Secondary School Research Articles

Challenges Facing Students with Special Needs During the Transition from Primary Special Schools to Public Secondary Schools in Morogoro Municipality

The study aimed at investigating the challenges that students with special needs face during the transition from primary special schools to public secondary schools in Morogoro Municipality. The research was conducted in Morogoro Municipality and employed a cross-sectional research design alongside a mixed research approach. The target population included regular teachers and those specializing in special needs education within the municipality. The study sampled 155 respondents, comprising 131 regular teachers and 24 specialized teachers. Data collection was by means of questionnaires and interviews. The data were analyzed using descriptive statistics and thematic analysis. The study reveals major challenges for students with disabilities transitioning to public secondary schools, such as inadequate teacher training, insufficient curriculum adaptation, and limited support systems, compounded by social stigma, financial constraints, and inadequate preparation. To enhance the educational experience for students with disabilities, it is essential to implement comprehensive teacher training on inclusive strategies, adapt curricula to diverse learning needs, and establish robust orientation programs. Increasing funding for assistive technologies, combating social stigma with anti-bullying policies, and improving peer support networks and accessible transportation will further support these students’ integration and development and consequently enhance learning

Validating scores from the short form of the Music Self-Perception Inventory (MUSPI-S) with seventh- to ninth-grade school students in Germany

The Music Self-Perception Inventory-Short (MUSPI-S) is a theoretically based instrument consisting of 28 items with subscales that assess music self-concept globally and in six specific areas. The present study sought to validate a German translation of the MUSPI-S using a sample of 444 secondary school students. In addition to participants’ scores from the German translation of the MUSPI-S, associated data included demographic background variables, self-reported school grades in various subjects, and interest in the school subject of music. Confirmatory factor analyses supported the hypothesized factor structure and measurement model for MUSPI-S scores. Latent factor correlations among MUSPI-S subscale scores and correlations of these scores with school grades and interest in the school subject of music aligned well with theoretical expectations and previous research. Findings also provided evidence for strict measurement invariance of scores in the German MUSPI-S across subgroups of gender, school year (i.e., grade level), and musical activity. MUSPI-S subscale factor-level means did not reliably differ among seventh-, eighth-, and ninth-grade students but favored females over males and musically active over non-active students on nearly all subscales. Overall, this evidence supports the use of the German translation of the MUSPI-S in assessing a wide range of important self-perceived musical abilities for research and practical assessment purposes.

The implementation of the fee-free secondary education policy in Ukerewe district, Tanzania: Teachers’ points of view on increased classroom workload

The implementation of the fee-free secondary education policy offers significant comprehension into teachers' points of view, particularly regarding workload challenges. Guided by Expectancy-Value Theory, this study explores teachers' points of view on the policy's implementation in the selected government secondary schools in Ukerewe District, Tanzania. A key focus is on whether the government sufficiently considered the increased teacher workload resulting from higher student enrolments. In this article, surveys, non-participant observations, and focus group discussions were utilised to collect first-hand information. This was complemented by documentary reviews for secondary data. Qualitative data were thematically analysed, while quantitative data were processed using descriptive statistics. A five-point Likert scale was also designed to assess three hypothetical statements regarding teachers' points of view on the implementation of the policy. In this study, 90.63% of the teachers considered that their workload had significantly increased due to the surge in student numbers following the policy's implementation. The study concludes that the implementation process was flawed, as the government did not recruit additional teachers to meet the growing demand. The study recommends the government to invest in more educational resources and recruit additional teachers to better accommodate the expanding student population.

Examining Stakeholders’ Prospects on the Implementation of Equity-Based Strategies in Public Secondary Schools in Tanzania

The desire to address equity issues in the education sector is a shared philosophy by a number of countries, including Tanzania. As a result, Tanzania as a country is striving to address the issue of equity in its education system through the implementation of various equity strategies. This paper therefore sought to examine stakeholders’ prospects on the implementation of equity-based strategies in public secondary schools in Tanzania. Precisely, the interest of the researchers was to explore what was being done in the selected public secondary schools to implement equity-based strategies. A mixed-methods research approach combining both qualitative and quantitative analysis approaches was employed. The study also used a multiple case study design, which allowed the selection of two case study areas i.e. Dodoma City representing the urban setting, and Kondoa district representing the rural setting. A total of One Hundred Forty-Four (144) participants from seven (7) public secondary schools were involved in the study. Data were collected through interviews and questionnaires. Quantitative data were analyzed through descriptive analysis and presented in numerical and graphical form while qualitative data were analyzed through inductive content analysis and presented in thematic form and narratives. Study findings revealed that the selected study schools were indeed implementing a number of activities towards the realization of equity and thus the prospects for implementing equity based strategies in these schools was found to be positive. For instance, activities such as the use of common and understandable language i.e., English and Kiswahili; ensuring that schools have qualified teaching staff, ensuring a supportive learning environment as well as strengthening and supporting school leadership were being implemented. Nevertheless, the study also noted that the implementation of some key factors critical for realization of equity in the schools such as incentive provision to teachers, use of appropriate technology and use of different learning styles was still weak and thus needed improvement.

