performance has been one of the major discourse among social sciences disciplines in tertiary institutions in the last two decades in Nigeria. But unfortunately, very insignificant number of studies in this area has been conducted in the north east tertiary institutions. This research was undertaken to fill this obvious gap. The objectives of the research study therefore includes; to examine the most common factors associated with poor academic performance of students in Gombe State University and to explore the consequences associated with poor academic performance of students in Gombe State University. Furthermore, the research employed a descriptive method and data was collected from a sampled of 584 respondents using Krejcie and Morgan Sample Size Calculator via the aid of the questionnaire. The data was analysed with the aid of Statistical Package for the Social Sciences (Version, 21). The findings of the study indicated that, the most common factors associated with poor academic performance of students in Gombe State University includes family stress, lack of proper orientation programmes and commitment of students to academic activities and overcrowding in class among others. Similarly, the consequences of poor academic performance of students in the university include poor academic semester results, probation and dismissal among others. Finally, the study recommends among others on the need for parents/guardians to support and encourage their wards by relieving them from family activities during school sessions. Also, the university management need to provide more facilities which will help in reducing congestions among students in class.

Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes

Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learning difficulties not excluding the ability to learn in a different manner during school and academic life. Sometimes, school, academic difficulties, and Rolandic epilepsy can coexist together, and there may be comorbidities. Consequently, the risk of impaired academic performance in people with epilepsy is high. This review analyzed the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP) in children and adolescents (aged 6 to 19), and in adults (aged 20 to no age limit). The PRISMA guideline was used to guide our review strategy. This research shows that Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performances are strongly correlated. An early onset age, as well as a long persistence of seizures, correlate more closely with PSAP. On the other hand, it appears that good pharmacological control of seizures and remission from the acute phase of the pathology support better school performance. This review highlights how neuropsychological aspects are also involved in patients with BECTS and PSAP, both in the greater predisposition to the establishment of other neuropsychiatric conditions and in the possibility that stigma conditions and poor academic results may have repercussions on the adaptation and functioning of these subjects. Global management of the subject with BECTS and PSAP is essential, which also pays attention to the aspects of social and scholastic inclusion, both to achieve age-appropriate educational and behavioral objectives, to give the necessary tools for the growth of the individual, and to allow a serene transition to adulthood, favoring autonomous learning and better outcomes.

Development of optimal and cost effective bus scheduling using genetics algorithm

Most higher institutions in Nigeria operates intra and inter campus transportation, but lack proper planning on movement schedule which contributes significantly to poor academic performance of students as it causes great fatigue due to long queue at the parks and consequently, resulting to losses of revenue to bus management. A met-heuristic algorithm, G.A and L.P model were used to optimize bus scheduling for efficient transportation. To achieve this, travel demands for peak and off-peak seasons at the two campuses of FUTMinna, Nigeria were obtained using 4 numbers of CCTV cameras located at strategic positions. Data were analyzed using the design travel times of 40, 50 and 60 minutes considering traffic and road conditions using 19 numbers of 18 seater bus, 11 numbers of 35 seater bus and 15 numbers of 60seater bus capacities buses with15 minutes departure time. It was observed that with N100/head of revenue charges, a total of N185,000/day corresponding to 231 trips would be achieved during off-peak season to convey 2,562 students, and this amount would increase by 289% at peak season with very little or no delay to move 4,411students travel demand.

Language Barriers in Marriage: A Catalyst for Broken Homes and Students’ Poor Academic Performance

Purpose: The study examined language barriers in marriage as a catalyst for broken homes and students’ poor academic performance. The study aimed at finding solutions to the various causes of broken homes and its negative effects on students’ academic performance. The issue of broken homes has over the years created some bottlenecks in children education. This state of affair has gone a long way to affect negatively on the academic performance of the child in school especially junior and senior secondary school students. This is because the much needed supports for the child in school are always absent. In Nigeria today there are growing proportion of broken homes and poor academic performance of students at all levels in schools in Nigeria.&#x0D; Methodology: The research adopted a descriptive research design.&#x0D; Findings: Findings showed that language barriers, lack of time management, poverty, over reaction, parental or friends influence, health and infertility and lack of effective communication are the main causes of broken homes among couples; emotional and psychological trauma, anxiety, truancy and laziness to class work activities negatively affects students’ poor academic performance in schools.&#x0D; Conclusion: Consistent endurance, transparency, understanding, sympathy, sharing, caring, devotion and faithfulness are the major solution to broken homes.&#x0D; Recommendations: The study recommend homes reconciliation and forgiveness (there should be adequate reconciliation and forgiveness to foster unity, love and acceptance by couples) and the government, counsellors, teachers, religious leaders and humanitarian groups should encourage couples to cherish their cultural values, particularly religious norm to foster good relationship back home. Also, should exercise divine guidance to discourage divorce in the light of God’s word.

