Government Schools Research Articles

The relevance of governance, external monitoring, and instructional quality to public-private school differences in student achievement in the Western Chitwan Valley of Nepal: An exploratory analysis

This study uses a theoretical perspective known as organizational institutionalism to explain the higher test scores observed among private school students in Nepal. We argue that the differing “institutional charters” of public and private schools in Nepal result in different forms of school governance, external monitoring, and instructional practice in public and private schools and that these organizational features of schooling affect students’ learning outcomes. Empirical analyses presented in the paper show that public and private schools in Nepal do show expected differences in school governance, external monitoring, and instructional practice, but that only the instructional practice variable positively affects student achievement.

Development of Biology Virtual Laboratory

This paper describes the application of the development of a biology virtual laboratory which will enable students to conduct practicals as many times as they can with no cost in terms of laboratory apparatus and chemicals required for conducting their biology experiments. The development of science and technology, which is increasing fast, requires the world of education to improve the quality of education. Visualization and the conduct of laboratory experiments are the most effective ways to simplify and clarify the comprehension of complex theories. Virtual learning environments provide students with the opportunity to get a better understanding. The intention of this project is to develop a biology virtual laboratory for ordinary-level students that improves the learning achievements of students resulting in better performance, especially in many of the government schools where there is inadequate quality biology laboratories. The project aimed at eliminating constraints on traditional laboratories by coming up with a gaming-like android-based application system with visualization of biology practical for ordinary-level secondary schools mainly in food tests and classifications. Students are able to reconduct the experiments until they catch up with no cost of laboratory apparatus by using the game-like developed application.

Integrating Socio Cultural Theory and Bloom’s Taxonomy to Overcome Xenoglossophobia and Anxiety in English Language Speaking in Sri Lankan Undergraduates

The importance of knowing a second or a foreign language today has become a pivotal factor with regard to education, travel, trade, business, information, communication and most importantly to acquire a recognizable occupation. Even so, obtaining a job related to a graduate’s educational background in the Sri Lankan context at present, is a challenging task. Having realized this, the local government of Sri Lanka have been taking measures in teaching English at local government schools from Grade 3 onwards since 1950’s. Nonetheless, even by the time the Sri Lankan local government school children enter university after engaging in English language learning for over a decade and subsequent to Ordinary and Advanced level examinations, their English-speaking skills stand at a marginal level with traits of xenoglossophbia and anxiety. Thus, the aim of the study is to find out the main factors that influence xenoglossophobia and suggest strategies to overcome them. A sample of 32 Engineering undergraduates from the first year of General Sir John Kotelawala Defence University (KDU) was selected based on purposive sampling technique. The selection process was performed based on an Oral Proficiency Interview (OPI). After having exposed the students to a teaching process for 15 academic weeks, they were re-administered through a post-OPI. The lesson plans were set according to Blooms Taxonomy knowledge-based objectives. Socio-Cultural Theory (SCT) was incorporated when designing the lessons. Data was analyzed via a mixed approach. The findings revealed that the students had increased motivation and confidence to speak English as they were exposed to a gradual process of self-autonomy. Paving way for authentic speaking opportunities via Task Based Activities (TBA) and making students aware of the importance of English language communication for employment purposes from school levels is highly important. Further, teacher, learning environment and material play a considerable role in motivating language learners while self-negativity is a main reason for the majority to possess xenoglossophobia which adversely affects their future employability.

Teachers’ Knowledge And Practice Of Accommodation For Pupils With Visual Impairment In Basic Schools In Owerri North Local Government, Imo, Nigeria

Teachers’ Knowledge And Practice Of Accommodation For Pupils With Visual Impairment In Basic Schools In Owerri North Local Government, Imo, Nigeria

Teachers' perceptions of the barriers to effective teaching in Qatar's government schools

Teachers' perceptions of the barriers to effective teaching in Qatar's government schools