EVALUATION OF LIPID PROFILE OF HYPERTENSIVE PREGNANT WOMEN ATTENDING MGBAKWU PRIMARY HEALTH CARE CENTRE, ANAMBRA STATE

Hypertension is a serious global public health problem. Serum lipid alteration is a pivotal factor that births hypertension during pregnancy and has been implicated in diverse deleterious health outcomes. Thus, the aim of this study was to evaluate the lipid profiles of hypertensive pregnant women attending Mgbaukwu Primary Health Care (PHC) Centre. A total of 70 pregnant women who had consented were recruited to participate. While thirty five (35) pregnant women were hypertensive, the other remaining 35 pregnant women were not hypertensive (normotensive) and thus, were considered the control group. Socio-demographic characteristics of the participants were generated using structured questionnaire, while lipid profiles of the participants were determined using standard procedures. Results obtained from this study shows that 80% and 34.28% of the hypertensive and normotensive pregnant women respectively were within the age range of 32-37 years old, while 68.6% and 48.57% of the hypertensive and normotensive pregnant women respectively were traders and had completed only secondary school education. The value recorded on Total Cholesterol (TC) , Very Low Density Lipoprotein (VLDL), Low Density Lipoprotein (LDL), and Triglycerol (TG) in Hypertensive Pregnant Women (HYPW) were significantly (p<0.05) higher than those reported for their normotensive counterparts. In conclusion, it can be deduced from this study that pregnant women who are within 32-37 years of age are prone to hypertension during pregnancy, while social determinants of health (SDOH) can support incidence of hypertension.

The impact of COVID- 19 on Primary and Secondary Schooling in Mogadishu

Background: Since December 2019, the COVID – 19 pandemic has been circulating in Somalia and other areas of the country. The disease has had a global impact on social, physical, psychological, and educational systems. The study examines how the COVID-19 pandemic impacted the educational process in Mogadishu, Somalia's primary and secondary schools. Aim: This study aims to explore the effect of COVID – 19 on Primary and Secondary Schooling in Mogadishu - Somalia. Methods: This study used a descriptive quantitative analysis design and was performed in a random sample of primary and secondary schools in Mogadishu. The survey data was obtained from 329 schools representing 274 head teachers. A self-administered questionnaire was used to gather information about the head teacher, including background information, activity, and student information. Findings: During the coronavirus, the most of the head teachers were concerned and stressed. The study also showed that the majority of schools are private and rent, that school income is dependent on student tuition, and that school income has declined as a result of the pandemic outbreak, and that the majority of schools have not obtained any financial aid from the government. Conclusion: The principals have learned a valuable lesson that they will apply in the future when dealing with unforeseen circumstances.

Digital CRM in Nagpur's Primary and Secondary Schools: A Health Systems Approach to Enhancing Student Wellbeing in the Digital Transformation Era

Over the last couple of years, a significant increase in the use of educational technologies has changed the ways of student relationships and students’ well-being management. This study aims at establishing the extent and nature of utilization of Digital CRM system in primary and secondary schools in Nagpur from a health systems perspective, and the effects on students health. The research explores the effectiveness of the adopted digital CRM platforms to enhance more friendly, effective communication, and to create supportive mental and physical health student centred programs. The study utilizes survey questionnaires and short interviews with school administrators, teachers and students to determine the extent in which the digital CRM systems are effective and the difficulties encountered in the learning environment. Other relevant areas of interest include improvement in the services available to students, parents and strengthening of efficient mechanisms of collecting student health data for policy formulation. The details will describe the implication of the future digital CRM tools on the present issues related to the Nagpur students’ needs and the implications of health systems integration among schools. Based on this study it is suggested that digital CRM can greatly enhance the capacity of the school to support and respond to students’ needs through timely interventions, accessible collaboration communication, and a positive school climate. However, the program maintains several difficulties which have the potential to hinder valuable implementation: Data protection issue; Training of the system for the stakeholders; and Resource issues. Based on integrating the concepts of digital CRM with health systems the following recommendations for development of student’s wellbeing in the conceptual normal of digital transformation have been formulated by this research for the policymakers, educators, and technology suppliers.

