Public School Students Research Articles

Spatial Variability in Relationships between Early Childhood Lead Exposure and Standardized Test Scores in Fourth Grade North Carolina Public School Students (2013-2016).

Exposure to lead during childhood is detrimental to children's health. The extent to which the association between lead exposure and elementary school academic outcomes varies across geography is not known. Estimate associations between blood lead levels (BLLs) and fourth grade standardized test scores in reading and mathematics in North Carolina using models that allow associations between BLL and test scores to vary spatially across communities. We link geocoded, individual-level, standardized test score data for North Carolina public school students in fourth grade (2013-2016) with detailed birth records and blood lead testing data retrieved from the North Carolina childhood blood lead state registry on samples typically collected at 1-6 y of age. BLLs were categorized as: (reference), , and . We then fit spatially varying coefficient models that incorporate information sharing (smoothness), across neighboring communities via a Gaussian Markov random field to provide a global estimate of the association between BLL and test scores, as well as census tract-specific estimates (i.e., spatial coefficients). Models adjusted for maternal- and child-level covariates and were fit separately for reading and math. The average BLL across the 91,706 individuals in the analysis dataset was . Individuals were distributed across 2,002 (out of 2,195) census tracts in North Carolina. In models adjusting for child sex, birth weight percentile for gestational age, and Medicaid participation as well as maternal race/ethnicity, educational attainment, marital status, and tobacco use, BLLs of , and were associated with overall lower reading test scores of [95% confidence interval (CI): , ], (, ), and (, ), respectively. For BLLs of , , and , spatial coefficients-that is, tract-specific adjustments in reading test score relative to the "global" coefficient-ranged from to 2.52, to 3.90, to 7.85, and to 4.33, respectively. Results for mathematics were similar to those for reading. The association between lead exposure and reading and mathematics test scores exhibits considerable heterogeneity across North Carolina communities. These results emphasize the need for prevention and mitigation efforts with respect to lead exposures everywhere, with special attention to locations where the cognitive impact is elevated. https://doi.org/10.1289/EHP13898.

Digital Teaching Materials to Improve Students' Reading Skills Based on Ruddell Taxonomy in Senior High School

Digital teaching materials are essential in language learning, helping students understand reading. Reading comprehension can be obtained through the process of reading comprehension. Ruddell's taxonomy classifies reading comprehension levels into three groups, namely factual, interpretative, and applicative comprehension. This study uses Ruddell's taxonomy to determine the improvement of each reading comprehension level of public high school students in Bandung City after being treated using digital modules. This research used a quantitative method with a pre-experimental one-group pretest-posttest design. The subjects in this study were 10th-grade students in three public high schools in Bandung City, namely SMAN 1 Bandung, SMAN 19 Bandung, and SMAN 20 and non-test. Data analysis techniques in this study used quantitative analysis, which consisted of descriptive statistical analysis and inferential analysis. The data were tested for normality prerequisites, then continued with the nonparametric technique of the Wilcoxon test using the SPSS 24 application. The improvement of students' reading ability was known through the Normalized Gain test. The results showed a high-category increase in interpretative comprehension, a medium-category increase in applicative comprehension, and a low-category increase in factual comprehension. The treatment, with the help of digital teaching materials, caused a rise in students' reading skills.

An analysis of high school students perceptions of school culture under the new general education program with emphasis on academic achievement, extracurricular participation, and career guidance: A case in Ho Chi Minh City, Vietnam