The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools

Contemporary educational reforms emphasise school autonomy, performance-based management, and accountability as necessary policies for attaining improvement goals. Despite their widespread adoption, the configuration and enactment of these policies are discretionary and contingent, deeply influenced by the interaction of local contexts, organisational features, and teachers’ beliefs about policy and pedagogy. Apart from these challenges, schools serving disadvantaged students, often targeted for educational improvement, also struggle with significant organisational constraints and policy overload. This study explores how disadvantaged urban schools make sense of their policy environment and engage with the school improvement mandate through different logics and practices. The analytical framework stresses the policy filtering and adaptation processes that school actors undergo when tasked with multiple implementation demands, and how these interact with school contexts to produce diverse responses. This research is conducted in Catalonia, Spain, and adopts a sequential mixed-methods strategy, relying on interviews with principals and teachers, as well as survey and administrative data. The findings are organised in four ideal types of school responses to the improvement mandate, showing the diverging ways schools engage with policy. Disadvantaged schools exhibit diverse improvement approaches despite sharing structural characteristics, explained by the interaction of contextual factors and organisational characteristics. Each ideal type prioritises different aspects, such as performance, innovation, or inclusive practices. The heterogeneity of school responses highlights the necessity for targeted, context-sensitive support to ensure equitable educational practices.

Learning mathematics with personal mobile devices in school: a multigroup invariance analysis of acceptance among students and teachers

Students’ use of personal mobile devices (PMDs), including smartphones, tablets, and laptops, in mathematics classrooms globally has become feasible due to the implementation of the bring your own device (BYOD) initiatives and policies in schools. Students’ academic use of PMDs in mathematics learning has been associated with increased motivation, enjoyment, and enhanced performance. While debates continue worldwide on the bans of PMDs in schools, it is noteworthy that students in Namibian basic education are not permitted to use PMDs in schools. This study employed a comparative nonexperimental quantitative research design to assess the perceived usefulness (PU) and behavioural intention (BI) to use PMDs in mathematics classrooms among 500 Namibian students and 209 teachers. The study employed a volunteer purposeful sampling method to select participating students and teachers from government schools in the Omusati and Khomas regions. Student selection was based on self-selection from full-class mathematics groups. Similarly, the study utilised volunteer purposeful sampling to recruit grades 4–12 mathematics teachers. Utilising structural equation modelling, the findings revealed that students expressed more positive ratings for PMD usefulness and intention than did teachers. Furthermore, PU significantly predicted students’ BI to learn mathematics with PMDs in school. Multigroup confirmatory factor analysis supported configural, metric, and scalar invariance in PU and BI factor structures across both participant groups. However, when students’ latent means of PU and BI are set to 0, the teachers’ latent mean parameter estimates are negative, suggesting potential disparities. Teachers should recognise and leverage students’ positive perceptions of PMDs to enhance motivation and engagement in mathematics learning. Simultaneously, ensuring consistent assessment across participant groups is essential, while addressing teachers’ PMDs reservations through professional development and support remains crucial.

Elementary education outcome efficiency of Indian state governments: a generalized stochastic frontier approach

PurposeThis paper aims to analyze the technical efficiency of Indian State governments in providing elementary education (EE) and to identify the determinants of their technical inefficiency.Design/methodology/approachThe Generalized Stochastic Frontier Approach (GSFA) is used in the context of the Inefficiency Effects Model to simultaneously estimate the frontier production function and the technical inefficiency model. Panel data of 28 Indian States from 2009–10 to 2018–19 is used.FindingsThe mean efficiency of States stands at 86%. Efficiency varied between 67 and 97%. 96% of the inter-state disparity in EE outcomes can be explained by inefficiency. Arunachal Pradesh is the least efficient State, followed by Sikkim and Tripura. Efficiency estimates were observed to change across States over the study period. Proportion of government schools, rural population, and proportion of Schedule Caste and Schedule Tribe children are the major determinants of inefficiency.Practical implicationsThis study emphasizes that efficient resource management is as important as adequate resource allocation for achieving positive EE outcomes. It distinguishes resource-poor States from inefficient ones, providing insights to enhance States’ efficiency, and aiding policymakers in formulating strategies for ensuring equitable and quality EE.Originality/valueThis is the first paper to apply GSFA (for Indian States), providing a more robust estimation of efficiency. The Inefficiency Effects Model is employed that address the limitations inherent in the two-stage approach.

The Effect of Two Health Education Packages on Nutritional Knowledge, Practices, and Physical Activity Levels Among School-Going Adolescents in Rishikesh: A Cluster Randomized Trial.

