Private Secondary School Students Research Articles

Students’ Perceived Role of Rote Learning in Vocabulary Learning Strategies at Secondary Level

This paper aims to examine the students’ perceived role of rote learning strategy for learning English vocabulary at secondary level. 1497 mixed-ability public and private secondary school students of district Multan were used to gather information. Respondents in age range from 12 to 18 years. The findings were collected through the adapted questionnaires. English version with Urdu translation was administered to participants and a proportional stratified random sampling technique was implemented. Survey method of quantitative design was used in this study. The data were analyzed using descriptive and inferential statistical approaches, including Pearson's R correlations, Mean, SD, Independent samples t-test, and ANOVA. Factor analysis was also performed. Findings showed positive behavior of students’ towards using vocabulary learning strategies. It was concluded that students’ perceived the most effective role of rote learning in vocabulary learning strategies at secondary level then other vocabulary learning strategies. Significant correlation was found between students’ perception of vocabulary learning strategies and students’ perception of preferring rote learning strategy. It was found that students’ perception of vocabulary learning strategies with respect to School Sector, Gender, Group, Medium, Tehsil, Father’s Qualification and Mother’s Qualification varies significantly while students’ perception of vocabulary learning strategies based on Class and Age are not varied significantly. No statistically significant differences was found between students’ perception of preferring rote learning strategy with respect to School Sector, Class, Gender, Tehsil, Father’s Qualification and Mother’s Qualification. Furthermore students’ perception of preferring rote learning strategy based on Group, Medium and Age differs significantly.

Attitude of Secondary School Students' Towards Mathematics

Mathematics is one of the main subject of our life. Information about mathematics helps to make better choices in everyday life. So mathematics knowledge become most important now a days. present study intended to find the Attitude of secondary school students towards mathematics in Jajpur district of Odisha, India. The study adopted a descriptive survey research design. 100 secondary school students were selected through a purposive sampling procedure. The data was collected by the Attitude Towards Mathematics Scale (A T M S) developed by Dr. S.C. Gakhar, and Rajni, to measure the attitude of secondary school student’s towards mathematics. The findings of the study revealed that private secondary school students have more positive attitude towards mathematics than government secondary schools. It also found that girl students have more positive attitude than boys.

Financial Instability and Peer Pressure as Predictors of Bullying Behaviour among Private Secondary School Students in Ilorin Metropolis

This study investigated financial instability and peer pressure as predictors of bullying among private secondary school students in Ilorin. Descriptive survey design was used in the study. Three hundred (300) respondents were selected randomly from 15 private secondary schools in Ilorin. The respondents were measured with relevant standardized scale (instruments) and data obtained was analyzed using Pearson Product Moment Correlation (PPMC), Multiple Regression of statistical analysis. Two research Hypotheses were formulated and tested at 0.5level of significance. The result showed that there was significant relationship between peer influence and bullying among students in private secondary schools in Ilorin. (r=.736; p<0.05), there was significant relationship between Financial instability and bullying among students in private secondary school in Ilorin. (r=.671; p<0.05), when peer influence and Financial instability pulled together have significant effect on students. The analysis of variance performed on the multiple regressions yielded an F- ratio value of 44.57 and was found to be significant at 0.05 level. In view of these findings, it was recommended that counseling psychologist should intensify effort in organizing workshop for educational stakeholders on the implications of the study.

Assessing the Effects of Teachers Qualification on Students Academic Performance in Private Secondary Schools in the South Eastern Nigeria

Ensuring high-quality teaching is vital for positive student learning experiences and achievement outcomes. This study investigated the effects of teachers’ qualification on students’ academic performance in private secondary schools in Southeastern Nigeria. Through a thoughtfully designed survey, over 515 respondents from 187 schools shared insights into their daily educational realities. Their responses revealed generally qualified teaching staff dedicated to covering subjects comprehensively. However, some specialized areas needed more depth, potentially hindering modern curriculum demands. The analysis uncovered largely positive yet complex qualification dynamics. Higher teacher numbers correlated with broader competencies, benefiting coverage. Formal training is strongly associated with examination success, highlighting qualifications' value. Yet continuous skills growth matters as needs evolve. These honest respondents' voices prompt thoughtful reflection. While standards currently meet minimums, achieving excellence requires collaborative progress. Targeted support could strengthen specialized expertise within small classes. Incentivizing expansion motivates continuous learning curves. Partnering with educators and communities cultivates locally tailored growth. Monitoring disparities prompts equitable support. This humble work invites an understanding how qualifications interconnect with private secondary school students' performance, championing each Student's potential. Through open minds and caring hands, we may clear pathways for all hearts and minds to blossom.
 
