Secondary Institutions Research Articles

Physical Facility Availability and Students’ Academic Performance in Public Secondary Schools in Trans Nzoia East Sub-County, Kenya

Education is essential for individual growth and national progress, but its success largely depends on the institutions that sustain it. Identifying how these institutional factors contribute to or hinder academic success is vital for overcoming challenges in the education sector and promoting academic achievement. This study seeks to examine how physical facility availability influences academic performance of learners in public secondary schools in Trans Nzoia East Sub-county, Kenya. The study set out to ascertain the following effects: the influence of science laboratories and computer laboratories in the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; assess the influence of library resources on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; to evaluate the effects of dormitories on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; and the impact of sanitation facilities and open fields on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County. Based on the principle of the Education Production Function, the study was conducted utilized a mixed-methods, descriptive approach. The research targeted a population of 4574 persons consisting of 73 principals, 1,280 serving instructors and 3221 senior students in government secondary institutions. Participants were selected using random sampling to appoint the sample of principals, teachers and students. A sample of 354 individuals were identified using the Krejcie & Morgan table (1970) of choosing the appropriate number of sample. The sample consisted of 6 principals, 99 serving teachers and 249 form four students. To collect data, the study used interviews, questionnaires, document analysis and observation. The instruments were piloted in three public secondary schools in Trans Nzoia West region. Validity testing was done by the researcher being assisted by professionals who expertise in various aspects of validy. In reliability, test-retest method was administered and determined by the Cronbach alpha coefficient of a 0.7 threshold. . The analysis of quantitative data employed descriptive and inferential statistical techniques, with the aid of SPSS version 26 while qualitative data were categorized into themes corresponding to the study’s key objectives. The key findings indicated a statistically significant association between physical facilities and the academic performance of students. A Pearson correlation analysis demonstrated a significant positive relationship(0.968)between the availability of physical facilities and students’ academic performance indicating that students in schools with better facilities achieved higher scores academically. These results confirm that the presence of adequate physical facilities support better learning condition and hence improve students outcomes. It is recommended that educational policymakers invest in enhancing physical facilities to improve academic outcomes for students in public secondary schools.

Parenting behaviour and student discipline in public boarding secondary schools in Western region of Kenya

Discipline in schools is an issue that especially concerns educators, parents, and other stakeholders. In an environment that lacks order and discipline, it is impossible for students to learn effectively. Thus, order and discipline are indispensable for achieving positive educational results. The family assumes a pivotal role in shaping the early years of an individual. The purpose of this research was to investigate the influence of parenting behaviour on student discipline in public boarding secondary schools in Western region of Kenya. Family composition and structural-functionalism theories served as guiding principles for the research. The investigation was conducted using an ex post facto design. The study's target population consisted of 5583 class teachers and 369 deputy principals (administrators-in-charge) from 369 public boarding secondary institutions. The sample included 123 deputy Principals and 558 class teachers from the 123 randomly selected schools. Simple random sampling was used to select 558 class teachers while purposive sampling was used to select 123 deputy Principals. For the purpose of data collection from the participants, a questionnaire and an interview schedule were employed. The assessment of the instruments' reliability was conducted using the test-retest method, results of the pilot study reveal that all scales were trustworthy because their reliability values were more than the required threshold of 0.7. Data was analyzed using frequency, percentages, weighted averages, correlations and multi-regression analysis. The study concluded that parenting behavior influence the discipline of students in public secondary schools. Therefore, it was recommended that school management boards should organize for the sensitization meetings on effective parenting behaviour, this will enable curb indiscipline among students.

Enhancing Support for Slow Learners Evaluating Inclusive Education Models in Contemporary Classrooms

Present study assesses the effectiveness of inclusive education frameworks in supporting slow learners, a student needs extra time and resources to achieve academic success. The objective is to include these students in regular classes to promote fairness and social unity. Qualitative research study supported by six teachers working in primary, elementary, and secondary institutions in Karachi. The data collected provided thematic analysis identifying key challenges, strategies, and impacts in the implementation of inclusive education toward children with learning difficulties. Findings also show that though the models of inclusive education may uplift the slow learners both in academic performance and self-esteem, their effectiveness depends on adequate resources, flexible curriculum, and comprehensive training for teachers. Individual education plans and differentiated instruction are also identified as important. Future research has to be based on longitudinal studies and comparative studies across different cultural contexts of inclusive education models with specific attention to teacher preparation and the perspectives of slow learners.