This study examines the viewpoints of public high school students in Ho Chi Minh City regarding the culture of their school under the implementation of the new General Education Program (the 2018 General Education Program) with a specific focus on several aspects of their educational surroundings. The participants consist of students from diverse backgrounds, including different schools and exhibiting varying degrees of academic and extracurricular engagement. The study revealed that 59.8% of pupils obtained remarkable academic outcomes, whereas 33.5% received exemplary achievements. Just 6.5% were considered to be qualified, while a slight 0.1% were considered to be unqualified. The training results revealed that 75.7% of pupils were categorized as distinguished, 20.4% as good, and 3.9% as qualified. With regards to extracurricular involvement, 13.7% of students assumed the role of class officials, 20.5% were club members, 8.3% held the post of youth union secretary, and 8.1% held numerous roles. Nevertheless, 49.4% of individuals were not involved in any official roles. The evaluation of students' learning culture indicated favourable perceptions, namely in regard to the esteem of educators and classmates, as well as the mindset towards independent study and continuous learning. Several aspects, such as the process of selecting a suitable profession and making decisions regarding elective topics, received a lower score of 2.23, suggesting that there is a need for enhancing career advising. The results emphasize both the positive and negative aspects of the school culture in public high schools in Ho Chi Minh City, Vietnam. They stress the importance of constantly improving educational strategies, career guidance, and the fair allocation of resources in order to enhance the learning environment and promote student development, specifically in the 2018 General Education Program.

Extent of Parents Involvement in Enhancing Public Secondary School Students' Discipline in Siha District, Tanzania

Abstract: This study investigated the extent to which parent involvement can enhance the discipline of public secondary school students in Siha District. The study employed a convergent design under a mixed-method approach. The targeted population of 17 public secondary schools contains 17 heads of schools, 17 discipline teachers, and 7553 students from public secondary schools in Siha District. A stratified random sampling technique was used to sample 380 students from 15 schools, and a total population purposive sampling technique was used for 15 heads of schools and 15 discipline teachers to form a sample of 410 respondents. The study utilised questionnaires and interview guides for data collection, with instrument validation done by experts in educational planning and admiration at Mwenge Catholic University. The established reliability coefficients for students Likert items found in questionnaires were 0.842. The reliability of qualitative research tools was established through triangulation. The qualitative data were presented in narrative form and direct quotations and analysed thematically. The quantitative data were presented in a table and summarised in frequencies, percentages, and mean scores. Rigorous adherence to ethical concerns all over the study. The study found that, to a large extent, parent involvement enhances discipline among public secondary school students. The study concluded that parental involvement is crucial in improving student discipline in public secondary schools. The study recommends prioritising parental involvement in addressing student discipline issues rather than resorting to other strategies.

Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.

APPLICATION OF EMOTIONAL REGULATION AND ACCEPTANCE-COMMITMENT THERAPIES IN ENHANCING ACADEMIC SURVIVAL OF PUBLIC SECONDARY SCHOOL STUDENTS IN IBADAN METROPOLIS, NIGERIA

The public secondary school students are exposed to challenges such as low parental support, poor parental background, lack of conducive school environment, teachers’ negative attitude; poor finance to meet up basic needs at school and these resulted in inability to successfully complete their studies. The simple random sampling technique was used to select three local governments in the Ibadan Metropolis. Analysis of covariance (ANCOVA) was used to test the hypotheses that were stated in this study. There was a significant main effect of treatments on academic survival (F2, 30 = 5.725, p < 0.05, η2 = 0.436), there was no significant main effect of academic self-efficacy in improving academic survival among participants (F2, 30 = 0.075, p > 0.05, partial η2 = .001). ACT and ERT were efficacious in improving academic survival among participants.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0851/a.php" alt="Hit counter" /></p>

Effects of Pupils’ Transfers on Academic Performance in Public Primary Schools in Kimilili Sub-County, Kenya