 Received: 27 August 2023 / Accepted: xx October 2023 / Published: 5 November 2023

Comparative Analysis of Energy Consumption (kcal) among Public and Private Secondary School Students in Lagos State, Nigeria

Objective: To describe pattern of dietary energy intake among adolescents from 2021-2022.

Assessing the Effects of Teachers Qualification on Students Academic Performance in Private Secondary Schools in the South Eastern Nigeria

Ensuring high-quality teaching is vital for positive student learning experiences and achievement outcomes. This study investigated the effects of the teachers’ qualification on students’ academic performance in private secondary schools in Southeastern Nigeria. Through a well-thought-out and carefully designed survey, over 515 respondents from 187 schools shared insights into their daily educational realities; their responses revealed generally that qualified teaching staff are dedicated to covering subjects comprehensively, however, some specialized areas needed more in-depth modern curriculum demands. The analysis uncovered largely positive yet complex qualification dynamics; higher teacher numbers correlated with broader competencies, benefiting coverage. Formal training is strongly associated with examination success, highlighting qualifications' value. Yet continuous skills growth matters as needs evolve. These honest respondents' voices prompt thoughtful reflection. While standards currently meet minimums, achieving excellence requires collaborative progress. Targeted support could strengthen specialized expertise within small classes. Incentivizing expansion motivates continuous learning curves. Partnering with educators and communities cultivates locally tailored growth. Monitoring disparities prompts equitable support. This work facilitates an understanding of how qualifications interconnect with private secondary school students' performance, championing each Student's potential. Through open minds and caring hands, we may clear pathways for all hearts and minds to blossom. Keywords: Teacher qualification, Student academic performance, Secondary education, Private schools, South Eastern Nigeria, Educational standards, Correlation analysis, Student achievement.

Secondary School Students’ Perception of Science Laboratory Accident Status and Preventive Measures in Awka Education Zone

Purpose of the study: The study investigated secondary school students’ assessment of science laboratory accident status and preventive measures in the Awka Education Zone. Two research questions guided the study, and one hypothesis was tested at a .05 significance level.
 Methodology: The study used the descriptive survey research design. A sample of 156 public and 40 private secondary school students was used. A checklist and a questionnaire were used to collect data. The questionnaire was validated, and a Cronbach Alpha reliability test gave a coefficient of 0.86. The collected data was used to analyze mean, standard deviation, percentage, and t-tests.
 Main Findings: The results revealed that science laboratory accidents do not occur in secondary schools in Awka Education Zone, irrespective of school type. The study also observed no significant difference in the preventive measures against science laboratory accidents adopted by private and public secondary school students in the zone.
 Novelty/Originality of this study: There is limited literature in the present study’s area seeking to assess the laboratory accident status in secondary schools and the measures the students take to avert these accidents. Thus, the present study’s findings would provide background information on laboratory activities and accidents in the area of the research and preventive measures to be deployed.

Gender Differences in Secondary School Students’ Achievement in Chemistry in Samburu County, Kenya

The purpose of this study was to investigate the gender differences in secondary school students’ achievement in chemistry. In addition, the study sought to identify the factors that contribute to gender differences in chemistry achievement to in order to enhance the provision of equal opportunities for the learning of chemistry and all other sciences in general to both boys and girls. Cross-Sectional study design under the descriptive survey research was used. The target population of the study comprised of all the secondary school chemistry students in both public and private secondary schools in Samburu county. The accessible population were all the form three chemistry students in the county. A sample of 286 students was selected from a population of 1,238 using stratified and simple random sampling techniques. Students’ Chemistry Achievement Test (SCAT) and Students’ Gender Interview Schedule (SGIS) were used to collect data. The data collected was analyzed using both descriptive and inferential statistics. The statistics derived included the analysis of percentages, mean, standard deviation, students’ T-Test scores and Chi-Square Test (x2 test) used to establish the relationship between culturally accepted gender roles and achievement in chemistry. The findings show that there was a statistically significant gender difference in chemistry achievement in favour of boys. As a result, boys’ schools performed better than both girls’ and co-educational schools. Boys had a high affinity and interest towards chemistry than girls. Also the culturally accepted gender roles had an effect on chemistry achievement. It is recommended that the Ministry of Education should initiate in-service programmes for teachers in science courses emphasizing on relevant scientific skills to empower teachers to provide learning opportunities that would reduce the gender differences and the effect of cultural factors known to enhance gender differences in the learning and achievement in chemistry. Curriculum developers and policy makers need to develop curriculum materials that would help to reduce the gender gap in learning and achievement.