Introduction Adolescence is a critical period known for presenting specific challenges in disease treatment and health promotion. Studies have highlighted that increased nutritional awareness is associated with healthier eating habits, while regular physical activity aids in controlling and preventing non-communicable diseases. Equipping adolescents with health education in schools prepares them to adopt and maintain healthy lifestyles throughout their lives. To assess and compare the efficacy of health education packages targeting nutrition knowledge, practices, and physical activity levels, a cluster-randomized trial was conducted among school-going adolescents. Methodology Two distinct health education packages were developed for the two intervention groups. In group 1, a health talk supported by a flip chart was delivered, followed by pamphlet distribution. In contrast, in group 2, only information pamphlets were distributed. The study was conducted in government schools in Rishikesh, with four schools selected. Two schools were randomly allocated to each intervention arm. In each school, a questionnaire was administered to assess the students' nutrition knowledge, practicesand physical activity levels. This was followed by the intervention, and the students were reassessed for the same parameters after two weeks. Result The pre-intervention and post-intervention comparisons within the same group- the mean scores for nutrition knowledge, food practice, sleep duration, and recreational screen time were comparable in the intervention group 1 (p>0.05). There was a decrease in the mean physical activity score and screen time for studies in intervention group 1, and these differences were statistically significant (p<0.05). The mean scores for nutrition knowledge, physical activity, sleep duration, and screen time for studies were comparable in the intervention group 2 (p>0.05). There was an increase in the mean food practice score and a decrease in recreational screen time in intervention group 2, and these differences were statistically significant (p<0.05). On comparing the groups with each other, it was found thatGroup 2 exhibited a significantly higher mean food practice score compared to group 1 post-intervention. While there was a statistically significant decrease in the mean physical activity score in intervention group 1, this group still had higher physical activity levels than group 2.Post-intervention, group 2 exhibited a higher screen time for studies compared to group 1. Both groups had comparable sleep durations at baseline and post-intervention, with intervention group 1's mean sleep duration falling within the recommended range set by the American Academy of Sleep Medicine. Regression analysis provided valuable insights into the relationship between baseline values of various variables and their post-intervention values, aiding in understanding the impact of the health education packages. Conclusion The findings emphasize the significance of incorporating nutrition and physical activity education into the curriculum of students.

Transforming and Reforming the Indian Education System with Artificial Intelligence

India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

Schoolchildren’s Musculoskeletal Pain and Backpack Weight Impact on Posture: A Short-Term Study

ABSTRACT Background: Research indicates heavy backpacks can cause students to adjust their posture, potentially harming their spine and shoulders. This study focuses on musculoskeletal pain in schoolchildren in Bangalore, attributed to backpack weight, and examines postural impacts in both urban and rural settings. Methodology: With consent, 500 students from various schools underwent physical measurements, including backpack weight, and provided data through questionnaires. Postural angles were assessed without backpacks to determine the impact of weight. Findings: On average, students carried backpacks weighing 6.53 kg, about 13.53% of their body weight. Pain was reported by 50.9% of boys and 63.9% of girls, with a higher incidence among girls from private schools (88.2%) compared to boys from government schools (51.6%). Conclusion: A significant link was found between heavier backpacks and decreased craniovertebral angle, head on neck (HON), and head and neck on trunk (HNOT) angles, aligning with increased pain prevalence. This underscores the health risks of heavy school backpacks and the need for weight management.

Exploring the Factors Influencing Teachers’ Turnover Intention in Government Schools in Ethiopia

Exploring the Factors Influencing Teachers’ Turnover Intention in Government Schools in Ethiopia

Post-Pandemic Evaluation: Impact of Covid-19 Pandemic on Medical Students’ Mental Health, Self-Esteem, Social Interactions, and Academic Progression in Malaysia

