Secondary Schools In Rural Areas Research Articles

The Relationship between Teacher’s Motivation and their Job Satisfaction in Secondary Schools in Onitsh Education Zone, Anambra State, Nigeria

Aims: This study determined.
 The relationship between teacher’s intrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone.
 The relationship between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone.
 The relationship between teacher’s intrinsic motivation and job satisfaction in secondary schools in urban areas in Onitsha education zone.
 The relationship between teacher’s extrinsic motivation and job satisfaction in secondary schools in urban areas in Onitsha education zone.
 Study Design: This study adopted the Correlation Survey Research Design.
 Place and Duration of Study: This study was conducted among secondary school teachers in secondary schools in Onitsha Education Zone of Anambra State, Nigeria.
 Methodology: The population of this study comprised 1,179 (male = 92, female = 1087) teachers in government owned secondary schools in Onitsha education zone. The sample for this study is 300 teachers (175 – schools in urban areas, 125 – schools in rural areas). The instruments adopted for data collection were the Work Task Motivation Scale for Teachers (WTMST) and the Minnesota Satisfaction Questionnaire (MSQ). The Work task Motivation Scale for Teachers was developed by Fernet, Senecal, Guay, Marsh, Dowson (2008). The questionnaire contains 15 items on why teachers are motivated to carry out teaching tasks. The MSQ is developed by Weiss, Dawis, England and Lofquist (1967) to measure an employees’ satisfaction with their job. The MSQ consist of 20-items from the long form MSQ that best represent each of the 20 scales. The instruments for data collection were not subjected to further validation because they are standardized instruments. However, both the WTMST and MSQ have been adopted for use in other studies in Nigeria. Based on this usability, the instrument will be adopted for the present study. The administration of the instrument was done through direct delivery approach. In this approach, copies of the questionnaire were distributed personally to the respondents by the researcher with the help of some research assistants. The data collected was analyzed using the Pearson Product Moment Correlation Coefficient (Pearson r), applying the statistical package for social science (SPSS) for data coding and analysis.
 Results: The finding of this study revealed that a high positive relationship of 0.632 exist between intrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone, A moderate positive relationship of 0.530 exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha Education zone, A moderate positive relationship of 0.482 exist between teacher’s intrinsic motivation and job satisfaction in secondary schools in urban area in Onitsha Education zone, A high positive relationship of 0.70 exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in urban area in Onitsha Education zone.
 Conclusion: This study concludes that a high and positive relationship exist between teacher’s intrinsic motivation and job satisfaction in secondary schools in rural and urban areas, a moderate and positive relationship exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural and urban areas.

Research on the Supervision of School Bus Safety

In the process of the reform of the education system and the promotion of the policy of "removing and merging schools", the number of primary and secondary schools in rural areas has been greatly reduced, the traffic problem of students going to school has become increasingly prominent, and the demand for school buses in my country is increasing. Relevant state departments and local governments have issued policy regulations on school bus safety, but these regulations still have problems to varying degrees and are difficult to implement. Therefore, there is still a great safety hazard in school bus safety. Based on the current situation of school bus safety management in Xuzhou, this paper investigates the promulgation and implementation of Xuzhou’s school bus safety supervision policies, and selects the Xuzhou Fengxian school bus accident as a typical case to explore the problems existing in Xuzhou’s school bus safety supervision, and analyzes the problems in Xuzhou’s school bus safety supervision. On this basis, the countermeasures to improve the safety supervision of school buses in Xuzhou are put forward. In order to improve the problem of school bus safety management in Xuzhou, first of all, the power and responsibility relationship between different subjects should be clarified, and the government should be mainly responsible for the supervision of school bus safety. Secondly, we should increase the support and financial expenditure for school buses, promote the process of school bus laws and regulations, and establish and improve the supervision system and emergency management system.