The role of lean organizations management in achieving quality educational services

Agility has an important role in many organizations، so the management of agile organizations as a role in improving the changing quality / education services، which in turn is reflected in the development of the organization and making it agile in a rapidly growing environment، so this research focused on clarifying the role of organization management. Agile in improving the quality of educational service، and the answer to it is aimed at clarifying the intellectual mplications and theoretical and practical philosophy of these variables (agile organizations management، educational service quality). This research falls into two main sections: The first section included the research methodology، and theoretical approaches to the research variables and its dimensions، and the second section presented the practical framework for the research hypotheses، as well as its conclusions and recommendations. The "research sample" was epresented by a group of teachers and students in public and private secondary schools in Tikrit، by testing the relationships of influence and correlation between the research variables (management of agile organizations، quality of educational service)، The descriptive analytical method was adopted، as well as the selection of a sample of teachers and students، numbering (93) students، by adopting a questionnaire as a measurement tool، and the data was processed through the statistical program (SPSS:21) to prove the validity of the research hypotheses. agile organization management، educational service quality)، And the use of the correlation coefficient and the coefficient of determination as statistical methods، and the most prominent conclusions reached by the research in the theoretical and field framework، the most important of which was the presence of a positive moral correlation between the management of the agile organizations combined and the quality of the educational service for schools the research sample in terms of its variables according to the value of the relationship The total level. And based on conclusions، among which the research، the research presented some of the recommendations، the most important of which is the necessity for schools to pay attention to the subject of agility، by carrying out the implementation of agile administrative procedures so that each step adds value to achieve quality. Educational service and through performance its educational operations without failures or malfunctions.

A Descriptive Study of EFL Learners' Attitude towards the English Language at the Secondary School Level

The study highlighted EFL learners' attitudes toward the English language at the secondary school level. The study's main goals were to compare Urdu EFL secondary school students' attitudes and learning approaches toward English in public and private schools. It was a descriptive study. All public and private secondary school pupils were studied. The study employed a standardized questionnaire. Studies employed the above questionnaire, which was reliable. Samples were surveyed.The most common statistical methods—mean score, standard deviation, and t-test—were employed to examine the data. The study found that private secondary school students are more interested in learning and speaking English than public secondary school students—private secondary school students like English. Encourage and motivate pupils to have a positive attitude toward learning English to reduce their hesitation to speak and write English. Language-centred teaching and classroom involvement can improve English speaking and writing. Confidence boosts English learning.

Self-reported Symptoms of Anxiety in a Sample of Public versus Private Secondary School Students in a District in Southwest Nigeria

Few studies have examined the symptoms of anxiety among students in Nigeria. This article describes the prevalence, severity, and gender differences in symptoms of anxiety, as well as factors that engender fear and anxiety among public versus private secondary school students in Nigeria. A convenience sample of 502 students from three private and five public secondary schools in southwest Nigeria completed a questionnaire and anxiety scale in the classroom. Findings show that symptoms of obsessive-compulsive disorder (n = 104, 20.7%) and fear of physical injury (n = 60, 12%) were the most and least frequently reported, respectively. Similarly, public school students were more likely than private school students to report symptoms of anxiety. From the qualitative responses, fear and anxiety about the future and academic pressure (n = 27, 24.3%) emerged as the major thing students were really afraid of. More female and public-school students reported being anxious about many things than their male and private school counterparts. Identifying symptoms of anxiety among students is critical to determining educational policies for improving their educational outcomes. Understanding school differences in symptoms of anxiety may help bridge the gap in learning outcomes among students in private and public schools.

A Comparative Study of EFL Learners' Preferred Learning Styles for the English Language at the Secondary Level

The study examined secondary Urdu EFL students' favourite learning styles. This study compares public and private Urdu EFL learners' preferred English learning approaches. Descriptive quantitative research was used. All Pakpattan District public and private secondary school students were studied. The study used a learning styles questionnaire. EFL research employed a questionnaire, which was reliable. The study sample took the questionnaire. The most common statistical methods—mean score and standard deviation—were employed to assess the data. According to the survey, private secondary school students believe they can recall everything they hear. The study found that public and private school children learn languages similarly. Both prefer auditory and visual learning over tactile. Private secondary school kids learn English via lecturing and remember through listening. The study suggests that teachers recognize students' English learning styles and teach them accordingly.