Covid-19 pandemic has brought drastic and unprecedented challenges to the medical education and medical students, affecting them physically, mentally and emotionally. While progressing through the post-pandemic recovery phase, it is crucial to comprehensively evaluate the pandemic’s consequences and tackle the underlying problems. To investigate the impact of Covid-19 pandemic on medical students’ mental health, social well-being, and academic progression. A cross-sectional study was carried out with voluntary sampling of students from both government and private medical schools in Malaysia. A self-administered online survey form containing three validated psychological tools was distributed (Hospital Anxiety and Depression Scale HADS, Rosenberg Self-esteem Scale, NIH Toolbox Social Relationship Scales). There were also questions regarding the challenges faced by medical students and their academic performance during Covid-19 pandemic. Scores of each questionnaire were tabulated, analyzed and interpreted according to their specific cut-points. Two hundred and thirteen responses were received. 89.2% (n = 190) were domestic students while 10.8% (n = 23) were international students. Out of 32 medical universities in Malaysia, the participants were from 19 of them (9 public and 10 private universities). About half of the participants had contracted Covid-19 infection during the study period (n = 124, 58.2%). Majority had chosen “Lack of on-campus learning and training session causing incompetency” as the most relevant impact of Covid-19 on their academic progression (n = 85, 39.9%). Above 90% of participants passed their Final Academic Assessment in 2020 (91.5%) and 2021 (93.9%). About half of them (n = 86, 40.4%) were having symptoms considerable of anxiety while only 19.2% (n = 41) were having symptoms considerable of depression. Majority had normal self-esteem (n = 177, 83.1%). For social relationship, around two-third of them had great social support and companionship. However, more than half had social distress. The median for the period of time having absolute online classes, absolute physical classes and hybrid classes were 18, 4, and 9 months, respectively. Having absolute online classes of &gt;18 months was associated significantly with higher perceived hostility (16.49vs. 14.47, p = .012). In addition, being infected with Covid-19 was associated significantly with higher self-esteem (26.88vs. 25.85, p = .009). Large proportion of students were affected by Covid-19 pandemic. Absolute online classes has huge impact on emotions of medical students especially from the aspect of perceived hostility. Hence, implementation of online medical education during Covid-19 era requires modifications and improvements.

Nutritional Status and its Associated Factors among Government School-Going Adolescents of Birendranagar Municipality, Surkhet, Nepal

WHO recently published report reveals a large number of adolescents in the Southeast Asian Region, who constitute one-fifth (20.0%) of the population in these countries, suffer from malnutrition and anemia, which adversely impact their health and development. If adolescent malnutrition is not treated on time, it leads to major repercussions such as low birth weight and poor health in adulthood. A survey on the nutritional status of adolescents based in 13 districts of Nepal revealed that almost six out of ten male adolescents and seven out of ten(71.0%) of female adolescents were undernourished. The likelihood of undernutrition was high among adolescents residing in Terai (72.0%), followed by Hill (59.0%) and Mountain (54.0%). A cross-sectional descriptive study was carried out among the adolescents of grade 6 studying in the government school of Birendranagar Municipality from May to October 2023. A total of 240 students were selected from five constitute the sample size of the study. The selection was based on stratified random sampling, where each school was considered a stratum. Anthropometric measurement assesses nutritional status based on BMI. Attempts were made to determine the associations between the nutritional status and socio-demographic, behavioral hygiene and diet-related variables. Of the total adolescents, 55.8% were normal, 22.3% were thin and 22.9% were very thin. The nutritional status of the adolescents was observed to be significantly associated with their family type, family income, physical activities, and mother’s education. Encouraging physical activities and promoting healthy habits can enhance the nutritional status of adolescents in the population of students of grade 6 at governmental schools of Birendranagar Municipality, Surkhet, Nepal.

The Role of School Administration in Spreading the Culture of Digital Citizenship Among Students of Government Schools in the Directorate of Education of Major General Naour

The Role of School Administration in Spreading the Culture of Digital Citizenship Among Students of Government Schools in the Directorate of Education of Major General Naour

اتجاهات مديري المدارس نحو الإدارة الرقمية في ظل جائحة كورونا في لواء قصبة إربد

The current study aimed to identify government school principals' attitudes toward digital management in light of the COVID-19 pandemic, as well as to investigate differences in the degree of school principals’ attitudes toward digital management based on gender, educational qualification, and number of years of experience. The study sample included (187) principals who worked in the Directorate of Education of Irbid District in Irbid Governorate/Jordan during the first semester of the 2021-2022 academic year. To answer the research questions, the descriptive analytical approach was utilized. The results showed that school principals’ attitudes towards digital management in light of the COVID-19 were positive. The findings also revealed statistically significant variations in school principals’ attitudes toward digital management due to the gender variable favoring females and the degree variable favoring a PhD.

Exploring the link between eustress and adolescent health in India: An empirical study.