FACTORS AFFECTING LEARNING OF ENGLISH AS SECOND LANGUAGE IN REMOTE AREAS OF PAKISTAN

Students at all level in Pakistan face difficulties in learning English as a second language. This study aims to sort out some factors which affect learning English as a second language in Pakistan. The target population for this study is public and private secondary schools in rural areas Ex FATA. Firstly, Kurram, Awrakzae, Khyber and Bajawar Agency” were taken out of seven agencies of Ex-FATA. Secondly, sixteen secondary schools, four each from the selected agencies, were chosen keeping public and private equal in proportion. Thirdly, 320 students, both boys and girls in equal ratio were randomly chosen from the selected schools. A survey was conducted using a questionnaire for collecting data about academic and social factors affecting learning English as a second language. The data was analyzed statistically by applying t-test to comprehend the problems. It was concluded on the basis of analysis that social and academic factors affect learning. The researchers recommend that grammar including tenses, voices, narrations, conjunctions, prepositions, articles, and reading should be taught methodically at higher secondary level and the teachers must be equipped with teaching techniques by preparing systematic material

Relatively Good News Amid Covid-19

This study examined publicly available data from The Institution of Education Sciences (IES) survey of school leaders concerning modes of instructions offered and subgroups prioritized during the Covid-19 pandemic. We asked: Do national data regarding instructional modes (i.e., remote, hybrid, and in-person) during the Covid-19 pandemic reveal different approaches of U.S. elementary and secondary schools in rural areas versus peer institutions in cities, suburbs, and towns? Our analysis showed that schools in rural areas are more readily and equitably offering in-person instruction than schools in suburbs and cities, particularly in regard to students of color. Additionally, we found that rural school leaders report prioritizing English learners, students with identified disabilities, students experiencing homelessness and students without home internet access at higher rates that their peers in urban and suburban schools.

Factors contributing to the students’ poor performance in biology subject: A case study of ordinary level in rural secondary schools of Rwamagana district

This study explored the factors contributing to the students’ poor performance in Biology subject. By using qualitative method design, sample were chosen purposefully from two secondary schools in rural area of Rwamagana district. The schools were selected on the fact that the students were characterized by poor performance in Biology in the years 2017 and 2018. The participants of the study were both ordinary level learners, ordinary level Biology teachers, Deputy Head teachers and Head teachers. Open-ended questionnaires, interview and documents review were both utilized to gather the data. 110 learners were asked to complete the questionnaires while 4 Biology teachers, 2 Deputy Head teachers and 2 Head teachers were interviewed. The collected data were analyzed qualitatively by content and thematic analysis. The data were interpreted using literature review and the findings were also presented in graphs using Microsoft Excel. The results indicated that the root causes of the students’ poor performance in Biology are namely: English language as medium of instruction, insufficient laboratory equipment, insufficient teaching and learning materials, inappropriate teaching methodology, amount of content and time allocated, inadequate involvement of parents in learners’ education, poverty, students’ absenteeism and school environment. All factors were not explored, there might be other causes that affect learners’ performance in biology subject of rural ordinary level schools. The researcher finally made recommendations to the various education stakeholders to improve the academic performance.

Digital Behaviour of Rural School Students: Attitudes and Perception of Digital Technologies

Digital technologies have become essential tools in today’s society in many ways. However, not all of them have undergone formal training or assistance to be competent for them to survive in a challenging environment in a digital world. Hence, this study is intended to determine the digital behavior of students in rural schools, including learning how youth self-evaluate their perceptions of digital technologies, digital competencies, and attitudes towards digital technologies. A descriptive quantitative methodology was employed, using survey questions were distributed to selected secondary schools in rural areas. Based on the descriptive analyses of 211 responses, the findings indicate there is a high level of attitude toward ICT usage. Troubleshooting, staying safe online, and being credible; as well as in the ethical knowledge, were found moderately competent. Digital security attributes were at a moderate level; however, privacy concerns have reached a high level of agreement. Perception of ethical digital behaviour was significantly associated with the frequency of ethical digital behaviour of the school students. Specific concerns and emphasis on youth digital technology usage and education must be imposed on ensuring that they are not neglected, and vulnerable to cybercrime, but also on fostering a responsible e-society with excellent digital citizenship attributes.

