Academic School Students Research Articles

Metadiscourse Markers in Senior High School Students Academic Papers: A Constructed Learner Corpus-Based Investigation

Metadiscourse Markers in Senior High School Students Academic Papers: A Constructed Learner Corpus-Based Investigation

School Administrative Practices and Student Academic Performance in Mathematics in Technical Secondary Schools in Rwanda: A Case of Ngororero District

The research investigated school administrative practices and student academic performance in mathematics in technical secondary schools in Rwanda. Specifically, the research evaluates the school administrative practices that affect the students’ academic performance in mathematics in technical secondary schools in Rwanda, determines the level of student academic performance in mathematics in technical secondary schools in Rwanda, and analyses the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda. The targeted population was 7,549, for a sample of 481 respondents. This study used primary sources namely questionnaires and interviews to gather data. It employed purposive, stratified, and simple random sampling methods. Both quantitative and qualitative methodologies were used for analysis from IBM SPSS Version 21.0. For the first objective, results indicates that 83.3% of Teachers agree and 10.2 % agreed that Resource allocation and management show the school administration practices, and 73.1 % strongly agreed and 11.5 % agreed that Lead teaching and learning , 71.8% strongly agreed and 20.5 % agreed that The Link the school with other organisations show the school administration practices, 61.5 % strongly agreed and 21.8 % agreed that Driven data decision-making indicates the school administration practices and 62.22% strongly agreed and 21.8 agreed that Resource allocation and management indicates the school administration practices. For the second objective, 88.5% strongly agreed and 11.5% agreed that An increased score in the test and exam indicates the student's academic performance in mathematics,76.9% Strongly agreed and 11.5 agreed that Apply mathematical knowledge to solve complex problems and improve student academic performance in mathematics, 66.9% Strongly agreed and 23.1% agreed that Increased student participation in math class increases student academic performance in mathematics and 65.4% Strongly agreed and 23.1% agreed that Attendance and homework completion affect student academic performance in mathematics. Results on the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda. The study revealed a strong positive correlation between engaging stakeholders, leading teaching and learning, and linking the school with other organizations. Resource allocation and management and setting direction, with an increased score in the test and exam, apply mathematical knowledge to solve complex problems, increased student participation in math class, attendance, and homework completion rates, and that they were positively and statistically correlated since most of their levels of significance were greater than 0.05 in association. It is recommended that teachers' quality, classroom environment, and parental involvement positively impact academic performance. Smaller classroom sizes and higher teacher-student interaction are associated with higher achievement. Resources like textbooks, technology, and laboratory equipment also contribute to better academic performance, especially for students from disadvantaged backgrounds.

Academic Procrastination of High School Students as a Product of Low Self-Esteem: A Mediation Role of General Self-Efficacy

Academic procrastination is a common behavior among high school students. This study aims to evaluate the direct and indirect effects of self-esteem on academic procrastination among high school students based on their general self-efficacy. This study used the Rosenberg Self-Esteem Scale, General Self-Efficacy Scale, and Middle School Student Academic Procrastination Scale as the main measurement tools. 216 high school students in Hefei were selected as the research subjects, and descriptive statistics, reliability and validity analysis, correlation analysis, multiple linear regression analysis, and mediation effect analysis were conducted using SPSS 21.0. The following research conclusion is drawn: First, there is a significant positive correlation between self-esteem and general self-efficacy. Second, there is a significant negative correlation between self-esteem and academic procrastination. Third, general self-efficacy mediates the relationship between self-esteem and academic procrastination.

Effect of Gamification-Based Teaching on Junior Secondary School Student's Academic Performance in Mathematics at Kwara State

Gamification is a cutting-edge pedagogical approach to addressing student social behaviour, motivation, and academic performance in the classroom, particularly in subjects that are perceived to be difficult such as mathematics where there was a perceived failure. Hence, this study investigated the effect of gamification-based teaching on junior secondary school student’s academic performance in mathematics in Kwara State. The study adopted a quasi-experimental pretest-posttest, non-equivalent group design. The population was all junior secondary students in Kwara State while the target population were all junior secondary students in J.S.S. 2 in Kwara-North Senatorial district. A purposive sampling technique was used to select two junior secondary schools based on the availability of computer laboratories. A total of 122 students (experimental group 64; control group 58) were involved. Three instruments were used for data collection. Split-half was used to test the reliability of the instruments and coefficients of .89 were obtained Data collected were analyzed using descriptive and inferential statistics at 0.05 level of significance. The study revealed that; gamification-based teaching had a significant effect on the experimental group (F (1,54) = 1.826; p< 0.05) and female students in the experimental group significantly performed better than male students after the treatment. This study concluded that the use of gamification-based teaching in mathematics enhanced teaching-learning effectiveness in mathematics. The study, therefore, recommended among others, that mathematics teachers should use gamification in teaching mathematics to reduce the level of abstractness associated with teaching-learning of mathematics.