Modern psychological research challenges the conventional view of stress as solely detrimental by introducing the concept of eustress versus distress, emphasizing the potentially positive aspects of stress. In the context of India, limited studies have investigated the distinct effects of eustress and distress on adolescents, a group prone to stress-related health issues. This study aims to bridge this gap by examining the correlation between eustress and both mental and physical well-being among adolescents attending government schools in two districts of Haryana, India. A non-experimental quantitative research approach was adopted to achieve this objective. The study involved a sample of 400 adolescent students, equally split between genders, aged 15 to 18 years, enrolled in grades 10 to 12. Participants were selected through systematic random sampling from two districts in Haryana. The assessment tools employed in the study included the Post Graduate Institute Health Questionnaire and the Eustress Scale, which were utilized to evaluate the participants' mental, physical, and eustress levels. In our study involving Indian adolescents, we discovered a substantial positive correlation (r = 0.563, P < 0.01) between eustress and mental health, underlining the valuable role of positive stress in enhancing psychological well-being. Notably, male participants exhibited significantly higher eustress scores (mean = 26.63) than their female counterparts (mean = 22.82, P < 0.01), indicating gender-specific variations in stress responses. Furthermore, our findings emphasized the influence of cultural nuances inherent to the Indian context on how adolescents perceived and experienced eustress. These outcomes emphasize the urgency of culturally sensitive interventions to promote adolescents' well-being. This investigation contributes valuable insights into the nexus between eustress and adolescent health in the Indian context. The study accentuates the potential advantages of leveraging eustress to foster positive development by underlining the differential influence of eustress and distress on adolescent health. Future research endeavors and policy formulation could delve into the mechanisms underpinning eustress and distress, thus guiding strategies to enhance adolescents' health and overall well-being.

Addictive behavior and mental health of adolescents aged 11-17 years in Bangladesh in 2014: A cross-sectional study.

This study aimed to evaluate the factors associated with addictive behavior and mental health in adolescents aged 11-17 years in Bangladesh. This study analyzed data from the Bangladesh Global School-based Health Survey (GSHS) conducted in 2014. Adolescents aged 11-17 years studying government schools were considered as respondents for this survey. A two-phase group sample design was utilized to deliver illustrative information of all understudies in grades (classes) 7-10 in Bangladesh. Bivariate analyses followed by a weight-adjusted multiple logistic regression was fitted to a sample of size 2989 adolescents. One in ten and one in four adolescents had different substance addictions and some forms of mental health conditions, respectively. Sex of participants (adjusted odds ratio [AOR]: 4.49; confidence interval [CI]:2.28-8.84), being bullied (AOR: 3.08; CI:1.46-6.49), use of tobacco among parents (AOR: 5.82; CI:3.16-10.75), parental understanding of adolescents' problems (AOR: 0.45; CI:0.23-0.82), and food affordability (AOR: 1.24; CI:1.09-1.42) were associated with addictive behaviors of adolescents. Bullied males with nonempathetic parents were found to be more vulnerable to addictive behaviors and bullied females showed higher tendencies to mental health issues. Considering the elevated prevalence of reported mental health concerns, identifying vulnerable groups and formulating intervention-oriented policies engaging youths can pave the way towards achieving robust health and well-being for them in Bangladesh.

Bringing English Back in School Education: English in Government Schools of Telangana, Andhra Pradesh and Chhattisgarh

In the immediate aftermath of Indian Independence in 1947, there was a palpable attempt to replace English with Hindi and other Indian languages to unleash the processes of decolonisation. English was castigated as the language of the British Empire and was seen to be the basis of power and privilege for a handful of English-educated elites. A new nation-state thought it imperative to replace English with other languages which ultimately led to language-based reorganisation of Indian states. Subsequently, there was the replacement of English with Indian languages as mediums of instruction at different levels of education. Such a demand was hugely supported by a large number of Indian intelligentsia. However, six to seven decades down the line, there appears to be a reversal of earlier language politics as governments in various states of India are bringing English back as an aspirational language. This article attempts to understand the context of such a reversal. It also analyses ideological constructions of linguistic reality and its hold on popular perception. Ideologically constructed realities of language become a concrete, tangible force to reckon with. The article explores the renewed interest and urgency in learning English, using the frameworks of language ideology and the Bourdieusian framework of ‘language as a praxis’. Following Hilary Janks, the article underlines the significance of providing critical access to English by historicising and denaturalising its prevalence as one of the major contact languages at the international level.

Perception of School Governing Bodies About Decentralisation of School Governance in Eswatini, Swaziland

Perception of School Governing Bodies About Decentralisation of School Governance in Eswatini, Swaziland