Selected Private Schools Research Articles

Association between micronutrient intake and cognitive performance of school-aged children attending selected private schools in Lagos State

Background: It has been reported that the academic performance of school-aged children has been on the decline in recent years. Feeding pattern determines micronutrient consumption and plays an important role in cognitive performance. Objectives: This research assessed the micronutrient consumption, feeding pattern, and cognitive performance of school-aged children in selected private schools in Lagos State. Methods: The socio-demographic characteristics of the parents and children, knowledge of parents on micronutrients, feeding pattern of the children, and identifying micronutrient-rich food among consumed foods were obtained using a semi-structured questionnaire. The micronutrient intake was assessed using twenty-four-hour dietary recall and the cognitive performance of the respondents was evaluated with structured questions from Slosson’s intelligence test revised third edition after which the micronutrient consumption was correlated against overall cognitive performance using Pearson’s multiple correlation range test. Results: The results indicated that the feeding pattern of the children showed that 51.3% were fed three times a day, 47.3% took snacks at least once a day and more than half (52.0%) took fruits and vegetables once a day. The micronutrient-rich foods among consumed foods were identified and they include efo and egusi, ewedu, okro, apple, orange, and milk, among others. There was a negative correlation (p<0.05) between micronutrient consumption and cognitive performance among the students studied. Conclusion: This study concludes that an increase in micronutrient consumption alone does not increase cognitive performance.

Evaluating the Role of Teachers’ Feedback in Secondary School Students’ Academic Achievement: An Empirical Evidence from Jordan

The academic achievement of secondary school students in Jordan is evaluated based on the use of feedback-based teaching. The learners are stimulated to correct their areas of weakness through constructive feedback. Therefore, this study presents an investigation of the impact of feedback-based teaching on student’s academic achievement. To achieve that, the study involved a total 160 students were involved in the study from 4 randomly selected private schools in Jordan, Irbid Governorate, two English classes were selected randomly from each school. The students were divided into a control group and an experimental one. The control group received regular instruction while the experimental group was taught using feedback-based teaching, where feedback was provided by the teachers in different forms. Consequently, the analysis denotes that frequent and diverse feedback is highly constructive and improves students' achievement compared to feedback that is unstructured. It is clear that feedback has to be effectively structured to ensure that it achieves its objectives in improving students’ academic achievement.

Physical Education Curriculum Implementation Using Hyflex Learning Modality in the New Normal

In order to address issues on the delivery of quality education during the COVID-19 pandemic and to transition to post-pandemic teaching and learning delivery, hyflex was introduced in many schools all over the world. The purpose of this study is to explore the implementation of the physical education curriculum in junior high school using hyflex learning modality and identify the teaching practices, challenges and opportunities that teachers encountered during implementation. This study utilized a qualitative research method using a case study approach employing focus group interview with physical education teachers in a selected private school in Zamboanga City. Hyflex learning modality allows students to attend classes flexibly. The learning modality presented an avenue for teachers to become efficient in the digital age thus responding to a future-ready education landscape. Digital literacy and innovative pedagogical strategies among teachers were seen as opportunities in this modality. Challenges on internet connectivity, technological resources, assessment and monitoring of online distance learners (ODLs), and equity in learning need to be addressed first. The results of this study provided education administrators an overview and a guide in curriculum innovations in physical education to improve the delivery of the course in the context of new normal.

The Chaos: Improving the Pronunciation of Grade 9 Students

Pronunciation is taught primarily at the elementary level. It is a skill that students should master throughout their studies so that they can express their opinions clearly. This study aimed to identify Grade 9 students’ mispronounced words and their causes, level of pronunciation, and the exposure of students in pronunciation using the poem titled The Chaos written by Gerard Nolst Trenité. The researchers used a purposive sampling technique by acceptable pronunciation standards to select the respondents who are in level 1 from Grade 9 students in a selected private school in San Jose del Monte, Bulacan. This study utilized Patole’s English Pronunciation Problems to classify the mispronounced words followed by a focus group discussion. The results showed that irregular pronunciation was the most common pronunciation problem encountered by the students. Additionally, two respondents stepped on level 2 and one respondent stepped on level 3 wherein the respondents agreed that companions are a great help for them to pronounce the words because they can correct it right away.