Family Structure and Student Discipline in Public Boarding Secondary Schools in Western Region of Kenya

Discipline in schools is an issue that especially concerns educators, parents, and other stakeholders. In an environment that lacks order and discipline, it is impossible for students to learn effectively. Thus, order and discipline are indispensable for achieving positive educational results. The family assumes a pivotal role in shaping the early years of an individual. The purpose of this research was to examine the influence of family structure on student discipline in public boarding secondary schools in Western region of Kenya. Family composition and structural-functionalism theories served as guiding principles for the research. The investigation was conducted using an ex post facto design. The study's target population consisted of 5583 class teachers and 369 deputy principals (administrators-in-charge) from 369 public boarding secondary institutions. The sample included 123 deputy Principals and 558 class teachers from the 123 randomly selected schools. Simple random sampling was used to select 558 class teachers while purposive sampling was used to select 123 deputy Principals. For the purpose of data collection from the participants, a questionnaire and an interview schedule were employed. The assessment of the instruments' reliability was conducted using the test-retest method, results of the pilot study reveal that all scales were trustworthy because their reliability values were more than the required threshold of 0.7. Data was analyzed using frequency, percentages, weighted averages, correlations and multi-regression analysis. The study concluded that family structure influence the discipline of students in public secondary schools.

Evaluating local open-source large language models for data extraction from unstructured reports on mechanical thrombectomy in patients with ischemic stroke

BackgroundA study was undertaken to assess the effectiveness of open-source large language models (LLMs) in extracting clinical data from unstructured mechanical thrombectomy reports in patients with ischemic stroke caused by...

ESL Instructional Practices and Teacher Preparation: A Mixed Methods Study at a Chinese International High School

This mixed methods study investigates ESL instructional practices at Shenzhen Experimental High School, a Chinese international secondary institution. The findings will provide data-driven insights into optimal teaching methods for Chinese adolescent ELLs. This holds significant implications for enhancing teacher preparation and professional development programs in international schools striving to meet the needs of diverse linguistic learners at Shenzhen Experimental to identify areas for improved professional development tailored to this context. The goal is informing data-driven reforms to enhance outcomes for the schools adolescent English language learners (ELLs). This research also provides an important foundation and model for future inquiries illuminating the multidimensional competencies that enable ESL teachers to create inclusive, linguistically responsive learning environments.

Kriege kommen und gehen, die internationale Gesellschaft ändert sich und Religionen überdauern: Narrative religiöser Akteure zum Ukraine-Krieg

AbstractIn the wake of the Russian invasion of Ukraine, reactions by religious leaders have differed greatly, with the Shia Ayatollah blaming the United States for the war, the Catholic Pope calling the United Nations “impotent,” and the Dalai Lama stating that “war is outdated.” But has there been a change in any of these religious narratives when it comes to war? Does the Ukraine war signify a turning point, or can we observe more of the same? Embedded in an English School framework, this article conducts a narrative analysis to better understand whether and how the primary institutions of war and international law are being (re)interpreted. The article analyses these three religious actors’ narratives on the Ukraine war and compares them to their respective past war narratives. The article examines how these narratives reflect a strengthening and even an expansion or an undermining and thus weakening of international society, with a particular emphasis on the primary institutions of war and international law as well as the secondary institution of the United Nations. The article argues that at least for religious actors in international politics, the Ukraine war does not pose a formative event in global security policy. Instead, these actors may have missed a critical juncture for strengthening or even upholding international law.