In public schools, particularly in Kimilili Sub-County, student transfers are commonplace; nevertheless, the results of current empirical research on the impact of these transfers on students' academic performance are inconclusive. This study assessed the effects of student transfers on academic performance in public primary schools in Kimilili Sub-County, Kenya, because academic performance in public schools in the sub-county has been below average and the influence of these transfers on academic performance are not known. The research accomplished two goals: determined the impact of psychological factors on students' academic performance and ascertained the influence of social factors on the academic performance of transferred students in public primary schools respectively. The study used a mixed methods approach with a target population of 470 head teachers, 150 class teachers, and 308 pupils who transferred to different public primary schools. Data was collected through questionnaires, focused group discussions, and key informant interviews. The study used SPSS for quantitative analysis and thematic analysis for qualitative analysis. The Cronbach Alpha coefficient method confirmed questionnaire reliability, and expert evaluation confirmed content and construct validity. The study found that social and psychological factors significantly impact students' academic performance. The Pearsons correlation coefficient method yielded (r=0.671, p=0.001< 0.05) for social factors and (r= 0.714, p=0.000 < 0.05) for psychological factors respectively. Qualitative data also confirmed the results. These findings are crucial for addressing challenges faced by students and contribute to existing literature on pupils’ transfers and academic performance especially in public primary schools. Based on these findings, schools, TSC, and Ministry of Education should develop guidelines for transferred pupils, strengthen guidance and counseling programs, and build teacher capacity. This study supports further research on the influence of pupils’ transfers on their academic performance in private primary schools

Are Socio-Economic Indicators Associated with Food Safety in Public Schools? A Study in Sergipe State, Brazil.

The Brazilian National School Feeding Programme aims to ensure food security and the right to food for public school students. To protect these fundamental rights, a comprehensive approach is needed that includes ensuring food safety. Recognising that low socio-economic conditions, inadequate food safety and child vulnerability can pose a cumulative burden on child development, this study examined food safety in public schools in Sergipe, Brazil, in the context of local socio-economic indicators. All state public schools in Sergipe (n = 314) were included. Food safety and socio-economic data were analysed using secondary sources and geographical maps. The cluster analysis identified two different groups of schools based on socio-economic indicators. While most schools presented regular foodborne illness risks, food production and temperature control had particularly high levels of non-compliance. Schools in areas with higher socio-economic indicators (Cluster 2) had better overall food safety scores (p < 0.001) compared to schools in areas with lower socio-economic indicators (Cluster 1). Cluster 1 schools also had a higher FBI risk when analysing temperature-controlled equipment violations (p = 0.001), food handlers (p = 0.005) and process and production (p = 0.004), which emerged as critical areas. These results emphasise the urgent need for targeted interventions to improve food safety in schools located in areas with lower socio-economic conditions.

Parent-adolescent communication on sexual and reproductive health issues and associated factors among secondary public-school students in Gondar town, northwest Ethiopia: an institution based cross-sectional study.

Effective communication between adolescents and their parents is crucial for reducing sexual health problems. This open dialogue can help address misconceptions, provide accurate information, and foster a supportive environment where adolescents feel comfortable seeking guidance and discussing sensitive issues related to their sexual health. In Ethiopia, with its diverse ethnic and cultural background, effective communication between parents and adolescents about sexual and reproductive health (SRH) is crucial in reducing the likelihood of adolescents engaging in risky sexual behaviors. Despite the importance of such communications, there were no data showing the level of parent-adolescent communication (PAC) in secondary public schools in Gondar town. Therefore, this study aimed to determine the level of parent-adolescent communication on sexual and reproductive health issues along with its influencing factors, among secondary students in Gondar town, northwest Ethiopia. We employed an institution-based cross-sectional study design. A total of 424 students were recruited using a systematic random sampling technique, with a 100% response rate. We developed a structured questionnaire from the related literature to collect data from the participants of the study. The data were entered using EpiData version 4.6, and analyzed using SPSS version 25. A binary logistic regression model was fitted to identify associated factors. The proportion of adolescents who had communicated with their parents was 37.7% (95% CI: 34.65-44.76). In a multivariable analysis at a 95% confidence interval (CI), variables such as being female (adjusted odds ratio (AOR) = 2.23; 95% CI: 1.09-7.45), belonging to grades 11-12 (AOR = 1.25; 95% CI: 1.19-6.98), living with parents/caregivers (AOR = 1.26; 95% CI: 1.07-5.66), having a positive attitude toward sexual health (AOR = 2.4; 95% CI: 1.34-7.82), having poor knowledge about SRH issues (AOR = 1.23; 95% CI: 1.04-7.81), and having good knowledge about the puberty period (AOR=1.23; 95% CI:1.04-7.89) were statistically associated with parent-adolescent communication. This study found a low level of communication between parents and adolescents regarding sexual and reproductive health (SRH) issues. To address this challenge, it is crucial to implement evidence-based education on SRH topics, such as consent, healthy relationships, communication skills, STDs, contraception, and interpersonal dynamics. Enhancing parent-adolescent dialogue on SRH can be achieved by implementing peer education among senior students and training teachers in effective communication techniques. The study also recommended conducting qualitative research to explore the specific barriers affecting parent-adolescent communication.