Job Satisfaction and Intention to Stay among Selected Private School Teachers: Implication to Educational Policy

Job satisfaction is a very crucial correlate for a teacher to stay in their current teaching assignment. This study looks into the significant factors of job satisfaction and intention to stay of teachers in a private school. In addition, the study also aims to investigate the relationship between job satisfaction and intention to stay of private teachers. Using a complete enumeration process, 34 private teachers were interviewed and primary data were collected from them. Necessary statistical measures were employed to describe the data collected and the Chi-square test for association was used to determine the relationship between the factors of satisfaction and intention to stay. Results indicated that most of the private teachers are just moderately satisfied with their current job and about 55.88% of them are not willing to stay in their job. This implies that working in a private institution is challenging and does not have enough economic security. This Chi-square test revealed that job satisfaction of private teachers is influenced by their civil status (p-value=0.100) and employment status (p-value=0.100). Additionally, the factors that influence their willingness to stay are their age (p-value=0.100) and employment status (p-value=0.052). The study suggests that teachers must be given incentives and the right compensation to increase their satisfaction and intention to stay in a private school.

Prevalence and causes of ocular morbidity among school children in urban and rural areas

Background: Poor vision impairs the performance of school children and has a negative impact on their future. The prevalence of blindness in school children is estimated to be 0.8/1000 in the age group of 0–15 years. Most children with an uncorrected refractive error are asymptomatic; hence, periodic visual screening and primary eye care reduce the prevalence of refractive error and ocular morbidity. Objective: To study the prevalence of ocular morbidity among school children in urban and rural areas. Methods: Cross-sectional study was conducted in two randomly selected private schools in urban area and two randomly selected government schools in rural area among school children aged 6–15 years studying in standards I–X. They were selected from each class by systematic random sampling. Detailed history and ocular examination were carried out for all children. Results: The prevalence of ocular morbidity among study participants was high (20.3%). The major cause of ocular morbidity was refractive error in 17.4% of the cases. Age group of 5–7 years, being urban school child, illiterate parents were significantly associated with ocular morbidity (P < 0.05). Gender and religion were not associated with ocular morbidity. The most common ocular morbidity was refractive error (17.4%). Color blindness (1.5%), conjunctivitis (1.3%), and stye and chalazion (1.1%) were other ocular morbidities. Conclusion: Most cases of ocular morbidity were preventable or treatable if detected early. Hence, strategies including prevention at the primary and secondary level form core of any strategies to reduce ocular morbidities in school going children.

Effect of nutrition education intervention on nutrition knowledge, attitude, and diet quality among school-going adolescents: a quasi-experimental study

BackgroundNutrition education is being used to encourage school adolescents to adopt healthy eating habits. To the best of our knowledge, very little study has been undertaken in Nepal to examine the effectiveness of nutrition education programs. This study aimed to assess the effect of nutrition education on nutritional knowledge, attitude, and diet quality among school-going adolescents in selected private schools in Nepal.MethodsA quasi-experimental study was conducted among 226 students aged 12 − 19 years of two selected private schools in Banepa municipality of Nepal. Students (n = 113) from the first school were assigned to intervention and the same number of students from the second school were enrolled in the study as the control. Over 12 weeks, students in the intervention group received one hour of nutrition education in the form of mini-lectures and interactive discussions, whilst students in the control group received no education. The student’s two-sample t-test was used to compare two groups and to assess the effectiveness of the nutrition education program.ResultsBetween the intervention and control group, the magnitude of difference in knowledge score was 1.80 (95% CI: 1.11 − 2.49), emotional eating was 0.98 (95% CI: 0.42 − 1.54), uncontrolled eating was 3.60 (95% CI: 2.10 − 5.09), and cognitive restraint of eating was 2.26 (95% CI: 1.51 − 3.01).ConclusionsA tailored health education intervention was found to be effective in increase nutritional knowledge and attitude among school-going adolescents. Adopting nutrition education interventions as part of public health school intervention builds positive knowledge, attitudes, and healthy eating habits in school-going adolescents.