The Determinants of the Technical Efficiency of Secondary Schools in Malaysia: A Panel Evidence

This study aims to identify the level of technical efficiency of secondary schools and its determinants using the data of 626 Malaysian secondary schools over 2010-2014. Two estimation techniques have been used; the first step is to estimate the school's efficiency score by employing a Data Envelopment Analysis approach. In the second step, we examine the factors affecting the schools' efficiency using a static panel data analysis. The main findings revealed that secondary education is technically inefficient, and on average, the schools can increase their output by 33% using the same resources. Secondary schools in rural areas and less-developed states indicate a better technical efficiency level than schools in urban areas and developed states. Factors that affect technical efficiency are school size, per capita income, and average wage. The findings suggest that the school may perform better by increasing the schools' size by having more classes. The opportunities to increase residents' and households' income may help the areas perform better than others.JEL Classification: H5, H75How to Cite:Baba, R., Karim, Z. A., Majid, M. A., & Sulaiman, N. (2021). The Determinants of The Technical Efficiency of Secondary Schools in Malaysia: Panel Evidence. Etikonomi, 20(1), 169 – 184. https://doi.org/10.15408/etk.v20i1.17204.

A field study of adaptive thermal comfort in primary and secondary school classrooms during winter season in Northwest China

Current thermal comfort evaluation models are based on the average level of an entire society, which is difficult to use as a direct guide for the design of classroom thermal environments in primary and secondary schools. Research was made on a group of pupils during winter in rural areas in Northwest China to analyze their thermal comfort level and regulation of their thermal adaptability under controlled and uncontrolled environments. Using questionnaire surveys and field measurements, 781 sets of valid data in controlled conditions and 345 sets in uncontrolled conditions were collected. Along with the measured air temperature, relative humidity, air velocity, globe temperature, and clothing level, a significant difference was observed between the thermal sensation vote and predicted mean vote. The preferred temperature and comfortable temperature range were obtained by analyzing the actual percentage of dissatisfied pupils and their thermal expectations. The result subsequently indicated that the comfortable temperature ranges for 90% of the pupils was 13.0–18.0 °C. The upper limit of comfortable temperature was 3.0 °C lower than the lower limit of the current recommended international standard in winter, and the clothing insulation was approximately 0.5 clo higher than the recommended value. By considering the influence of outdoor climate on the behavioral habits, psychological expectations, and physiological regulation, an adaptive thermal comfort model for primary and secondary school students in cold environments is proposed. The findings can serve as a guideline for the design and evaluation of heating systems in primary and secondary schools in rural areas.

Connecting rural schools to quality education: Rural teachers’ use of digital educational resources

Maintaining teaching quality at a high level in rural and remote areas in China can be supported by the use of digital educational resources. This study examined which factors explain differences in rural teachers' use of digital educational resources in their teaching practice in Western China. Data were collected from 462 teachers from 25 primary and secondary schools in rural areas via a questionnaire to gather information about teachers' use of digital educational resources, and school- and teacher-level factors that might influence this. Although various digital educational resources were utilized, electronic lesson plans and multimedia courseware played a dominant role in delivery of lessons. Results from a multilevel regression analysis revealed that no school-level factors seem to be associated with the use of digital educational resources. In contrast, at the teacher level, higher levels of attitudes, knowledge and skills, better facilitating conditions, and teachers' age and teaching experience significantly explained teachers’ use of digital educational resources. However, other key factors such as the intention to use, self-efficacy, and subjective norm did not explain differences in use in the rural school context. The article concludes with some practical implications and recommendations for further research.