A Study of the Social and Emotional Skills for Private Secondary Schools Students in Bangkok Based on the Conception of Social and Emotional Skills

This descriptive research was to study the level of social and emotional skills of private secondary school students in Bangkok based on the conception of social and emotional skills. The informants were 410 high school students from 82 private secondary schools in Bangkok. The tool used in this research was a questionnaire on the levels of social and emotional. skills of private high school students in Bangkok. Statistics used for data analysis consisted of frequency, percentage, mean, and standard deviation. The findings revealed that the overall level of social and emotional skills of private high school students in Bangkok was very good. Of the social and emotional skills, the rankings were as follows: 1) responsible decision-making, 2) relationship building, 3) self-awareness, 4) social awareness, and 5) self-management. The findings reflected that private secondary school students in Bangkok the highest ranking in responsible decision-making skills. Keyword : High School Student, Private Secondary Schools, Social and Emotional Skills.

The Effect of Socio-Cultural Factors on English Language Learning and the Impact on SSCE Results: The Case of Private vs Public Secondary Schools in Kano, Nigeria

This paper investigates the effect of socio-cultural practices on the English Senior School Certificate of Education (SSCE) results in public and private secondary school students in Kano, Nigeria. Using a case study approach, we explore whether socio-cultural practices might have influenced or constrained student performance in English SSCE results. This case study involves ten (10) participants from ten (10) secondary schools. An open-ended questionnaire was administered to all participants; findings revealed that teaching-related facilities in public secondary schools are not sufficiently available, unlike private schools. Furthermore, findings also indicate that the teacher-student ratio in public secondary schools is higher than in private schools. Students’ attitudes towards learning English language, including the use of social media, has also influenced the English SSCE results. Likewise, the schools’ socio-cultural practices affect the students’ performance in English SSCE exams. It is strongly recommended that the recruitment of additional English language teachers in public schools, and the establishment of more public schools aimed at improving the teacher-student ratio be employed. This would likely provide more active and interactive sessions for students, as well teachers. There is also a need to provide sufficient teaching and learning facilities and equipment in public schools, such as chairs, tables, fans, air-conditioning units, textbooks, computers, projectors, and so on. Public-school stakeholders should encourage the use of English language in English classes.

Perception and willingness of private secondary school students in forestry education and career: A case study from Nigeria

AbstractOne of the critical issues confronting forest sustainability is inadequate education about the need and actions to sustain these vital ecosystems. Notwithstanding, forestry education attracts low levels of interest and enrollment in Nigeria and globally. Unlike in public secondary schools, information on the perception and willingness toward forestry education and career among private school students is limited. Therefore, our study assessed the (un)willingness and perception toward forestry education and career through a survey of 160 students across eight private secondary schools in Akure metropolis, Nigeria. Descriptive and chi‐square statistics were used to analyze the responses. We found a relatively low interest and willingness in forestry education among the students (20%), despite their positive perceptions toward the profession's lucrativeness (73%), their relevant prior knowledge learnt through school's agriculture subject (88%), and their previous tree planting engagement (55%). None of the students’ demographics had significantly influenced their professional interest and choice besides having family relation(s) in forestry (χ2 = 5.731, p = .017). Likewise, only the availability of scholarships, accessible post‐study forestry jobs, and adequate integration of forestry into secondary school education could have significantly attracted the students to pursue forestry education or a career. Therefore, improving these key areas is recommended while also creating public awareness to facilitate more positive perceptions about the profession.

A Comparative Study of Public and Private Secondary Schools Students on Academic Achievement, Engagement and Self-Regulation in Mathematics

Self-regulation is about getting ready to take challenges regarding education. Self-regulated learning removes disinterest and demotivation regarding academics. Objective of the study was to compare public and private sector secondary school students on academic achievement, mathematics’ engagement and self-regulation. The descriptive research design was used to find out difference in public and private sector secondary school students on academic achievement in mathematics, mathematics’ engagement and self-regulation in students learning. Three research instruments were used in present survey study. Students’ engagement in mathematics classroom, a questionnaire on self-regulated learning, mathematics achievement test were used to investigate the impact of self-regulated learning on students’ achievement and engagement in mathematics classroom in public and private sector secondary schools. By using proportionate random sampling technique, eighty schools were selected from the list of schools taken from internet sources.. Both descriptive (Mean Score) and inferential statistics (t-test) were employed. Findings of the study were obtained by comparing self-regulation, engagement and mathematics achievement that in private secondary school students were better than public sector secondary schools. This study might be helpful for school administrators.