Mental Health of Emerging Private Primary School Teachers: An Exploratory Case Study in Gaborone, Botswana

The development of any nation is premised on the nature and level of education of its citizens. It is in this regard that education is viewed as the most powerful weapon to end poverty and craft a desirable path for a sustainable future. Consequently, the health and well-being of teachers become apparent to deliver quality education. The purpose of this study was to explore the mental health of emerging private primary school teachers in Gaborone, Botswana. A qualitative research approach of the interpretive paradigm was used to guide this study. The study was couched within social constructionism theoretical framework. Population of the study comprised all teachers, school principals and members of Parents Teachers Association (PTA) of emerging private primary schools. Non-probability purposive sampling was used to select rich informants regarding mental health knowledge of teachers in schools under study. Face-to-face semi-structured interviews were conducted with 3 principals and 5 teachers. Focus group interview (FGI) was managed with 3 parents that were members of the PTA in the selected private schools. The study established that work overload, teacher burnout, job insecurity and unstable work relations fuelled mental health problems. The study recommends the establishment of strong social welfare networks among staff members, settlement grant for newly employed teachers and expeditious processing of documentations for professional practice.

Academic self-efficacy and engagement in learning science of Junior High School students: the mediating role of peer relationship

Academic self-efficacy, peer relationships, and student engagement are interrelated constructs that play important roles in shaping students’ academic experiences and outcomes in science learning. In view of this concept, this study aimed to determine the significant mediating effect of peer relationship on the relationship between academic self-efficacy and engagement in learning science. This study was quantitative, non-experimental research design utilizing descriptive-correlational, and path analysis techniques. Employing cluster sampling technique, a total of 150 junior high school students from selected private schools in Davao City – third district were selected to participate in this study and answered the adapted survey questionnaire. The study revealed high levels of self-efficacy, peer relationship, and engagement in learning science, with a strong positive correlation between academic self-efficacy and engagement, and moderate positive correlations between academic self-efficacy and peer relationship, as well as the correlation between peer relationship and engagement. Overall, peer relationships do not significantly influence academic self-efficacy and engagement in learning science among junior high school students. The impact of peer interactions on these relationships is small, suggesting that their significance may be less pronounced than in older students. Future researches may be undertaken to examine the potential mediating influence of peer relationships on the association between academic self-efficacy and engagement in subjects beyond science.

Lived-Experiences of Guidance Counselors in the Performance of their Duties during the Covid-19 Pandemic in Selected Private Schools in Rizal

The main purpose of this study was to understand the lived experiences of guidance counselors on how they perform their job particularly providing counseling services during the COVID-19 Pandemic in selected schools in Rizal. Proposed plans and project “Let’s grow together with a theme: “Going back to basics” was the output of the study. This study utilized a qualitative analysis through the phenomenological approach utilized purposive sampling technique in the selection of participants. It included eight (8) participants from selected private schools in Rizal. All collected responses were conducted through an in-depth interview. The study revealed that guidance counselors delivered their counseling services through the integration of technology into their practice. Along the many changes brought about by the sudden transition to virtual setting, guidance counselors experienced several challenges that included personal and professional challenges. These includes; difficulty to read /interpret client’s emotions, attitude of students towards online counseling , technical challenges, lack of formal training , counselor experiencing emotional exhaustion doing virtual counseling , their level of competency in doing virtual counseling and expressed blurred work-life balance. Guidance counselors used emotion coping like watching television, walking , k drama, getting a good night sleep, eating, using humor, seeking social support from family and colleagues and having strong religious practices like praying, listening to homily and practicing mindfulness. They also engaged in problem-focused coping like exercising, engaging in sports, seeking instrumental support and learned integrating technology into the practice. Thus, the experiences of guidance counselors vis a vis the difficulties they experienced helped them manage these struggles and perform their duties over and above expectations.