Principals’ Behaviour and Teachers’ Performance at Secondary Schools in Rural Area of Pakistan

The aim of the current study was to investigate the principals’ behaviour effects on the teachers’ classroom performance. The main hypothesis of the research were, Ho1: There is no significant relationship between the principals’ Overall leadership behavior and teachers' performance in the classroom, Ho2: There is no worth mentioning connection between the principals’ leadership task oriented behavior and teachers’ performance in the classroom and Ho3: There is no significant relationship between the principals’ leadership relationship-oriented behavior and teachers’ performance in the classroom. It was a descriptive survey research. The sample was conveniently selected form the population of district karak (a ruler area of Pakistan). Total 67 principals, 335 SST and SSs teachers and 2526 students were selected for the data collection. Questionnaires adopted form Teacher Classroom Performance Questionnaire (TCPQ) and the Management Behaviour Dimensions Questionnaire (MBDQ) were used. The data was tabulated and analyzed in SPSS through Person correlation. Some practical recommendations were given in accordance with research and literature review.

Study of socio - emotional problems of academically backward students of Punjab Govt. Sen. Sec. Schools

The study investigated the socio - emotional problems of academically backward students studying in government senior secondary schools in rural areas of Ludhiana district of Punjab. The sample comprised of total 150 academically backward students. Purposive sampling technique was used for the sample selection. Socio-emotional problems scale (AICRP - CD) was used to assess the socio emotional problems of children. The results revealed that the majority of the academically backward children were unhappy, worried, ill tempered,avoided interactions with others, liked to be alone, short tempered, jealous of others, stubborn, quarreled with siblings and showed nervousness etc.

PROTOCOL: The effects of road infrastructure, and transport and logistics services interventions on women's participation in informal and formal labour markets in low- and middle-income countries: a systematic review.

PROTOCOL: The effects of road infrastructure, and transport and logistics services interventions on women's participation in informal and formal labour markets in low- and middle-income countries: a systematic review.

Student responses to classroom thermal environments in rural primary and secondary schools in winter

A comfortable classroom environment is conducive to the growth and education of young students. The goal of this study was to investigate the thermal environments in rural primary and secondary school classrooms in Northwest China and identify suitable values for the design parameters of heating systems to ensure the thermal comfort of the students. Surveys were conducted and field measurements were obtained from November 2014 to December 2015. The measurements included indoor and outdoor environmental parameters, such as the dry-bulb temperature, the relative humidity, the indoor air-flow speed, the globe temperature and the CO2 concentration. Data were collected in a total of 36 classrooms in 13 primary and secondary schools. The perceptions of 1126 students regarding the indoor environment were collected through questionnaires. Both the thermal sensation vote (TSV) and the predicted mean vote (PMV) were evaluated. The slope of the TSV curve was noticeably less than that of the PMV curve, which indicates that the students are less sensitive to temperature changes than predicted. The adaptive predicted mean vote (aPMV) model was also used to evaluate the students' mean thermal sensation and was more suitable for this research. The neutral temperature, the preferred temperature and the comfortable temperature range of students were obtained by analyzing the actual predicted percentage dissatisfied (PPD*) and the students' thermal comfort expectations. The findings can serve as a guideline for the design and evaluation of heating systems in primary and secondary schools in rural areas.

Assessment of Student's Attitudes toward Breastfeeding

The interested girl students (n=400) of class 11th and 12th of five Govt. Girls Sr. Secondary Schools in rural areas of Rohtak district were administered with a Structured questionnaire consisting of 20 items to measure the attitude of adolescent girls towards breast feeding. The willing students, who were present at the time of data collection, were asked to complete the questionnaire. The questions in the questionnaire centered on convenience, skills/knowledge, emotional, physical/social aspects of infant feeding. A five point Likert scale was used to rate responses. Study has indicated that adolescents have both negative and positive attitudes and have common misconceptions regarding breastfeeding that appear to result from their limited knowledge and reduced exposure to breastfeeding.