From brick-and-mortar to online teaching during the COVID-19 pandemic lockdown in Osun state, Nigeria

This study examined the private secondary school students’ perception, satisfaction, and attitude towards online teaching. Some informationconcerning online teaching during the COVID-19 pandemic lockdown in Osun state, Nigeria was provided. The descriptive surveydesign was adopted for this study. The population comprised all private secondary school students in Osun state, Nigeria. A simple randomsampling was used to select 664 students from four private senior secondary schools across the state. A self-developed 21-item instrumentwith a Cronbach alpha of 0.84 was used to elicit information from the participants. Data were analyzed using chi-square statistic at 0.05level of significance. The result revealed that most private secondary school students had high perceptions of online teaching as well as apositive attitude towards online teaching. There was a statistically significant relationship between participants’ school class (χ2 = 11.08; p< 0.05) and satisfaction level towards online teaching, while there was no significant association between respondents’ gender (χ2 = 2.38,p > 0.05), age (χ2 = 0.07, p > 0.05) and satisfaction levels towards online teaching. It was concluded that online teaching should be usedto teach private secondary school students in addition to brick-and-mortar teaching.

Study Habits, Self-Esteem, and Academic Achievement Among Public and Private Secondary School Students in Bangladesh

Studies on academic achievement worldwide are sporadic, focusing on variables more or less have been taken by the researchers, and provided knowledge. This cross-sectional study aimed to determine how the school effect influences secondary school students' academic achievements by two important significant (study habits and self-esteem). With a covenient sampling method, 400 students from eight secondary schools in Bangladesh were selected for the study. Though the students were equally divided regarding gender (Boys, 200; Girls, 200), they were different regarding school types (Public, 188; Private, 212). Their ages range from 14 to 17, with an average of 14.8. They provided responses on two Bangla version scales: Study Habit Scale and Self-Esteem Scale. Academic achievement was significantly positively correlated with both study habits (r=.268, p<.01) and self-esteem (r=.291, p<.01). Two predictors of the study were also correlated with each other (r=.283, p<.01). Public and private school students were not varied significantly in studying habits and academic achievement, but they were significantly different in self-esteem. The study habits and self-esteem jointly explained 12.3% for public school students' academic achievement whileit explained 7.5% variance for the private school students. The discussion implies that how students’ study habits and self-esteem facilitate their academic achievement. Further studies will reflect more factors influencing academic achievement.

An Investigation into Spatial Ability in Geometry among Secondary School Students

Spatial ability is reflected to be one of the major abilities that appear especially essential in learning and doing mathematics. The present study is aimed at observing the spatial ability in geometry among secondary school students and teachers teaching mathematics. Objective of the study was to compare the spatial ability of the students of urban and rural secondary schools. To achieve the above objective, following null hypothesis was tested; there is no significant difference between urban and rural secondary schools’ students on spatial abilities. A total of 400 students studying in 9th class from sixteen schools were randomly selected as the sample of the study. The study was conducted with the help of an empirical research design. Different Spatial Ability Tests were developed to measure spatial ability. For the purpose of data collection, observation sheets and test items were developed to investigate the performance of the students. Different statistical techniques like Mean, Standard Deviation, and t-test were applied to analyze the collected data. The study is equally significant for all secondary school students as well as for researchers and curriculum developers. Major conclusions of the study were; urban private secondary school students performed better than the others (government urban, government rural and private rural). Main recommendation was; curriculum was relevant hence it was retained.

Effect of Broken Families on School Attendance among Private Secondary School Students in Iringa Municipality, Tanzania

This study sought to establish the effect of broken families on school attendance among private secondary school students in Iringa Municipality, Tanzania. The study adopted the case study design which helped the researcher to study a smaller unit in terms of two schools with students from broken families. The methods of data collection involved a questionnaire, a semi-structured interview, a focus group discussion and documentary review. Quantitative data was analyzed through descriptive statistics while the qualitative data was analyzed through the thematic approach. The study concluded that students form broken families faced unique challenges that affected their school attendance. They did not commence to school on resume days and they regularly missed classes because some were required to take parental responsibilities like taking care of their younger ones and others engaged in such activities like farming and casual works to enable their families to get necessities and school fees. Some students had missed school with reasons like financial problems including lack of school fees, inability to obtain school requirements and poor parental care. Furthermore, family structures in terms of broken families led to school dropout since students from those families were involved in illegal businesses like theft, robbery and prostitution as the means to meet their daily needs. Based on the conclusions, it is recommended that broken family parents should try as much as possible to provide basic needs that support school attendance and encourage their children to attend school regularly in order to avoid absenteeism which may hinder the intended academic achievement.