Implementing rotary root canal instrumentation in the clinical training of undergraduate students from Saudi Dental Schools: A cross-sectional survey

Introduction: Rotary nickel–titanium files for root canal therapy have become standard treatment modalities in general practice and specialized dental centers. Undergraduate dental students should receive proper training in using rotary files before graduation. Therefore, this study aimed to provide detailed insight into the implementation of rotary root canal instruments in the clinical training of undergraduate students in Saudi Arabia. Materials and Methods: Two randomly selected private schools and 13 government-owned schools were selected to represent all administrative regions in Saudi Arabia. The SurveyMonkey® questionnaire was sent to each dental school through direct communication. It covered most aspects of the rotary root canal instruments used in the clinical training of undergraduate students before graduation. Results: Approximately 92.9% of the included dental schools reported using rotary files in undergraduate teaching; however, only 57.1% had specific clinical requirements for rotary root canal instrumentation in their curricula. Laboratory simulation sessions were the most commonly used preclinical training methods for rotary instrumentation (85.7%). Most dental schools implemented rotary file training in the 4th and 5th years (53.8% and 38.5%, respectively). The ProTaper® (Universal, Next, Gold) was the most commonly used rotary system. Most dental schools had an instructor-to-student ratio of 1:5. Conclusion: Most Saudi dental schools have adopted rotary files during their undergraduate training. However, the curricula of some dental schools do not include a predetermined number of clinical cases treated with rotary instrumentation to ensure better training for students before graduation.

Online Teaching Competencies, Attitude Towards Mathematics and Academic Achievement of Grade 10 Learners in Geometry: a Path Analysis

This study aimed to determine the influence of online teaching competencies and attitude toward mathematics on the academic achievement of grade 10 learners in geometry. Also, it sought to find out the best fit model that would explain the academic achievement in geometry. Grade 10 learners from selected private schools that utilized online learning modality were chosen using complete enumeration. An adapted set of questionnaires were used in obtaining the data. A quantitative research design using the descriptive-correlational method was employed. The collected data were treated using the mean and standard deviation, Pearson product moment correlation, linear regression analysis, and path analysis. Findings revealed that the levels of online teaching competencies, mathematics attitude, and academic achievement in geometry were high, moderately high, and low, respectivelyFurthermore, a respecified model showing the indirect effect of the online teaching competencies on the academic achievement in geometry through the attitude towards mathematics as a mediator was found to be the best fit model for the academic achievement in geometry.

Teachers’ Work Engagement, School Performance, and Teachers’ Retention in Selected Private Schools in the City Schools Division of Santa Rosa, Laguna

Teacher work engagement was said to be influenced by motivation and other factors that lead to job satisfaction leading to teacher retention in an educational institution (Kamaruzaman et al., 2022). The goal of this study was to determine the teachers’ work engagement, school performance, and teachers’ retention. Likewise, this study probed the relationship between the respondents’ level of self-efficacy and well-being, level of self-efficacy and level of work engagement, and well-being and level of work engagement including the predictive ability of the level of work engagement, and level of school performance, taken singly or in combination, of the level of teachers’ retention of selected private secondary school teachers at City Schools Division of Santa Rosa, Laguna. The results showed that there was a multiple correlation between the respondents’ level of work engagement, level of school performance, and level of retention. A value of 0.000 indicated a high level of prediction of the independent variable (level of work engagement). The obtained R square of 0.597 showed that independent variables (level of work engagement and level of school performance) explain the variability of the dependent variable (retention level).