Factors Influencing Teachers’ Turnover from Government Secondary Schools in Makete District, Tanzania

This study investigated about factors influencing teachers’ turnover from government secondary schools in Makete District, Tanzania. The study employed the descriptive design. The design was chosen because it is the best for fact finding studies. While the number of schools in Makete district was 120, only five schools were selected through simple random sampling. The target sample included 16 participants: five heads of schools, 10 teachers and one District Education Officer. The study used interviews as source of data. The researchers used a smart phone to record participants’ responses during interview sessions and then, the responses were transcribed verbatim. The study analyzed the data according to themes. The study concludes that there are various factors that cause teachers’ turnover from Secondary schools in Makete District. Such reasons include low salary, lack of teachers’ houses, misunderstanding at work place, heavy workload, lack of support from school administration and delayed promotion. In order to curb these, challenges, the government needs to recruit more teachers to meet the requirement of teachers in government secondary schools, especially in rural areas. There is a need to build teachers’ houses in order to accommodate them in quality houses. Finally, the government needs to provide special allowances for teachers working in remote areas like Makete.

Examining the Nexus between School Infrastructure and Instructional Materials on Academic Performance of Secondary School Students in Gombe State

The main purpose of the study was to examine the nexus between school infrastructure and instructional materials on the academic performance of secondary schools in Gombe State. The study was guided by two specific objectives, two research questions, as well as two null hypotheses. The research which was conducted in the Gombe State adopted a correlation research design. The population of the study was 24,216 subjects comprising 3,178 teachers and 21,038 Senior Secondary (SS II) students in public Secondary Schools in Gombe State. A multi-stage sampling procedure was adopted for the study in which simple random and purposive sampling were used. To determine the sample size, the Taro Yamane formula was used and a sample size of 348 was determined. Impact of School Facilities on Academic Performance Questionnaire” (ISFAPQ) was used as the instrument for data collection. The ISFAPQ was subjected to face validation by three experts and a trial test was conducted in Bauchi State which a reliability index of 0.89 was obtained using Cronbach Alpha. Data were collected through a questionnaire, and End of third-term results form. The data collected was analyzed using mean and standard deviation as well as linear regression analysis. The findings of the study revealed that school buildings and instructional materials had a significant impact on the academic performance of secondary school students in Gombe State. Based on the findings of the study, the following recommendations were made; The Government should ensure that school buildings are well-built and painted to facilitate teaching and learning. Instructional materials should be made available by the government and management of secondary schools to enable effective teaching and learning.

Methods and Resources of Teaching and Learning English Language at Secondary schools in Mogadishu from the View of the Teachers.

Methods and Resources of Teaching and Learning English Language at Secondary schools in Mogadishu from the View of the Teachers.

Exploring Challenges towards Somalia’s New Curriculum Implementation at Secondary Schools in Galkayo District, Galmudug State

Exploring Challenges towards Somalia’s New Curriculum Implementation at Secondary Schools in Galkayo District, Galmudug State

Intermediate and secondary school food environment in New Zealand: Food and drink menu assessment.

Nutrition-related obesity is rising among adolescents in New Zealand with an estimated one in eight children being obese. The school environment is an ideal community setting for encouraging a healthy lifestyle as schools contain a diverse population and involve students and parents. However, the healthiness of food available to intermediate and secondary school students (Years 7-13) is unknown. This study assessed how food and drink menus from schools align with policy guidelines for healthy school food environments. A convenience sample of NZ schools' (years 7-13; ages 10-19) menus was collected in 2020. Menus were classified using traffic light criteria. A toolkit was developed by three nutritionists and one dietitian (with trained staff support) to aid with menu classification. Menu quality was evaluated against school characteristics and policy use. Of the school menus assessed (n = 60), 3.3% met the recommendation for the provision of 75% 'green' items. 'Red' items were the main contributors (mean = 53.6%). Schools with high socio-economic status (deciles 8-10; 14.3%; p < 0.05) and small school size (<749 students; 14.1%; p < 0.025) were associated with a higher proportion of 'green' items. Community (19.3%) and in-house (25.9%) food providers provided a lower percentage of 'amber' items than school providers (39.3%; p < 0.001). In-house providers (64.6%) had a greater percentage of 'red' items than school providers (48.2%; p = 0.017). Food available in schools (Years 7-13) tends to be unhealthy. A national nutrition policy could improve the school food environment, especially in schools with large populations and low socio-economic status. SO WHAT?: School demographics have been associated with menu quality but further research within these schools is needed to identify the gaps to improve equitable outcomes within school food environments.