School Bullying Victimization and Depression Symptoms in Adolescents: The Mediating Role of Internet Addiction and Moderating Role of Living Areas.

School bullying and depression are both serious social and public health problems among adolescents. Prior studies indicated a correlation between bullying and depression. However, the potential moderators remain largely unexplored. This study aimed to identify the mediating effect of Internet addiction and the moderating effect of living in urban or rural areas in the relationship between school bullying victimization and depression symptoms among Chinese adolescents. This cross-sectional study of adolescents was conducted using two-stage random cluster sampling of students in urban and rural public high schools in China. A moderated mediation model was constructed to uncover the underlying mechanism of school bullying victimization and depression symptoms. A total of 2,376 adolescents (52.65% females, mean age ± SD a 14.69 ± 1.76 years) were included in the study. The prevalence of clinical depression symptoms with a cut-off value of 16 on the Center for Epidemiological Studies Depression Scale (CES-D) was 21.76% (95% CI: 20.15, 23.46), and with a cut-off value of 20 on the CES-D was 13.85% (95% CI: 12.51, 15.30) for overall. Our findings indicated a significant positive association between school bullying victimization and depression symptoms (p < 0.01) and a significant mediating effect of Internet addiction in the association between school bullying victimization and depression symptoms (indirect effect = 1.143, 95% CI: 0.677, 1.609; percentage of mediation: 16.7%, 95% CI: 10.3, 23.1). This indirect relationship was partially moderated by the living in urban or rural areas in the mediation process. Specifically, the effect of school bullying victimization on Internet addiction was greater among urban adolescents (simple slope: 0.774, 95% CI: 0.524, 1.024, p < 0.01) than among rural adolescents (simple slope: 0.337, 95% CI: 0.132, 0.543, p < 0.01), but moderating effect of urban-rural areas was not significant on the relationship between Internet addiction and depression symptoms. These findings highlight the mediating role of Internet addiction and the moderating role of living areas in school bullying victimization and adolescents' depression symptoms, which provide evidence for social work, mental health services, and policy interventions for adolescents in China.

RETENTION-BASED LEARNING: AN APPROACH TO MAXIMIZING STUDENT LEARNING OUTCOMES IN HIGH SCHOOL PLANT ANATOMY LESSON

Purpose – Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students’ learning outcomes compared to conventional learning without Retention-Based Learning. Methodology – A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students’ learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention- Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventyeight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings – This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance – This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.

Analysis of The Efficiency of Public Expenditure on Education in Elementary Education in The State of Alagoas