Assessing English Language Proficiency: A Case Study of English Version Students of Higher Secondary Level of Bangladesh

Assessment is an integral part of language learning. Language proficiency can be judged by a well-organised evaluation procedure. A systematic assessment process paves the path of successful language learning. The main focus of this study is to explore the current English Language Assessment practice in Higher Secondary institutions located in Dhaka city. Five teachers and five students have been chosen for the investigation. Qualitative research method has been used to explore the assessment procedures the teachers use to assess class XI students’ English language skills such as reading, writing, speaking, and listening and what type of challenges teachers and students encounter during assessment. Though these institutions follow national curriculum of Bangladesh, their mode of instruction is English. Since curriculum plays a vital role in learning outcome, it should be based on learners’ needs and make them competent to cope up with the globalised world. The results of this study unveil the participants’ attitude, opinion and interest regarding the challenges, problems and opportunities of English Version Institutions. However, a remarkable number of researches have been conducted to change the language assessment system, its impact and possibilities in developed countries but there is rarely any research that focuses on the impact of such assessment system in the developing countries like Bangladesh.

TINGKAT PEMAHAMAN GURU TERHADAP PENERAPAN PEER-LEARNING SEBAGAI MODEL PEMBELAJARAN INOVATIF DI SEKOLAH

This study emphasizes the significance of providing teachers with opportunities to develop their capacity to implement innovative peer-learning strategies. The research also emphasizes the necessity for educational institutions to guarantee equitable access to resources and facilities to facilitate the implementation of optimal peer-learning strategies. This study employs a framework for analyzing industrial transformation and educational innovation. Students, academics, instructors, heads of educational institutions, and government officials were among the approximately 20 respondents in the study. The focus of the study was on two case studies examining the contribution of peer learning in Physics classes at two Jakarta secondary institutions. Since Physics is one of the principal subjects for which interactive learning methods have been extensively developed, research findings indicate that respondents agree that peer learning is an innovative and engaging method. However, participant teachers' comprehension of the potential of peer learning varied. Some instructors have a solid grasp of the concept and its benefits, whereas others have a limited grasp.

Parental Involvement and Classroom Climate as Predictors of Metacognitive Skills in English Subjects among Junior High School Students

This study aimed to investigate whether parental involvement and classroom climate significantly predict metacognitive skills among junior high school students in public secondary institutions in Davao City, Philippines. Employing a descriptive-correlational research design, standardized questionnaires were administered through face-to-face surveys to 200 junior high school students The mean, standard deviation (SD), Pearson product-moment correlation, as well as simple and multiple linear regression analyses were utilized for data analysis. The findings revealed that the extent of parental involvement, classroom climate, and metacognitive skills were described as extensive. Correlation analysis indicated significant relationships between parental involvement, classroom climate, and metacognitive skills. Furthermore, parental involvement and classroom climate significantly influenced the metacognitive skills of junior high school students. It is recommended that educators and policymakers prioritize initiatives to enhance parental involvement and foster positive classroom climates. Additionally, interventions aimed at improving metacognitive skills may be integrated into educational programs.

Academic Motivation and Cognitive Abilities as Predictors of English Language Proficiency among Senior High School Students

This study aimed to determine whether academic motivation and cognitive abilities significantly predict English language proficiency among senior high school students in a public secondary institution in Davao City, Philippines. Employing a descriptive-correlational research design, standardized questionnaires were administered through face-to-face surveys to 209 students. The mean, standard deviation (SD), Pearson product-moment correlation, as well as simple and multiple linear regression analyses were utilized for data analysis. The findings revealed that while the academic motivation of the students was described as extensive, their cognitive abilities and English language proficiency were described as moderately extensive. Correlation analysis indicated significant relationships between academic motivation, cognitive abilities, and English language proficiency. Furthermore, there is a significant combined influence of academic motivation and cognitive abilities on English language proficiency among senior high school students. It is recommended to focus on enhancing both academic motivation and cognitive skills to improve English language proficiency further. Collaborative interventions targeting these areas can effectively support students in achieving greater proficiency in English.