POST-TRAUMATIC STRESS DISORDER AS PREDICTOR OF POST BASIC SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ADAMAWA STATE, NIGERIA

This study investigated whether Post-Traumatic Stress Disorderis a predictor of Post Basic School Students Academic Achievement in Mathematics in Adamawa State, Nigeria. One research question and one hypothesis were formulated for the study. A correlation research design (predictive) was adopted. The population comprised 3,314 SS II mathematics students using 10%. Multistage sampling was used to select 336 students. Mathematics Students’ Post-Traumatic Stress Disorder Questionnaire (PTSDQ)” and a student’s pro forma result were used for data collection. The PTSDQ was validated by three experts. Cronbach’s alpha method was used to determine the reliability of the instrument and a reliability of 0.74 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research question while the hypothesis was tested at a 0.05 level of significance using linear regression analysis. The findings of the study showed an average mean score of 3.38, indicating that these students were moderately stressed when it comes to Post Traumatic Stress Disorder, Hypothetically, Post-traumatic stress disorder predicts Post Basic schools’ students’ academic achievement in Mathematics (r =0.85; β = 0.67; t = -1.27, p < 0.05). In conclusion, the study found that Post-Traumatic Stress Disorderpositively predicts Post Basic School Students Academic Achievement in Mathematics in Adamawa State. Therefore, it was recommended that the government should create concern for a supportive and inclusive school environment, implementing trauma-informed practices, establishing counselling services, providing academic support, encouraging parental involvement, and monitoring progress are crucial steps for educators and school administrators to consider.

Why Principal Positive Leadership Is Important: It’s Mediating Effect on the Relation between the School Context and Student Academic Achievement

“Deficit remediation” as an educational governance paradigm has given rise to many problems, whereas principal positive leadership under the “strengths development” paradigm has the potential to give new impetus to school development. Based on large-scale survey data within a provincial region, this study investigates how the school context and principal positive leadership impact student academic achievement using structural equation models. Research findings show that principal positive leadership as a structural latent variable has positive impacts on student academic performance and significantly mediates the effects of the school context on student academic results; and that the patterns of the impacts of principal positive leadership differ according to the variations of the school’s autonomy in operation.

Factors Affecting the Middle School Students Academic Performance of Raigarh, Chhattisgarh (India) Depending on Socioeconomic Status of their Parent

Education considered as the most significant factor in producing human resource. The study examines the academic performance of the middle school student depends on socioeconomic factors of their parent. The researcher used data of academic performance for the present study. For this study 412 middle school students were used as a sample in Raigarh, Chhattisgarh (India). The present studies found the educational level and their livelihood are very important part of student academic performance. However, schools and their medium are also plays a vital role over the student’s academic performance of the middle school. Researcher detected that there is a direct relationship between academic performance of the students of middle school and their parent’s socioeconomic status.

FROM CHAOS TO CLARITY: TRANSFORMING LEARNING WITH GRAPHIC ORGANISERS FOR IMPROVED SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE IN ICT

A graphic organiser is one of the teaching methods that can assist learners to organize information, structuring the information and relating the concept to another. Secondary school students perceived computer networks as one of the difficult concepts in computer studies. This study examines the potency of graphic organisers in learning computer networks in the newly implemented ICT curriculum in Nigeria. This study employed a quantitative research approach. The data collected was analysed with ANCOVA with pre-test scores as the Covariate. The results from the study reveal that students in the experimental Journal Plus Education Vol. XXXIV No.2/ NOVEMBER, 2023 p.247-266 248 group performed better than their counterparts in the control group due to the intervention they had. Thus the results show that there is a significant difference in the performance of students taught computer networks using the two methods- graphic organisers and lecture method irrespective of their gender. This study is unique because it relies on the testing of visual and graphical representations of contents in reducing the hitches in the study of computer networks which justifies the adoption of the graphic organisers in learning ICT.