Objective: This article analyzes the efficiency of public spending on education in the municipal public network in elementary education, in all cities in Alagoas, using the data envelopment analysis method, DEA. Theoretical Framework: The present work used the variable return to scale (BCC) model, since we would be dealing with municipalities with varied realities. There are two basic ways for a unit that is inefficient to become efficient. The first would be to reduce resources (inputs) and keep products constant, which would be an input-oriented orientation; the second would be doing the opposite, increasing the result (products) from the same amount of inputs, an orientation focused on outputs. Method: The data envelopment analysis method - DEA is used to estimate efficiency with traditional inputs such as school infrastructure, capital, labor and municipal wealth. As output, the Portuguese and mathematics grades in the 9th grade, in the Saeb 2019 test, are considered, multiplied by the students enrolled in this year of education; as well as the inverse of per capita expenditure on elementary education. Results and Discussion: It was concluded that most of the benchmarkings are represented by municipalities with smaller inhabitants, indicating that the population increase in municipalities increases the demand for education. Research Implications: Thus, based on technical efficiency analyses, public policies can be proposed that mitigate the deficiencies presented in elementary education. Originality/Value: This study contributes to the literature by estimating the efficiency of municipalities in terms of public spending on education and the efficiency results are the grades of public school students. The research introduces a new output to measure efficiency, and points to new evidence for public educational policies.

Enhancing Senior Secondary School Students' Academic Performance in Chemistry Through the Implementation of Think-Pair-Share Strategy

This study investigates the impact of the Think-Pair-Share (TPS) strategy on students' academic performance in Chemistry at the Awka Education Zone, establishing its significance in addressing persistent poor performance in the subject. A quasi-experimental design was employed, with Chemistry taught to the experimental group via TPS and to the control group by traditional lecture methods. The study’s population consisted of all Chemistry students in public secondary schools within the Awka Education Zone, totalling 1,298 students, from which a sample of 120 students (60 males and 60 females) was drawn using purposive sampling and straightforward balloting. Data were collected using the Achievement in Chemistry Test, a validated instrument with a reliability factor of 0.83. Mean and standard deviation were used to analyze the research questions, while a t-test was used to examine the hypotheses. Results showed that students taught Chemistry using TPS outperformed those taught by lecture. Male students taught using TPS outperformed female students, whereas, with the lecture method, male students also outperformed female students. There was a significant difference in achievement scores between students taught with TPS and those taught with the lecture method, as well as between Male and Female Students taught with TPS. Students of all sexes did badly when taught using the lecture method. The study recommends the implementation of TPS in teaching Chemistry and calls for the provision of resources by the government to enhance its effectiveness.

Design and usability evaluation of a mobile app for elementary school inquiry‐based science learning

AbstractTeachers often struggle to implement inquiry‐based science teaching. To support them, IndagApp—a 3D educational app that offers curriculum‐aligned, inquiry‐based lesson plans—was designed. The app is rooted in the inquiry phases recommended in best‐practices literature, which arguably align with most international standards. This study describes IndagApp and evaluates its usability with fifth‐graders from two elementary schools in Spain (N = 43). The system usability scale (SUS) and the Pictorial‐SUS were used to collect students' feedback on usability. Both frequentist and Bayesian analyses were conducted to compare the mean SUS score with established benchmarks for usability. The results showed that IndagApp had high usability ratings, with most students rating it as the “Best imaginable” or “Good.” The mean SUS score was 84.816, which was significantly higher than the benchmark score of 68. There were no differences in usability between girls and boys, and students in private and public schools. These findings suggest that IndagApp is a valuable resource for inquiry learning in elementary grades and has significant implications for science education and science teacher professional development, as it helps teachers adopt reform‐oriented teaching practices that align with the curricular standards and goals.

Exploring the Unexpected: the Relationship Between Higher Family Income and Dropout Risk

This study investigates the paradoxical influence of family income on school dropout risks among Brazilian public-school students. Discussing previous results that challenges traditional perspectives on school dropout by examining how students from higher family income show higher dropout risk. We hypothesize that this is due to flexible capitalism changes in our societies labor market and to the devaluation of schools as a meaningful place for student’s life projects. Analyzing data from 15,924 Brazilian high school and middle school students using Multivariate Analysis of Variance (MANOVA) and univariate models, the study reveals that students from higher-income families are more likely to drop out when they perceive school as less relevant for their future careers. This unexpected finding suggests that, unlike most literature on this field, higher income students might be at greater risk of dropout due to the pressure to enter the workforce and the perceived lack of school's alignment with their career aspirations. This study contributes to the understanding of school dropout in the global south, proposing the need for educational reforms that align with contemporary labor market realities.