Transgender and gender diverse curriculum in medical imaging programs: a case study

BackgroundTransgender and gender diverse (TGD) individuals face barriers, including harassment and discrimination, when accessing healthcare services. Medical imaging procedures require personal information to be shared, such as date of last menstrual cycle and/or pregnancy status; some imaging exams are also invasive or intimate in nature. Terminology is based on binary sex creating an inherently cis-heteronormative environment. TGD patients fear being outed and often feel a need to function as educators and advocates for their care. Incorporation of inclusive healthcare curriculum related to TGD populations is an effective means of educating new health providers and promotes safer and more inclusive spaces in healthcare settings. Educators face barriers which hinder the creation and implementation of TGD content. The purpose of this study was to examine the impacts educators are faced with when creating and delivering TGD content in their medical imaging curriculum.MethodsA case study of medical imaging programs at a Canadian post-secondary institute was undertaken. Data was collected via semi-structured interviews with faculty. Relevant institutional documents such as strategic plans, policies/procedures, websites, and competency profiles were accessed. Framework analysis was used to analyze the data.ResultsThe study found seven themes that influence the development of TGD curriculum as follows: familiarity and comfort with the curriculum and content change process; collaboration with other healthcare programs; teaching expertise; management of course workload and related. duties; connections to the TGD community; knowledge of required TGD content and existing gaps in curriculum; and access to supports.ConclusionsUnderstanding educators’ perspectives can lead to an increased sense of empowerment for them to create and incorporate TGD curriculum in the future. Many post- secondary institutions are incorporating an inclusive lens to educational plans; this research can be used in future curriculum design projects. The goal is improved medical imaging experiences for the TGD population.

Conflict Management Styles and Organizational Behavior of Public School Heads in The New Normal

This study evaluated the organizational behavior and conflict resolution approaches used by public school heads in Calamba City's Cluster 9 Division. The study was conducted from April to May of 2023. Survey questionnaires were used in the study's descriptive correlational design and stratified random sampling to determine organizational behavior and conflict management approaches. The participants in the study were the school heads and teaching personnel in Cluster 9. There were 140 target respondents in all, and the cluster consisted of 6 public elementary and 2 secondary institutions. The researcher-made questionnaire underwent reliability testing using Cronbach's Alpha and pilot testing before data collection, with five experts validating it. The four-point Likert scale, mean, and Pearson r were used to assess the degree of organizational behavior and conflict management styles' application. An expert statistician who used thew the SPSS software received the collected data. The findings showed that school heads are proactive and skilled communicators with their staff. They use cooperative and accommodating resolution strategies, which is consistent with a supportive and less autocratic workplace. To improve the practices and utilization of conflict management techniques, a proposed enhancement program named Project CARP (Conflict Activity Resolution Program for School Heads in Cluster 9 Division of Calamba) was developed.

Intelligence in international society: An English school perspective on the ‘five eyes’

AbstractDespite the recent prominence of intelligence in post‐Ukraine global policy, it is a Cinderella in international relations studies. Using English School (ES) theorisation, we locate intelligence within the constellation of primary and secondary institutions in international society. Through looking at the Five Eyes, we explore where intelligence sits within widespread claims of a crisis of the post‐1945 liberal international order (LIO) and what role intelligence plays in diplomacy, war and great power management in the context of shifting global power dynamics. Following major twenty‐first century Western intelligence controversies, we argue against raison d'état approaches and for raison de système thinking. In the face of claims of a new Cold War between Russia, China and the West, we see an urgency for policymakers in open societies to re‐think intelligence from an international society perspective that is realistic and normative, and that pays attention to Global South dynamics. Insulating intelligence from politicisation is more important than ever but does not mean that intelligence is a value‐neutral government function.

Job Satisfaction in Education Sector of Megacities: A Study of Higher Secondary Institutions of Karachi

Megacities have been centering of attraction for their modernity, growth and opportunities, whereas they combat with number of challenges like overcrowding, high cost of living, increased competition etc. Similarly, megacity Karachi (biggest metropolitan city of Pakistan, ranked as 7th most populous city in the world, with the growth rate of 2.41%, 2020), which makes it quite apparent that managing in this mega city do makes it challenging on individual level as well. Every megacity depends upon industries and organizations for its growth and Education sector is one of those key players, where Higher Secondary Education Institutions are considered as backbone in employing more of skilled workers. Job satisfaction is the main predictor of organizational success. This paper examined the factors affecting the job satisfaction in Higher Secondary Educational Institutions of Karachi. The data were collected through primary data gathering using questionnaire for employees working in public and private colleges of megacity Karachi. Sample size is restricted to 100 respondents selected through convenient sampling. This research was aimed at finding relationship between employees’ job satisfaction in Higher Secondary Education Institution of Megacity (Karachi) and its dynamics. In final part of this research, we tried to find out relationship between level of job satisfaction and demands of the megacity, exploring factors affecting job satisfaction in megacities.