The Influence of Generative Artificial Intelligence on High School Students Academic Planning ChatGPT

The advent of Generative Artificial Intelligence (AI) has ushered in a new era in education, profoundly reshaping the way high school students approach academic planning. The globe has been awed by the AI tool ChatGPT, a language model created by OpenAI, for doing incredibly difficult jobs. Since ChatGPTs outstanding ability to handle challenging tasks in the field of education appears to change present educational praxis, teachers and students have differing attitudes to this development in AI. Curriculum and content have been customized and adapted based on student needs using machine learning and adaptability, which has increased student uptake and retention. This has enhanced the learning experience for students as a whole. This comprehensive study investigates the multifaced impact of AI, particularly platforms like ChatGPT, on students academic trajectories. This review article synthesizes extant literature to offer some potential benefits of ChatGPT in promoting learning and academic planning for high school students. By delving into its influence on course selection, learning methodologies, and academic objectives, this research sheds light on the transformative potential of AI in education and offers recommendations on how ChatGPT could be leveraged to the high school students academic planning.

The Relationship Between Family and Primary School Students Academic Self-efficacy

During the initial stage of personality formation, primary school students are in a crucial period that needs to focus on mental health, and family is an essential factor affecting childrens academic self-efficacy in this period. This paper summarizes the following conclusions by summarizing the research in related fields in the past two decades:1.Increase the research on academic self-efficacy of primary school students, and set the main research object as the upper primary school group;2.Follow the trend of social development, pay attention to the exploration of husband-wife relationship and sibling relationship;3.Establish a more systematic theoretical framework. Therefore, the contribution of this paper is to summarize the current research status in this field, point out the current research deficiencies, and provide suggestions for future research goals and improving primary school students academic self-efficacy.

The Effect of Laboratory Practical Activities on Senior High School Student's Academic Performance in Relation to Force Concept

The problem of solving questions related to force faced by form two science students of St. James Seminary/Senior High School was an issue which led to this study. The problem of students' negative attitudes toward learning about force and their poor performance in force concepts was discovered through direct observation in the school setting. Students have shown difficulties understanding the concepts of force because they have difficulties with the kind of abstract thinking used by scientists. Additionally, because of the language that is used in our environment on a daily basis and since scientific terminology frequently differs from that of common speech, students usually have ideas that are different from those of scientists. It is commonly thought that teaching and understanding the concept of force, particularly when it involves acceleration, is difficult. To curb the problem identified, laboratory practical activities was employed. Sixty-two second year students of St. James Seminary/Senior High School in the Sunyani Municipality in Bono Region were purposively sampled into experimental and control groups. The experimental group was taught using laboratory practical activities as instructional technique and the control group using traditional method of teaching. Two research questions and a hypothesis were raised in the study. The instruments were pre-test and post-test, practical activities, observation and questionnaires for both the experimental and control groups. Data collected were analysed using simple frequency, z-test and descriptive statistics. The findings revealed that students exposed to frequent laboratory practical activities performed better than those exposed to traditional method of teaching. The findings from the research also indicated that students in the experimental group confidence increased from lesson to lesson. The study recommends that physics teachers take students through a lot of more laboratory practical activities, since this will help students’ gain better understanding of the concept and improve their academic performance.

Access and Equity: The Relationship Between Parent's Socioeconomic Status and Secondary School Student's Academic Achievement

Access and Equity: The Relationship Between Parent's Socioeconomic Status and Secondary School Student's Academic Achievement

Effect of Online Social Networking on High School Students Academic Performance

Online Social Networking becoming one of the most popular trends among students around the globe. There is an increasing number of research in the recent years to study this phenomenon and this study is focusing on the implications of the use of Online Social Networking towards the high school students’ academic performance in Malaysia. Achieving excellence grades is vital to the high school students because it generally will give the students a better chance to obtain a good university as well as the opportunity for enrolling for better courses when pursuing their tertiary education. Is the growing use of Online Social Networking applications detrimental to the students’ academic success? Or is the Online Social Networking use behavior among the high school students in Malaysia help them to improve their academic performance? This study shade some light. The study result shows that students’ use of Online Social Networking is positively correlated to the students’ academic performance. This result supporting some of the previous study highlighting the benefits of Online Social Networking to the students.