Effect of a context-specific health education intervention on knowledge of health risk behaviors among adolescents in Nigerian public and private secondary schools: a comparative study.

Health education programmes that utilizes multicomponent classroom teaching strategies have the potential to enhance knowledge, attitudes, and actions of adolescents concerning health risk behaviors (HRBs). This study assessed the effect of a school-based context-specific health education intervention (CsHEI) on knowledge of HRBs among in-school adolescents in public- and private-owned secondary schools in Nigeria. In-school adolescents were recruited into this quasi-experimental study using stratified random sampling from secondary schools in Ile-Ife, Osun-State, Nigeria. Knowledge of HRBs was assessed pre- and post-implementation of a CsHEI. The intervention was a four-week instructor-led health education class on HRBs, delivered over a 2-h class activity per week. Data was summarized using descriptive statistics as well as Inferential statistics. With a mean age of 14.9 ± 1.56 years, a total of 145 females (54.3 %) and 122 males (45.7 %) participated in this study. Over 70 % of the participants had good knowledge of HRBs prior to the intervention with the pre-test mean general knowledge of HRB (t=-3.13, p=0.002) and knowledge of personal safety (t=-2.99, p=0.003) being significantly lower between students in public-schools compared to their private-school counterparts. Post-intervention, a significant improvement in participants' knowledge was observed in all HRB domains with over 90 % of participants having a good knowledge of HRBs. The CsHEI improved knowledge of in-school adolescents in public- and private-owned secondary schools in Osun state, Nigeria in all domains of HRBs. Integrating the CsHEI with other health behavioral change strategies can mitigate prevalence of HRBs among adolescents, thereby improving health-outcomes and well-being of adolescents.

Lack of knowledge about the human papillomavirus vaccine among Brazilian adolescents: A cross-sectional study.

To analyze the distribution and factors associated with lack of knowledge about the human papillomavirus (HPV) vaccine among Brazilian adolescents.Cross-sectional study using the 2019 National School Health Survey among 17,805 Brazilian students of public and private schools, aged 13-17 years. The outcome variable was "lack of knowledge about the HPV vaccine" and the explanatory variables were sociodemographic, behaviors, knowledge, and health conditions. Logistic regression model was used to calculate Odds Ratio (OR) and 95% confidence intervals (95%CI). Spatial analysis techniques were used to determine the formation of clusters in the federated units with similar proportions of adolescents who were unaware of the vaccine. The lack of knowledge about the HPV vaccine was reported by 45.54% of Brazilian students. There was a higher chance of lack of knowledge having had sexual intercourse (OR 1.43; 95% CI 1.20-1.70); attending public school (OR 1.72; 95%CI 1.47-2.02) and located in the Northeast Region (OR 1.35; 95%CI 1.08-1.69). The lower chance of lack of knowledge were female gender (OR 0.41; 95% CI 0.35-0.48), higher maternal education (OR 0.62; 95% CI 0.50-0.77) self-rated health as Poor/very poor (OR 0.64; 95% CI 0.49-0.86) and receiving contraceptive counseling (OR 0.77; 95% CI 0.65-0.91). The proportion of lack of knowledge about the HPV vaccine was higher with the formation of High-High spatial clusters in the states of Maranhão, Piauí, and Pernambuco. Sociodemographic, health, and behavioral conditions and knowledge of students, as well as school characteristics, were associated with lack of knowledge about the HPV vaccine. A higher frequency of lack of knowledge about the HPV vaccine among adolescents was found in the states of the Northeastern Region.