Differences in inpatient performance of public general hospitals following implementation of a points-counting payment based on diagnosis-related group: a robust multiple interrupted time series study in Wenzhou, China

ObjectivesThis study measures the differences in inpatient performance after a points-counting payment policy based on diagnosis-related group (DRG) was implemented. The point value is dynamic; its change depends on the...

Effectiveness of Technology Use in Indonesian High Schools: Student Engagement, School Capacity, Teacher Performance

The present research investigates the intricate interplay among student engagement, school capacity, teacher performance, and the proficient implementation of technology within secondary institutions in Indonesia. This study employs a quantitative methodology to incorporate these constructs into a comprehensive model by utilizing Structural Equation Modeling with Partial Least Squares. The study surveyed 243 educators using a stratified random sample, which yielded valuable information regarding demographic characteristics, patterns of technology usage, and the intricate interrelationships among the variables identified. The robust validity and reliability of the measurement model validated the efficacy of the chosen indicators. Significant positive correlations were identified through path analysis among student engagement, school capacity, teacher performance, and technology effectiveness. By drawing inspiration from the Integrated Educational Technology Ecosystem theory, this model enhances the theoretical comprehension of technology integration specifically within the domain of secondary schools in Indonesia. In addition, recommendations and practical implications for policymakers, educators, and future research are addressed.

Sources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes

Interpersonal and systemic racism and discrimination persist in our educational system—from primary and secondary institutions through college, despite the forward strides of desegregation, the Civil Rights Movement, and the Black Lives Matter movement. This special topic collection identifies and applies empirically and theoretically grounded conceptualizations of racism to improve our understanding of the experience of racism, interventions to mitigate it, and protective factors. The papers in this collection reflect two themes: 1) racial and religious identities in classrooms, schools, and universities, focusing on how educators mitigate and perpetuate systemic racism, including how White teachers understand the impact of race, how inclusive and antiracism curricula are received and rejected by future educators and clinicians, and the impact of exclusionary social networks in the hiring of teachers of color and 2) school belonging and climate, including documenting that students of color feel less safe, are disproportionately exposed to harsh discipline, question their belonging, and question commitments to diversity. The negative sequelae are concurrent and last into adulthood. In addition, there are several advances in theory and measurement, including assessing gendered and racial biases in teachers’ attributions about students’ abilities, frameworks for mitigating colonial and racialized trauma, and domains of antiracist activism to bring racial justice and equity to schools.

Exploring Strategies for Cultivating Cultural Confidence Literacy in Language Education in Secondary Institutions

Exploring Strategies for Cultivating Cultural Confidence Literacy in Language Education in Secondary Institutions

Capacity Audit on Disaster Risk Reduction and Management in Basic Education

Vulnerability may be associated with a community's capacity to act and counteract the effects of a hazard by enhancing the community's capacity to reduce risk. With this, the study seeks to assess the school's capacity for disaster risk reduction and management in terms of implementation differences and identify the obstacles and training requirements for DRRM in the Secondary Public Schools of the province of Benguet. The questionnaire was self-designed based on the activities of the four thematic areas, with its validity and dependability subject to verification. The result indicates that the resource capacity of public secondary institutions is moderately established. Regarding capability, there is no significant distinction between resources, knowledge, and talents. With the current School DRRM plan, every school has a disaster risk reduction and management plan, and most have evacuation and contingency plans. The Public Service Continuity plan and the local climate change action plan are present in only nine institutions. With this result, there are still many spaces to be filled, and the DRRM capacity of each public school must be improved. It may affect the school's performance in delivering its main objective to provide a safe and hazard-free environment. It is best to be proactive and ready to ensure that learners and teachers are safe. The result also indicates that public institutions must examine their system and enhance its implementation of the different thematic areas of DRRM; it does not require a complicated framework but a functional and understandable guideline. If DRRM is implemented effectively, it will assure the continuity of education and the safety of students and faculty.