Public Secondary Schools Research Articles

TEACHERS’ AND STUDENTS’ PERCEPTIONS TOWARDS THE USE OF CHATGPT TO IMPROVE WRITING IN THE MALAYSIAN SECONDARY SCHOOL CONTEXT

The use of artificial intelligence in education has gained traction among teachers as well as students in recent years. Artificial intelligence (AI)-powered language models such as ChatGPT have been widely used for various purposes, including to produce improved writing. This study sought to investigate the perceptions of secondary school students and English teachers in Malaysian public schools on the use of ChatGPT to enhance students’ English writing. Alongside that, this study also investigated how ChatGPT was used by both students and teachers and factors that influenced their use of ChatGPT. This study employed a qualitative research design. The participants in this study hail from six schools around Sabah: SMK Tansau, Penampang; SM St. Michael, Penampang; SMK Shan Tao, Kota Kinabalu; SMK Bongawan II; SMK Umas-Umas, Tawau; and SMK Desa Kencana, Lahad Datu. A total of 20 participants participated in this study. 12 of them were students, and the rest were English teachers. Data for this study was collected using an open-ended questionnaire designed based on the Technology Acceptance Model (TAM). The data were analyzed thematically. The findings of the study showed that both students and teachers generally believe ChatGPT to be an effective tool to enhance students’ English writing proficiency. Among the features of ChatGPT that were lauded by the participants were its ability to provide personalized feedback and perform tasks that are useful for writing, such as proofreading and idea generation. Several challenges were also pointed out, such as difficulties using ChatGPT due to lack of resources and digital literacy. The participants also expressed their concern about the possibility of overdependency on ChatGPT, which can hamper the development of the students ability to write independently. The findings of this study contributed to the current knowledge of the perceptions of the use of ChatGPT among secondary school students and English teachers in Malaysian public secondary schools. This knowledge can guide educators and policymakers on matters related to the integration of AI into English writing instruction.

"Exploring Social Media Usage Trends Among Adolescents in a Public Senior Secondary School in Abuja, Nigeria"

This study investigates social media usage trends and prevalence among 260 adolescents in a public senior secondary school in Abuja, Nigeria. A cross-sectional study design was employed, with students aged 13 to 18 years. Data collected revealed that a significant majority of respondents, 63.1% possess a smartphone and indicated a high level of access to social media platforms. Their engagement with social media daily is primarily for social interaction, social comparison, entertainment, and academic support. Furthermore, the findings highlight patterns of usage that vary by gender, with female students displaying a higher, 60% tendency for interaction through visual content platforms, while male students favored gaming and sports-related content. The study also identifies potential concerns regarding the implications of excessive social media use, including mental health issues, cyberbullying, and academic distraction. These results underscore the need for targeted educational programs and parental guidance to promote safe and responsible social media engagement. Overall, this research contributes to a deeper understanding of adolescents' social media behaviors and offers recommendations for fostering a balanced approach to digital engagement in educational settings.

Comparative Analysis of Leadership Styles in Public vs. Private Secondary Schools

The study's goals were to determine how leadership styles—transformational, transactional, authoritarian, democratic, and laissez-faire—differ between public and private secondary schools. Leadership styles encompass various approaches that influence team dynamics and organizational effectiveness. Understanding these styles is essential for fostering employee engagement and achieving strategic goals. The population was drawn from every high school in the Kasur district. To gather the data, multistage sampling approaches were employed. Data was gathered via a questionnaire. SPSS was used to analyze the data. Inferential statistics (Independent sample t-test) were employed. With the exception of laissez-faire leadership, the study's results showed a highly significant difference in leadership styles. Future studies should examine how environmental and cultural elements affect the efficacy of different leadership philosophies in diverse organisational contexts. Longitudinal studies could also look at how leadership philosophies change over time and how they affect workers' performance and happiness over the long run.

Influence of Incentives on Teachers’ Performance in Public Secondary Schools in Arusha City, Tanzania

Influence of Incentives on Teachers’ Performance in Public Secondary Schools in Arusha City, Tanzania

Influence of English Language Usage on Students' Academic Performance in Physics in Public Secondary Schools in Rwanda. A Case of Gakenke District

Influence of English Language Usage on Students' Academic Performance in Physics in Public Secondary Schools in Rwanda. A Case of Gakenke District

Effects of Child Abuse on Students’ Education in Public Secondary Schools in Arusha District, Tanzania

Effects of Child Abuse on Students’ Education in Public Secondary Schools in Arusha District, Tanzania

Effective Utilization of Capitation Grants and Its Influence in Improving Educational Facilities in Public Secondary Schools in Arusha City, Tanzania