Attitude and Readiness on Online Learning: Its Effect on Teachers and Students Performance

The COVID-19 outbreak, and subsequent implementation of social distancing restrictions resulted in a rapid shift to OTL (Online Teaching and Learning). This study aimed to identify the Attitude and Readiness on Online Teaching: Its Effect on Teachers and Students’ Performance. The researcher made use of a descriptive-correlational research design using the survey method. This study was conducted in the selected private schools in Cebu City, Philippines. The researcher made use of a descriptive research design using the survey method. The teacher’s attitude towards online teaching is very much favorable. As to assessing the teacher’s readiness for online teaching, most teacher-respondents are moderately ready for online teaching. Teachers’ performance in online teaching has a descriptive value of “noteworthy.” This finding means that teachers have exceeded expectations and planned targets. Student’s academic performance in the five targeted schools is very satisfactory during online teaching. The relationship between the teachers’ profile with their attitude towards online teaching, readiness towards online teaching, students’ academic performance, and their teaching performance, the findings manifest that the profile and their attitude towards online teaching have no significant relationship. The rest of the profiles of the variables have a significant relationship to the following areas: readiness toward online teaching, students’ academic performance, and teachers’ teaching performance. Finally, the relationship between the teachers’ attitude towards online teaching with their readiness towards online teaching, students’ academic performance, and teachers’ teaching performance among the three areas only Teachers’ Teaching Performance has a significant relationship to teachers’ attitude towards online teaching. There is no significant relationship between the teachers’ readiness toward online teaching with their student’s academic performance and teachers’ teaching performance. It is concluded that teachers are only partially prepared to teach online and teachers’ attitude and preparedness to teach online has no direct impact on student’s academic success. Based on these findings, it is recommended that the various private schools provide continuous professional development to instructors on online teaching for skills enhancement in areas where they are moderately capable. (e.g., creating online quizzes and tests, creating instructional videos, using online collaborative tools).

Effect of Parental Seasonal Labor Migration on Children’s Care and Educational Performance in Rural Nepal

This article focuses on the effect of parental migration on the care and educational performance of left-behind children of migrant families. This ethnographic study was conducted among the Kham people in Kankri, Rukum East district of the western mid-hill region of rural Nepal. Information was collected through participant observation, in-depth interviews, and living in the community in their setting. Income from parental labor migration provided families with food, clothing, access to basic health services, and investment in their children’s education. Left-behind children lacked parental care with proper guidance and emotional support, so they started taking alcohol, Charash (marijuana resin), and showing violent behavior. Children from migrant households have school absences and poorer educational performance as they are required to help with household work and lack guided learning at home. Children lose interest in studying, and those who miss upper-class admission because of seasonal migration drop out of school and join the migration. Parents select private or government schools for their children depending on remittance, quality of education, network availability, and future opportunities. Parents who had hardships during their migration are determined to educate their children in school, but they do not provide equal educational opportunities for boys and girls. Seasonal migrant workers anticipate that their children will engage in seasonal work during school breaks so that they can contribute to their schooling costs.

SPEAKING ENGLISH POLICY: IMPACT ON THE ENGLISH LANGUAGE PROFICIENCY OF THE ESL

Learning English for different purposes, especially in the workplace has drastically changed. English increases the chances of getting a good job in any local or multinational company. It is also the language of communication, it is used in the media and the internet community, so learning English is important for socializing and entertainment as well as work. It is essential for individuals and future professionals to have profound knowledge and understanding of the English language that is used in any respective field. The study was conducted to weigh up the English language proficiency skills of a selected private school in the City of Malolos, particularly the grade ten (10) students who implement the English Only Policy and another secondary government school in the same city of Bulacan who do not implement the English Only Policy. The impact and factors of the English-Only Policy on students were measured and identified. The researcher utilized an English proficiency test from Cambridge University as the research instrument, which was given to the 80 respondents. The study is comparative that utilized an independent t-test in analyzing the data gathered. The results showed that there is a significant difference in the English language proficiency skills of the students who come from schools that have an English-only policy and those students who come from a school that does not implement the said policy. The research recommends that the students be more engaged and motivated to increase their English language proficiency skills. The teachers should also motivate their students to not only use the English language but also encourage them to use their L1.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0059/a.php" alt="Hit counter" /></p>