Enhancing Geometry Understanding in Grade 8: Development and Evaluation of a Learning Package

This study developed and evaluated a comprehensive learning package for Grade 8 Geometry, aligned with the curriculum to address diverse student needs. The package included a teacher’s guide, modules, manipulatives, PowerPoint presentations, and lesson plans. Evaluators assessed the package based on instructional, content, and technical quality, rating it as very good. A quasi-experimental approach was employed to measure the package's effectiveness in enhancing geometric knowledge and problem-solving skills. The study involved two schools, one public and one private, each with two sections of Grade 8 students. One section in each school served as the experimental group, while the other served as the control group. Effectiveness was determined by comparing pretest and posttest scores using appropriate statistical tests. The results indicated significant improvements in student performance due to the learning package, with notable differences between public and private school students. These findings emphasize the importance of tailored educational interventions that consider the specific contexts of different school environments. It is recommended that teachers adopt this learning package to enhance student learning in geometry.

INFLUENCE OF NON-PHYSICAL PUNISHMENT ON STUDENTS DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN PUBLIC SECONDARY SCHOOLS OF NYAMASHEKE DISTRICT, RWANDA

The research investigated the influence of non-physical punishment on students discipline in public secondary schools in Nyamasheke district. The analysis was done using IBM/SPSS, where statistical calculations like frequencies, means, standard deviation, and correlation were used. This study aims to evaluate the impact of non-physical punishments on students discipline in selected public secondary schools in Nyamasheke district, Rwanda. A sample of 240 respondents, including teachers, parents, and students, was selected from 600 teachers, general assembly members, and student representatives. The research methodology involves simple random sampling. The correlation analysis and linear regression models were adopted. The findings indicated that the overall mean was 3.14, which was between agree (3) and strongly agree (4), indicating that there was a significant relationship between non-physical punishment and the discipline of students in public secondary schools. The statistical results showed that there was a relationship between non-physical punishment and students discipline. 767** that concluded that there was a statistically significant relationship between non-physical punishment and students discipline in public secondary schools in Nyamasheke district, Rwanda. The study recommended that schools administrations should improve non-physical punishment that promotes good collaboration between teacher and student for the purpose of promoting school academic performance.

INFLUENCE OF HOME COACHING PRACTICES ON SKILLS ACQUISITION IN MATHEMATICS AMONG PUBLIC SECONDARY SCHOOLS STUDENTS IN RWANDA A CASE OF RWAMAGANA DISTRICT

Background : Education is a critical component in human resource development. Educators typically utilise standardised test results, graduation rates, and classroom performance to assess students achievement. Coaching aims to assist individuals improve their performance across multiple disciplines. It increases their personal efficacy, development, and progress (Hamlin et al.2019). The Purpose of this study was to analyse the influence of home coaching practices on skills acquisition in mathematics among public secondary schools students in Rwanda. This study was guided by three specific objectives and three research hypotheses focusing on Home coaching practices and their infuences on skills acquisition in mathematics among public secondary schools. Methods and Results: This study utilised a mixed-methods research design. The target population were 100 teachers, 110 parents, and 20 school leaders, for a total population of 230 respondents from public secondary schools in Rwamagana District. This study used purposive, stratified, and simple random sampling procedures to create a sample group of respondents. The study collected and analysed data using both quantitative and qualitative approaches. In IBM SPSS Version 21.0, descriptive statistics and inferential statistics (correlational and regression analysis) were used to show quantitative data, while content analysis helped with qualitative data analysis. Results : the study found that home coaching practices are significantly associated with students skills acquisition in mathematics in public secondary schools in Rwanda, particularly in the Rwamagana District, with most associations having a level of significance greater than 0.05 in relation to academic performance. Conclusion : The studys conclusions highlight the critical role that home coaching strategies play in helping public secondary school students in the Rwamagana District acquire mathematical abilities. The necessity for ongoing emphasis on these techniques to improve educational results is highlighted by the favorable correlations found between students performance and coaching activities. This study supports the incorporation of structured home coaching activities to improve students academic progress in mathematics by offering insightful information to educators and parents.