African Youth Utilising IT-Essentials Innovation in Re-vitalisation of PCs to Equip Disadvantaged Rural Schools Shaping their ICT Learning Landscape: Namibian Case Study

As the sub-Saharan region was expanding educational infrastructure, they met challenges to equip the rural schools with Personal Computers (PCs). The PCs as equipment that required frequently upgrading as technology evolved, the institutions from urban kept on replacing the outdated with the new ones that had high hardware and software specifications, such as RAM, hard-disc, CPU speed, etc. Though still functioning at an en-efficient level, the outdated PCs (o-PCs) were abandoned in some cases packed on corridors. These o-PCs were regarded as en-efficient because of degraded specification as in a long run technology demanded more resources. While these urban tertiary institutions were abandoning the o-PCs, the primary and secondary schools in rural areas were completely inaccessible of PCs. At a serious note, in some remote schools, pupils had not even touched a Computer Key-Board. These students were completely deprived of the IT/ICT technologies and services. It was against this background that the IT-Essentials students at the University of Namibia, in the Department of Computer Science, envisaged on an innovation of servicing and upgrading the abandoned o-PCs to be deployed in primary and secondary schools that were in remote areas. These refurbished PCs were deployed in targeted rural schools. In that way, these under privileged students had opportunity to experience and utilise the ICT facilities.

Anthropometric evaluations and assessment of school furniture design in Nigeria: A case study of secondary schools in rural area of Odeda, Nigeria

Article history: Received 20 January 2011 Accepted 25 March 2011 Available online 26 March 2011 This study was carried out on 621 schoolboys with age range of 12-17 years in Junior and Senior Secondary Schools in Odeda area of Odeda local government in Ogun State, Nigeria. Different anthropometric data were collected from these boys. It was observed from the results that all anthropometric dimensions of the school children increase with their age. Moreover, there exists a little difference between mean values of different anthropometric dimensions between the boys of 12-13 years (2.9% to 8.8%), 14-15 years (1.3% to 9.9%), and 16-17 years (1.4% to 5.5%). But the said differences become much higher (16.2% to 42.4%) when the same were compared between the children of 12 years and 17 years. Therefore, it can be said that the design of furniture for the children of 12 years will not match the children of 17 years. If single furniture is designed by considering dimensions of the children from 12 years to 17years, it will also not suit the children of all age groups. Therefore, in the present investigation, all the students have been divided into three combined age groups, e.g., 12-13 years, 14-15 years, and 16-17 years, and the percentile values (5, 50 and 95) of anthropometric measures, which will be helpful for designing of the classroom furniture.

An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students’ responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teacher’s content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach.

Consolidation of Rural Education in Hong Kong and Australia

Structural change in the provision of rural education appears to have two causes. It can result from demographic change within the framework of existing policy or from changes in government policy. On such policy change was the consolidation of rural primary education in Hong Kong during the 1980's and 1990's. The policy involved the closure of a number of small rural primary schools and transporting the children to larger consolidated schools. Recently, in Australia, Victorian Government has marked 18 primary schools and 3 secondary schools in rural areas for voluntary closure or would be asked to consider merging. In this paper, a historical review of pOlicies of two governments and their consequences of consolidation policy are the main concerns. The first section will cover rural education development in Hong Kong followed by a review on the consolidation of rural education in Australia at Wimmera, one of Victorian rural areas. In the final section the consequences of consolidation of rural education in Hong Kong and Australia are discussed.

Epidemiological aspects of school dropouts in children between 7-15 years in rural Maharashtra.

A study on school dropouts from primary and secondary school children was undertaken in September '91 from 16 schools at the headquarters of 8 Primary Health Centres, where 172 school dropouts were identified. A home visit was paid and information about socio-economic and cultural aspects was collected and a psychological screening was undertaken. Although there was no significant difference in overall dropout rates for both sexes, it increased sharply at 11 years of age in girls. The majority of children dropped out due to financial problems or unsatisfactory scholastic performance, and 142 (82.5%) of the 172 children studied were poor performers in one or more function tests. Maximum difficulty was observed in concept formation 87 (50.5%), followed by numerical ability in 78 (45%). Identification of children with learning difficulties and intervention using special educational methods within the framework of existing network of primary and secondary schools in rural areas is suggested.