Teacher-Student Interaction and Secondary School Student Academic Performance in Ekiti State, Nigeria

The study investigated the relationship between teacher-student interaction and secondary school student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research methods were employed for the study. The Teacher-student Interaction Questionnaire (TSIQ) was used to collect data from a sample of 1,074 respondents. A validated inventory was also used for the study. Proportionate simple random sampling technique was used to select 376 teachers and 707 students from 24 public secondary schools in the state. The study revealed that there was a significant positive relationship between teacher-student interaction and secondary school student academic performance in public secondary schools in Ekiti State, Nigeria. It was concluded that teacher-student interaction has a positive influence on secondary school student academic performance in Ekiti State, Nigeria. It has been established that teachers-students interaction is one of the determinants of secondary school student academic performance.

School Violence and its Implications on Secondary School Student's Academic Performance in Nigeria

School Violence and its Implications on Secondary School Student's Academic Performance in Nigeria

Relationship between Attachment Styles and Internet Addiction and its Influence on Female High School Students Academic Achievement

Relationship between Attachment Styles and Internet Addiction and its Influence on Female High School Students Academic Achievement

Acceptability of K12 Senior High School Students Academic Performance Monitoring System for Private Institutions with Decision Support System

The K to 12 Basic Education program uses standards and a competency-based grading system. These are found in the curriculum guides. All grades will be based on the weighted raw score of the learners’ summative assessments. Senior High School Students have been graded on three categories the written work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping teachers in the progress, communication, application, and grading of assessment tasks. The correlational aspect aims to establish the degree to which the variables of on the level of compliance of the developed application affects and influences the level of acceptance of the system as perceived by the respondents. From the level of acceptance of the system when it comes to its performance efficiency is directly affected by the level of compliance of the system in its compatibility and reliability. This means that changes on the identified variables may directly affect the variables on the level of acceptance of the system. The findings of significant difference on the perceptions of the IT expert and the Users on the level of acceptance of the system simply imply that the IT experts and the users does not share similar perceptions on the system. This means that there is a significant difference on the level of acceptance of the system as perceived by the users and the IT experts.

The Effect of Fathers Involvement on Basic School Students Academic Achievement in Ghana: A Structural Equation Modelling Analysis

The Effect of Fathers Involvement on Basic School Students Academic Achievement in Ghana: A Structural Equation Modelling Analysis

Relationship among Locus of Control, Academic Interest and Secondary School Students Academic Achievement in Anambra State, Nigeria

Aims: To determine the relationship between locus of control and academic achievement in English language, the relationship between academic interest and academic achievement in English language, the relationship between locus of control and academic achievement in Mathematics, the relationship between academic interest and academic achievement in Mathematics.
 Study Design: The study adopted the correlational survey design
 Place and Duration of Study: Secondary schools in Anambra state, Nigeria.
 Methodology: Disproportionate stratified sampling technique was used to select a sample size of 2,160 students from a population of 18,297 SS2 students in Anambra state government owned secondary schools. The instruments adopted for data collection were standardized locus of control scale, student’s academic interest scale, these instruments were administered using the direct delivery approach. Data collected were tested using Pearson Product Moment Correlation Coefficient, while the hypotheses postulated was tested at 0.05 level of significance using t-test of correlation and multiple regression analysis.
 Results: the relationship between locus of control and academic achievement of secondary school students in English language is moderate and positive (r = 0.469/n = 2050), the relationship between academic interest and academic achievement of secondary school students in English language is high and positive (r = 0.731, n = 2050), the relationship between locus of control and academic achievement of secondary school students in Mathematics is high and positive (r = 0.613, n = 2050). The relationship between locus of control and academic achievement of secondary school students in English language is significant (t-cal. = 24.03 > t-cal. 1.960), the relationship between academic interest and academic achievement of secondary school students in English language is significant (t – cal. = 48.46 < t – crit. = 1.960), the relationship between locus of control and academic achievement in Mathematics is significant (t-cal. = 35.12 > t-crit. = 1.960), the relationship between academic interest and academic achievement of secondary school students in Mathematics is statistically significant (t-cal. = 28.32 > t-crit. = 1.960).
 Conclusion: locus of control and academic interest are variables associated with academic achievement of secondary school students in Anambra state. Nevertheless, secondary school students spend significant part of their time in the classroom (about 7 ½ hrs a day, 5 days a week, and 36 weeks a year) with teachers and peers, there is need to help them understand their locus of control, improve their interest in learning as well as develop belief in themselves to succeed academically.

Multivariate Analysis of Variance of Effect of Extra Lesson on Secondary School Students Academic Performance in English Language and Mathematics in Kwara State

Multivariate Analysis of Variance of Effect of Extra Lesson on Secondary School Students Academic Performance in English Language and Mathematics in Kwara State