Traditional and Digital Marketing Strategies on Selected Private Schools in Manila City: An Analysis

Traditional and Digital Marketing Strategies on Selected Private Schools in Manila City: An Analysis

Media Viewing Habits of School Teachers and Administrators and Their Attitudes: A Case of Selected Schools in Nifas–Silk Lafto Sub-City of Addis Ababa

Abstract: The purpose of this study was to determine satellite television viewing habits of high school teachers and administrators and their attitude towards various elements of culture imbibed from satellite television movies and its impact on Ethiopian culture. The study also determined the link between television-viewing habits, attitudes and gender. It was conducted on select private and government secondary schools found in Nifas Silk Lafto sub-city of Addis Ababa, Ethiopia. A mixed-methods and case study approach was employed. The study used a mix of purposive, stratified random sampling technique. Instruments of data collection composed of questionnaire and interview. The findings indicated that Television, Mobile device, and Internet are most sought after by the teachers and administrators to satisfy their information/entertainment needs. Most of them were found to be heavy viewers of satellite television. Movies serve as the overall major shows for the school teachers and administrators. Differences in expressions of attitude of the high school teachers and administrators from the private and government schools were not statistically significant. Altogether, however, between the continuum of extremely negative and positive attitudes the subjects’ attitude is more inclined towards negativity. The study indicated that there is association between television-viewing habit and attitude. The analysis also indicated that there is some connection between gender and attitude. Findings of the present study thus have implication on media literacy training or promoting media awareness among the school communities.

Teachers’ Job Satisfaction in Instructional Delivery Modalities, and the Role of School Leaders: A Study among Selected Private Schools in the UAE

The purpose of this paper is twofold. Firstly, to analyse the impact of the newly applied instructional delivery modalities on teachers’ job satisfaction. Secondly, to navigate the role of school leaders to help teachers to cope with these models. The teaching modalities that are of research interest are the face-to-face, online, and hybrid models. The study adopted the mixed-methods approach. Around 151 teachers from 3 private schools in Abu Dhabi shared their response in a quantitative survey. To compare the teachers’ job satisfaction, the following mediating variables were considered: job security, workload, in-class effort, work-life balance, remuneration, leadership support, students’ behaviour, and relationship with co-workers. On the other hand, semi-structured interviews with 20 staff from the 3 schools were conducted to explore the best practices that school leaders can apply to meet the teachers’ job satisfaction. The findings of the study confirmed that there is a significant association between teaching modality and teachers’ job satisfaction. The traditional teaching modality meets the highest level of satisfaction, then the distance learning, and lastly is the hybrid one. Whereas the interviews recommended that school leaders are asked to build active communication channels with their teachers, share the decision-making process, decrease the workload, raise the teachers’ autonomy, and establish a remuneration system. The study concludes that teachers’ job satisfaction in all instructional delivery models should be a priority for every successful school leader.

Reading Comprehension Component of Grades 7 and 8 English and Filipino Textbooks

This study aimed to analyze and evaluate the reading comprehension component in the selected Grades 7 and 8 English and Filipino textbooks used by the selected private schools in Cebu City. Content analysis and text analysis were used as research designs in evaluating the 21 textbooks used during the academic year 2012-2013 and academic year 2013-2014. Results in English textbooks revealed that among the competencies, strategies predominated among schema building, literary texts, and expository texts whereas in Grade 7 & 8 Filipino textbooks, schema building and strategies predominated. Grade 7 & Grade 8 English Textbooks used by USC South Campus and Sacred Heart of Jesus - Hijas de Jesus met the K to 12 Guidelines for reading comprehension set by the Department of Education. Moreover, Grade 7 & Grade 8 Filipino textbooks used by St. Theresa’s College only met the standards. Consequently, these textbooks are recommended to be used for Grade 7 and Grade 8 students in private schools.