Effective Utilization of Capitation Grants and Its Influence in Improving Educational Facilities in Public Secondary Schools in Arusha City, Tanzania

Contribution of Religious Subjects to the Development of Moral Behavior among Students in Public and Private Secondary Schools in Arusha City. Tanzania

Contribution of Religious Subjects to the Development of Moral Behavior among Students in Public and Private Secondary Schools in Arusha City. Tanzania

Influence of Quality Assurance Services towards Improving Supervision of Public Secondary Schools in Arusha City Council, Tanzania

Influence of Quality Assurance Services towards Improving Supervision of Public Secondary Schools in Arusha City Council, Tanzania

Perceptions of Education Stakeholders on the Effect of Teaching Practices on Academic Achievement in Public Secondary Schools: A Case of Kakamega County, Kenya

The purpose of this study was to determine education stakeholder’s perceptions on the effect of schools’ teaching practices on academic achievement in public secondary schools in Kakamega County, Kenya, The study was guided by School-Based Management Theory. A descriptive research design was used. The target population was 415 principals, 415 Deputy Principals, 415 directors of studies, and 33296 form four candidates of 2022. Stratified and purposive sampling technique was used. The sample comprised of; One hundred principals, 100 deputy principals, 100 directors of studies, and 400 students were chosen as the sample. The research instruments were; Questionnaires, an interview schedule, and document analysis schedule. Descriptive analysis was done using frequencies and percentages while inferential analysis was performed using Chi-square Analysis and Pearson product moment. Qualitative data was transcribed, analysed and reported according to emerging themes The Chi-square analysis indicated a significant difference between schools' teaching practices and academic achievement at a p value p < 0.05. The results indicated that there was a significant difference in their perceptions on the effect of schools’ teaching practices with regard to the effect of the academic achievement with the p value p < .001.The null hypothesis was consequently rejected. The findings indicate a notable disparity in the perceptions of education stakeholders, particularly students and deputy principals, regarding the influence of teaching practices on academic success in public secondary schools in Kakamega County. The p-value of p < .001 signifies a robust level of statistical significance, suggesting that the observed difference in perceptions is improbable to arise from random chance. As a result, the null hypothesis, which posited an absence of difference in perceptions, was dismissed. The evidence indicates a divergence in perspectives between students and deputy principals regarding the influence of teaching practices on academic performance. This may suggest that each group emphasizes or appreciates distinct facets of the pedagogical approaches, or that they possess diverse experiences and insights concerning the implementation of these practices within the educational environment. This implied that that the students and deputy principals perceived differently, the effect of the teaching practices on academic achievement. The study recommends that some teaching practices that were perceived to enhance academic achievement should be used in public secondary schools of Kakamega County.

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.

Effect of Self-Esteem of Over-Age Learners on their Academic Achievement in Public Secondary Schools of Butula Sub County, Kenya

Just like food, education is a basic need for everyone in Kenya. With introduction of free primary in 2003 and subsequently free day secondary education in 2008 in Kenya there has been an increased urge for education by over-age leaners in schools. Academic achievement has remained low in in public secondary schools in Butula Sub County despite the efforts made by the government to make it better for every learner. Over-age learners are among those who contribute to the poor academic achievement in public secondary schools in Butula Sub County. The purpose of this study was to establish the effect of self-esteem on academic achievement of over-age learners in public secondary schools of Butula Sub County. The study employed Walberg’s theory of Academic Achievement and descriptive research design. The target population was 2306 form four students and 54 teachers from 27 public secondary schools. 321 over-age learners and 10 teachers from 5 secondary schools gave their views in this study. Stratified random sampling, simple random sampling and purposive random sampling were used to sample schools, students and teachers respectively. Questionnaire and interview schedules were used to collect data. Descriptive statistics such as percentages, mean, median, standard and Analysis of variance, (ANOVA) for inferential statistics were used to analyze data. the findings reveal that (58.6%) of over-age learners agreed that they feel useless about their academic achievement at times, (71.7%) disagreed to the statement ‘I feel I am a person worthy in my academic achievement, at least on an equal plane with others’. ANOVA indicated a significant effect of over-age learners’ self-esteem on their academic achievement; F (18, 259) = 1.771, P = 0.028. The findings of this study concluded that there is a statistically positive effect of self-esteem on academic achievement of over-age learners. It was recommended that there is need to explore the use of guidance and counseling as interventions to inspire and motivate learners into appreciating self-worth so as to nurture strong self-esteem and academic achievement.