The Influence of Motivation on Teacher’s Performance at Secondary Schools in Galkayo, Galmudug, Somalia.

The Influence of Motivation on Teacher’s Performance at Secondary Schools in Galkayo, Galmudug, Somalia.

Integrating Life Skills in Secondary Education: Teachers’ Perspectives and Challenges

The current study aims to find out the perspectives of secondary school teachers on the incorporation of life skills into their teaching. Selecting purposively, the present study participants include ten teachers from public secondary schools in a district of Punjab, Pakistan. The study used a phenomenological research design to get teachers’ perceptions and experiences on the integration of life skills. Semi-structured interviews were used to collect data. Data was analysed through qualitative content analysis with the help of NVivo 14 software. The results of the study showed that teachers, in general, value life skills in education. From the participants’ perspective, critical thinking, problem-solving, and communication were the most focused skills. However, several constraints, including limited time, increased class size, and limited textbook support, limit the efficiency of implementation. Teachers were of the view that students responded positively to life skills-focused teaching and activities but the means of assessing the progress in teaching these skills were lacking. It also revealed insufficient knowledge identification in learning life skills integration and better resources and curricula adaptability requirements. These results suggest prospective future work at curricular, methodological, and teachers’ professional development for better integration of life skills into secondary education. Pakistan’s educational policymakers and curriculum developers will find the study useful in improving the integration of life skills in secondary education.

Highlighting the Best English Teaching Method for Katsina State Secondary Schools: Communicative Versus Traditional

Highlighting the Best English Teaching Method for Katsina State Secondary Schools: Communicative Versus Traditional

Critical Approaches for Reforming Sports Talent Development in Tanzanian Secondary Schools

Critical Approaches for Reforming Sports Talent Development in Tanzanian Secondary Schools

Burnout among the non-government secondary school teachers in Bangladesh: Prevalence, causes and effects

Nowadays, psychological burnout is prevalent in all professions. The purpose of this study is to investigate the prevalence, causes, and consequences of burnout among non-government school teachers in Panchagarh. This study used an explanatory sequential mixed approach. A stratified random selection methodology was employed to pick 25 schools, and 242 teachers were chosen using a simple random sample procedure. Finally, a purposive sample technique was used to select 15 teachers. Data was acquired using a standardized questionnaire and in-depth interviews. The Maslach Burnout Inventory-Educator Survey (MBI-ES) was used to assess the prevalence of burnout. Data was analyzed by descriptive statistics and thematic analyses. The study found a high prevalence of burnout in non-government school teachers in Panchagarh, with 48.35% experiencing high emotional exhaustion, 51.24% high depersonalization, and 45.04% low personal accomplishment. Also, the study found that low salary are the most contributing factor to burnout. Furthermore, 78.6% of respondents agreed that teacher burnout has negative effects on student academic achievement. Finally, the presence of teacher burnout in education is a challenging issue, as it negatively affects every aspect of the learning and teaching process. This study has implications for policymakers to develop plans to reduce teacher burnout and enhance teachers’ overall well-being.

Investigating the effectiveness of a locus of control-based smoking reduction program designed for secondary school students

Investigating the effectiveness of a locus of control-based smoking reduction program designed for secondary school students

Utilisation of performance-based rewards to improve teachers’ work performance in Tanzanian secondary schools

Utilisation of performance-based rewards to improve teachers’ work performance in Tanzanian secondary schools

24-hour Movement Behaviour study—Lithuanian protocol: a comprehensive overview of behaviours and health outcomes in adolescents

The 24-hour Movement Behaviour (24-h MovBeh) paradigm, encompassing physical activity (PA), sedentary behaviour (SB) and sleep patterns, is recognised as a holistic approach to adolescent health. It emphasises promoting PA,...