Revolutionizing Large Classes and Helping the Silently Excluded Learners through Language Inclusive Practices

One of the challenges facing the actualization of the Sustainable Development Goals (SDGs) in many African countries and especially Nigeria is the daunting influence of lack of quality education which is occasioned by the problems of large classes and silently excluded learners in schools. The effects of these maladies had always been foregrounded in the poor academic performance of students, especially in the English language writing task of secondary school students in both internal and external examinations. The rippling effects are not easily erased from most undergraduate and postgraduate students’ writing abilities. Therefore, there is a great need to revolutionize the language classrooms to accommodate the silently excluded or struggling learners in our large language classes. In this paper, the inclusive-pluralistic strategies of effective language teaching for educators were examined. Some of these strategies highlighted are class collaborations, grand/instructional conversations, quick-writes and quick-draws. The literature review was done and the gaps found gave room for the justification of this study. The applicability, examples and step-by-step procedures of these strategies for inclusive teaching and learning of the literacy skills of reading and writing resonated. The paper concluded with a call on teachers in secondary schools to use these strategies to eliminate the challenges of the silently excluded/struggling learners as well as assist them to teach writing effectively. It also suggested that teacher training institutions could introduce these strategies so that pre-service teachers can imbibe and utilize them when they eventually become practising teachers. Lastly, it recommended the strategies to textbook writers and curriculum planners.

Influence of School Physical Facilities on Academic Performance of Community Secondary Schools’ Students in Form Four National Examinations in Longido District, Tanzania

The study investigated the influence of physical facilities on academic performance of community secondary schools students’ in the form four national examinations in Longido District, Tanzania. The study was guided by one research question aimed at finding out how physical facilities influence academic performance of community secondary school students in form four national examinations. Social Learning Theory developed by Psychologist Albert Bandura in 1977 guided the study. Convergent design under mixed research method was adopted whereby probability and non-probability sampling were used in selecting respondents. The target population for this study included 9 community secondary schools,9 heads of community secondary schools, 283 teachers and 1545 form four students in Longido District, Tanzania. Stratified and simple random sampling techniques were used to obtain 4 schools, 32 teachers and 160 form four students where by 4 heads of community secondary schools were directly included from the study which make total of 196 respondents. Questionnaires, interview guides and document analysis guide were used to collect data from respondents. Cronbach Alpha was used to obtain reliability of quantitative data (r=0.78 for teachers’ questionnaire and r=0.62 for students’ questionnaire) While member checking and triangulation were used to obtain reliability of qualitative data. Quantitative data was analyzed and presented by using frequencies, percentages, means and tables while qualitative data were analyzed into words and developing themes from the research questions and presented in summaries and direct quotations. The study found out that shortage of school physical facilities like classrooms, dormitories, libraries, laboratories, dining halls and teaching and learning materials like books, chalks, manilas, laboratory apparatus and others influence poor academic performance of students. The study concluded that insufficient or sometimes absent of school physical facilities, had negative influence on students academic performance of form four students in national examinations in Longido District. The study recommends that government and all stakeholders to work together and collaborate in order to construct and provide school physical facilities in order to solve the problem of poor academic performance of students in examinations.