“We learn Latin, they learn to cook”: students', principals', and teachers' coproductions of exclusive public secondary schools

Abstract. Recent years have seen growing interest in the role of selective public secondary schools as places of state-funded privilege production. Students' experiences in and perceptions of these schools are still under-researched. Focusing on the transition to Gymnasium, highly selective public secondary schools in Zurich, this article analyses how students are addressed by principals, teachers, and education policies and how they perceive the Gymnasium and its students. Drawing on a 13-month ethnography with eight students, the article shows that students learn to see the Gymnasia as stellar schools for hard-working and intelligent students who have earned their privileges. Students play an important role in coproducing and legitimizing their privileged status in the educational field by drawing on the notion of merit. Most students distanced themselves from the non-Gymnasium “other”, labeling them as less hard-working and less intelligent. These processes ultimately contribute to a hierarchization and division of Zurich's secondary schooling landscape.

Local Language Explanation-Infused Learning Material (LLE) and Activity-Based Formative Assessment (AFA): Enhancing Mathematics Learning

The study employed mixed-method research, specifically a pre-experimental case study, to explore the influence of implementing local language explanation-infused learning material (LLE) and activity-based formative assessment (AFA) on mathematics learning. The t-test for dependent samples was used to analyze the influence of LLE and AFA on students' mathematics learning. Thematic analysis of the data from informal interviews, focus group discussions, and observations was used to support the findings. The participants were 38 Grade 9 students from one of the public secondary high schools in the Philippines, identified through purposive sampling and selection criteria. The findings showed that using LLE and AFA significantly improves mathematics learning along with illustrating, modeling, and problem-solving with small to medium effect sizes. The thematic analysis results show that the use of LLE is helpful for students to study independently because they find the lessons more straightforward to understand. The use of AFA helps students enjoy learning through individual and group activities, leading to the development of analytical and critical thinking. The study recommends integrating local languages into instructional materials, providing teacher training on LLE and AFA, ensuring resources of adequate sort for formative assessments, and strengthening monitoring mechanisms to enhance the implementation of these practices in the classroom.

Effect of Classroom management techniques on students’ performance at higher secondary level

Classroom management techniques play a crucial role in shaping students' performance by creating an organized and supportive learning environment that fosters engagement and minimizes disruptive behaviors. Effective strategies, such as establishing clear expectations and promoting positive interactions, directly enhance students' academic achievement and social development. The design of the study is descriptive in nature. This study was quantitative research. In the realm of quantitative research, positivism serves as the leading philosophical paradigm. Residents of the district of Lahore who were enrolled in public higher secondary schools made up the entire population. The questionnaires were the instrument that was used for the investigation. Experts' comments were used to determine the validity of the questions, and pilot testing was used to determine the reliability of the questionnaires. The use of inferential methods, specifically regression analysis, was made. The results of the research indicate that there was a highly significant effect of classroom management strategies on the academic performance of students who were enrolled in further secondary education.

Effect of Teachers Attitudes towards Teaching on Students’ Performance in Mathematics Subject in Public Day Secondary Schools in Rwanda: A Case of Huye District

The study investigated how teachers' attitudes toward teaching influenced students' academic progress in mathematics in a public secondary school in Huye District. Specifically, the research identifies the teachers' attitudes toward teaching that could influence the achievement of pupils in Mathematics-related subjects in public day secondary schools in Huye district. Guided by the Theory of Planned Behavior, this study used a combined method approach to collect both quantitative and qualitative data to examine how teachers' attitudes influence their teaching practices in Mathematics. Purposive and random sampling were applied to select sectors, schools, and participants, allowing for systematic data collection and analysis on teachers' attitudes and their influence on students’ performance. The target population for this study was 200, including 3 sector educational officers, 5 head teachers, 25 mathematics teachers and 167 Mathematics students; and the Yamane method was used to calculate a sample size of 134 respondents including 2 sector educational officers, 3 Head teachers, 15 teachers and 114 students. Primary data sources included surveys, while secondary data came from observation and interview methods. This study used purposive, stratified and simple random sampling procedures to create a sample group of respondents. The research collected and analyzed data using both quantitative and qualitative approaches. Content analysis helped with qualitative data analysis, while quantitative data was presented in SPSS Version 21.0 utilizing statistical methods such as descriptive (frequency, percentage, imply and deviation from the mean) and inferential statistics (correlational and regression analysis). For the study objective, the results show that 76.3% strongly agreed that teachers' communication skills, 69.3% strongly agreed that effective goal-setting, 64.9% strongly agreed that lesson preparation, 61.4% strongly agreed that lesson preparation, 78.1% strongly accepted that professional commitment, and 68.0% highly agreed that adaptability and flexibility reflect my teachers' attitudes toward teaching. 64.9% strongly agreed that early arrival in class during the teaching lesson reflects the teachers' attitudes toward teaching. The study found a strong positive correlation between exams, test results, and factors like interpersonal skills, goal-setting, lesson preparation, and professional commitment, which all contributed to improved student performance. The researcher concluded that early attendance and communication skills of teachers were also linked to positive educational outcomes, with tests enhancing performance across subjects. With a p-value below 0.05, the study showed that active class participation boosts effectiveness. Recommendations included improving teacher attitudes towards math, enhancing confidence, making Math enjoyable, investing in teacher training, providing resources and encouraging community involvement in Math careers. Regular follow-ups and ongoing professional development for teachers were also advised.