On Developing Generic Models for Predicting Student Outcomes in Educational Data Mining

Poor academic performance of students is a concern in the educational sector, especially if it leads to students being unable to meet minimum course requirements. However, with timely prediction of students’ performance, educators can detect at-risk students, thereby enabling early interventions for supporting these students in overcoming their learning difficulties. However, the majority of studies have taken the approach of developing individual models that target a single course while developing prediction models. These models are tailored to specific attributes of each course amongst a very diverse set of possibilities. While this approach can yield accurate models in some instances, this strategy is associated with limitations. In many cases, overfitting can take place when course data is small or when new courses are devised. Additionally, maintaining a large suite of models per course is a significant overhead. This issue can be tackled by developing a generic and course-agnostic predictive model that captures more abstract patterns and is able to operate across all courses, irrespective of their differences. This study demonstrates how a generic predictive model can be developed that identifies at-risk students across a wide variety of courses. Experiments were conducted using a range of algorithms, with the generic model producing an effective accuracy. The findings showed that the CatBoost algorithm performed the best on our dataset across the F-measure, ROC (receiver operating characteristic) curve and AUC scores; therefore, it is an excellent candidate algorithm for providing solutions on this domain given its capabilities to seamlessly handle categorical and missing data, which is frequently a feature in educational datasets.

Effects Of Mathematical Games on Senior Secondary Students’ Academic Performance in Mathematics in Ejigbo, Osun State, Nigeria

The secondary school system of education in Nigeria assumes the role of training and producing students for tertiary institutions and manpower for national development and world of work. The general poor academic performance of students in Mathematics has become a source of great concern to all the stakeholders in education particularly the Mathematics educators, parents and the government. Educational Game is one of the strategies that have been found to enhance the attitude and academic achievement of students in many subjects including Mathematics. But many Mathematics teachers lack the knowledge of the role of Mathematical Games. The study therefore, examined the effects of Mathematical Games on senior secondary students’ academic performance in Mathematics in Ejigbo, Osun State, Nigeria. The researchers adopted a quasiexperimental research design and used simple random sampling technique to select two senior secondary schools for the study. A total of 73 students (32 experimental and 41 control groups) were involved in the study. The experimental group was exposed to Mathematical Games during the teaching of Mathematics for a period of three weeks while the control group was not exposed to Mathematical Games. Mathematics Performance Test (MPT) was used for data collection on students’ academic performance. The findings of the study revealed that the use of Mathematical Games has a significant positive effect on the academic performance of the students in Mathematics; the use of Mathematical Games was beneficial to students irrespective of their gender and scoring ability. It was recommended among other things that government should provide Mathematical Games for secondary school students and Mathematics teachers should incorporate the use of Mathematical Games into the teaching and learning of Mathematics.

Teachers’ Regular Supervision and Student Academic Performance in Public Secondary Schools in Ekiti State, Nigeria

The poor academic performance of students could be as a result of irregular supervision of teachers. The study investigated the relationship between teachers’ regular supervision and student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research were used for the study. The population for this study was 203 schools and 7,538 teachers in public secondary schools in Ekiti State, Nigeria. Validated instrument titled “Teachers’ Regular Supervision Questionnaire (TRSQ) was employed to collect data from the sample while a profoma was used to obtained data for academic performance of students. The study revealed that there was a positive significant relationship between regular supervision of teachers and student academic performance in public secondary schools in Ekiti State, Nigeria. The study recommended that principals and other internal supervisors should ensure regular supervision of teachers.

Poor Academic Performance of Students in Agriculture at Primary Schools in Botswana: Analysis of Causes and Ways to ImproveSom Pal Baliyan

This quantitative study analysed the factors that cause poor performance and identified the possible ways to improve the performance of students in agriculture at primary schools in Botswana. Data was collected using a valid and reliable questionnaire through a survey of a randomly sampled 200 students in primary schools in Botswana. A One sample t-test determined the twenty-five causes of the poor performance of students in agriculture; the six most important causes were found to be the shortage of appropriate tools and equipment, lack of libraries and laboratories, lack of out of schools activities, poor teaching methods, lack of practical work and, students’ negative attitude towards learning. Female students and students studying in schools located in urban areas perceived these causes as being more important compare to their counterparts in the rural areas. An Independent t-test determined eleven causes which showed a significant difference in performance between the male and female students as well as the students in schools located in the rural and urban areas, respectively. The six most important ways to improve the students’ performance were identified as the inclusion of more practical work in the syllabus, ensuring help out of the classroom, increasing practical work, providing accessible internet, providing updated textbooks and activating agricultural clubs in the schools. It is recommended that the policy makers and administrators to focus on the factors causing poor performance and the ways to improve performance while revising the existing agriculture curriculum.

Promoting Students’ Academic Performances and Interests in Blocklaying and Concreting Works using a Futures-Wheel Instructional Strategy versus Problem Solving: Implications for Sustainable Development

The need to identify effective measures to minimize continuous poor academic performance of students in blocklaying and concreting works and other technical subjects/trades led to this study which sought the effectiveness of Future-wheel as compared to the problem solving approach in the instructionin technical colleges. The study adopted the non-equivalent control group quasi experimental research design. Six research questions and six null hypotheses guided the study. The study was conducted in Edo State, Nigeria. The population for the study consisted of all 604 vocational II blocklaying and concreting works students in the six technical colleges in Edo State as at 2017/2018 academic session. A sample size of 80 vocational II students was drawn using random sampling technique and used for the study. Findings from the study revealed among others that there was significant mean effect of Futures-Wheel instructional strategy on students Mean performance score and interest in blocklaying and concreting works; there was no significant mean effect of gender on students’ Mean performance score in Basic Technology. In line with the findings of the study, the educational implication of the findings were highlighted and it was recommended among others that blocklaying and concreting works teachers should be trained in the use of innovative instructional strategies such as Futures-Wheel to facilitate students’academic performance in the subject.

Comparison of the Effectiveness of Four Scoring Techniques in Secondary School Multiple-Choice Test Items in Financial Accounting

Poor academic performance of students in senior secondary school certificate examination in some commercial subjects may be attributed to ineffective scoring techniques used by classroom teachers and examination bodies. Therefore, this study compared the effectiveness of four scoring techniques in multiple-choice financial accounting in secondary schools of Osun state, Nigeria. The study adopted a descriptive survey and Quasi-experimental research designs. The sample consisted of 420 senior secondary schools (SSSII) Financial Accounting students selected using Multi-stage sampling technique. An instrument titled “Financial Accounting Multiple-Choice Test (FAMT)” with a reliability coefficient of .80 was administered to selected students. The marks obtained through standard conventional, logical weight, corrected and confidence scoring techniques were analyzed using descriptive and inferential statistics. Findings showed that the logical weight scoring technique had the highest mean value of 40.63 when compared with other scoring techniques. It was also revealed that there was a significant difference in the performance of students in Financial Accounting multiple-choice test items using the four scoring techniques (F(3,1676) =31.494, p&lt;.05). Based on the findings, it was concluded that students performed better using the logical weight scoring technique in Financial Accounting multiple-choice test items and is the most effective scoring technique among others. The study recommended that a logical weight scoring technique should be encouraged and used in scoring Financial Accounting multiple-choice test items in secondary schools by examination bodies.&#x0D; &#x0D; Received: 27 March 2021 / Accepted: 29 April 2021 / Published: 17 May 2021

Factors Contributing to Poor Academic Performance of Students in Kongo Senior High School in the Kongo District

The study investigated the factors influencing low academic performance of Kongo Senior High School Students in the Kongo District in the Upper East District. The Objectives of the study were to: identify the teacher factors that contribute to the low academic performance of students in Kongo Senior High School, identify how students’ attitude contribute to low academic achievement and indicate how school physical facilities contribute to low academic performance of students. The study also indicated the difference in perception between teachers and students with regard to ways teachers contribute to low academic achievement of students, indicate the difference in perception between teachers and students with regard to how school physical facilities contribute to low academic performance of students and indicate the perception between teachers and students about how students’ attitude contribute to low academic performance. The descriptive survey design was used for the study. A self-designed questionnaire with a reliability coefficient of .73 was used to gather data from a sample of 154 respondents. Purposive sampling method was used to select the school. Simple random sampling method was used to select student participants while convenient sampling method was used to select teachers for the study. The study revealed that teachers did not give feedback regularly to students. It was also found that students were not active in lesson. The study showed that the school did not have enough classroom furniture to to aid teaching and learning. Therefore, it was suggested that teachers should regularly give feedback on students’ work for them to know how they are doing in their subjects. It was also recommended that stakeholders of education should provide enough furniture for the school.