Influence of Teachers’ age, gender, and personality on Students’ Academic Achievement in Kiswahili: A case of Public Secondary Schools in Murang’a and Kiambu Counties

Influence of Teachers’ age, gender, and personality on Students’ Academic Achievement in Kiswahili: A case of Public Secondary Schools in Murang’a and Kiambu Counties

Educational Challenges Affecting Girls’ Academic Achievement in Public Secondary Schools in Burao, Somaliland

The study explores Educational Challenges Affecting Girls’ Academic Achievement in Public Secondary Schools in Burao, Somaliland. It utilizes both quantitative and qualitative research methods to gain a comprehensive understanding of the obstacles faced by girls in their educational pursuits. The study reveals that socioeconomic factors, cultural traditions, and insufficient school infrastructure significantly hinder girls’ education, with financial constraints, early marriage, and gender-biased cultural practices identified as significant barriers. The recommendations of this study, if effectively implemented, have the potential to bring about substantial positive change. These recommendations include the implementation of financial support programs, raising community awareness, improving school infrastructure, and providing career guidance and skills training.

Determinants of Students Performance in Information and Communication Technology Program in DEPED Secondary Schools

This study investigated the relationship between the observed organizational attributes and determinants of students performance in the information and communications technology program along five factors: provision of equipment, training of teachers, administrative support, monitoring and Evaluation assessment, and leadership style of school heads and learner’s academic performance in terms of mean percentile scores involving 59 classroom teachers in five public secondary schools in DepEd Eastern Samar division during the school year 2023-2024. The data concerning the respondents’ perceived observation on the determinant factors of students’ performance in ICT program were collected via an expert validated researcher-modified survey instrument and analyzed using frequency count, percentage, mean, spearman rho correlation at 0.05 level of significance. Findings revealed that all of the organizational attributes and determinant factors were “moderately observed” with a mean of 3.3146 and the learner’s academic performance in ICT were “satisfactory” at an average of 78.98%. Test on correlation indicated that training of teachers (p=0.45) as a determinant of success is significantly related to the learner’s academic performance in ICT. All the other determinant factors have p-values greater than the level of significance i.e., provision of equipment (p=.864), administrative support (p=.134), M & E Assessment (p=.191) and leadership style of school head (p=.160) and are not significantly related to the performance of learners in the DepEd secondary schools. Thus, the null hypothesis saying that there is no significant relationship between these determinant factors to the academic performance of learners in DepEd secondary schools is therefore true and accepted. Hence, the researcher recommends the conduct of extensive ICT training programs for teachers for them to teach better and to advance the digital literacy in Philippine schools.

Impact of the School Food Environment on Dietary Choices and Body Mass Index Among Adolescents: A Case Study of Secondary Schools in Suakoko District, Bong County, Liberia

Adolescence is a critical period for developing lifelong dietary habits, and the school food environment plays a significant role in shaping these behaviors. With increasing rates of obesity and malnutrition among adolescents, understanding the influence of the school food environment is crucial, particularly in sub-Saharan Africa, where traditional diets are transitioning towards more processed, calorie-dense foods. This study aimed to assess the impact of the school food environment on dietary choices and body mass index (BMI) among adolescents in Suakoko District, Bong County, Liberia. A cross-sectional design was employed involving 275 students from 23 randomly selected public and private secondary schools. Data were collected using structured questionnaires, direct observations of the school food environment, and anthropometric measurements. Statistical analysis, including chi-square tests, was conducted to explore the relationships between school food environment, dietary choices, physical activity, and BMI. The results revealed that 64% of the students did not frequently choose fruits and vegetables, with food choices primarily influenced by availability and taste. A significant relationship was found between physical activity and nutritional status (p = 0.017), with regular physical activity being linked to a healthier BMI. However, no significant associations were found between school promotion of healthy eating, nutrition education, or the presence of school gardens, and students’ BMI. In conclusion, although schools play a vital role in shaping dietary habits, this study emphasizes the need for more effective interventions to improve access to nutritious foods and promote physical activity. Addressing the gaps in school infrastructure and enhancing nutrition education could contribute to better health outcomes for adolescents in Liberia.