Number Of Students Research Articles

Facilitating inclusive education: Assessing faculty awareness and attitudes towards students with special educational needs at Qatar university

IntroductionAn increasing number of students with special educational needs (SEN) are attending higher education institutions. Faculty members are key players in the implementation of inclusive policies, the success of which depends on their attitudes and awareness to help students with SEN. PurposeThe aim of this study was to assess faculty attitudes toward SEN students and awareness of the support provided by the university for SEN students. MethodsThis was a cross-sectional study of Qatar University (QU) faculty conducted via an online survey. Demographic data such as gender, years of experience, and academic discipline were collected and associated with previous exposure to SEN students and survey responses using SPSS. ResultsThree hundred and thirty-one QU faculty responded out of 1107 registered faculty in 2022, a 30 % response rate. About a third of respondents did not know about available support services for SEN students, and only half of those with awareness of the services attended. After controlling for sociodemographic variables, previous contact with SEN students had a significant effect on attitudes, such that faculty with no previous contact with SEN students (M = 1.47, SD = 0.62) had higher positive attitudes towards SEN students relative to faculty with previous contact with SEN students (M = 1.31, SD = 0.47). However, faculty with contact with SEN students were more likely to report awareness of the availability of workshops and were more likely to be aware of assistive technology compared to being unsure, while those with no previous contact with SEN students were more uncertain about the availability of workshops and assistive technology. ConclusionThe findings suggest a need for targeted interventions to improve faculty awareness of support services and attitudes towards students with SEN in higher education, highlighting the importance of professional development and training initiatives to promote inclusivity in the classroom. Faculty members need to be aware of existing support services for SEN students.

Number of Students Matching Into Psychiatry Increases for 13th Year

Number of Students Matching Into Psychiatry Increases for 13th Year

Professionalism in Communication Sciences and Disorders: Consideration of Diversity, Equity, Inclusion, and Access

Purpose: This tutorial aims to provide an in-depth discussion of professionalism in communication sciences and disorders (CSD) with consideration of diversity, equity, inclusion, and access. Students, practitioners, and faculty in CSD are taught and held to expectations of professionalism. However, criteria for professionalism often do not fully consider diversity, equity, inclusion, and access. Method: Relevant literature on professionalism and diversity, equity, and inclusion is reviewed and summarized. Case scenarios are also shared to provide examples of how these aspects are not currently considered in the discipline of CSD. Results: The current definitions of professionalism are vague and oftentimes exclude cultural differences. Because the majority of American Speech-Language-Hearing Association membership and leadership groups are from the mainstream culture, the definitions and attributes of professional norms have been influenced by mainstream culture. Conclusions: Recent publications on professionalism and professional behavior in medicine have discussed the impact of racialized professionalism norms on increasing diversity of medical students and trainees. It is imperative to resonate such issues in the CSD profession, because there is a growing number of students and practitioners from minority groups. This tutorial addresses how the discipline of CSD can reflect cultural responsiveness to the standards for students, practitioners, and faculty. Several solutions are suggested.

Revisiting the small-world property of co-enrollment networks: A network analysis of hybrid course delivery strategies

Infectious disease outbreaks bring new challenges to campus operations at institutions of higher education (IHEs). At the beginning of the COVID-19 pandemic, as a precaution against COVID- 19 transmission on their campuses, many IHEs shifted to entirely remote courses in the Spring 2020 semester. As these institutions prepared for the Fall 2020 semester, their administrations evaluated the extent to which remote courses should continue. While remote courses may reduce the number of students who interact on campus and thus mitigate the risk of disease spread, there may be academic and financial downsides. MethodologyWith de-identified enrollment, course schedule, and student profile data from the Fall 2019 semester at Georgia Institute of Technology (Georgia Tech), we construct a co-enrollment network, which is a representation of student connections through courses. In this co-enrollment network, we observe the small-world property in which the average path length among reachable student pairs is short and nearly all students are connected to each other in the main component of the network through multiple independent paths. We also see high connectivity between different majors. Then, we apply various hybrid instructional mode strategies to this co-enrollment network and use network connectivity and in-person instruction metrics to compare these strategies from health and academic perspectives, by their impacts on various groups of students, and based on the trade-off between reducing network connectivity and delivering in-person instruction. ResultsAlthough these strategies result in reduced network connectivity, they do not remove the small-world property. When comparing the strategies in terms of reducing network connectivity, we find three different strategy types to be the most favorable. Even under these strategies, the percentage of students with in-person courses that could be exposed rises quickly with initial infection rates. When comparing the strategies in terms of delivering in-person instruction, the most favorable strategies select a fixed percentage of courses for each subject to be delivered remotely. We then consider the impacts of these strategies on various groups of students to evaluate if there may be disparate impacts across these groups. In general, we find that strategies with more remote courses result in less disparate impacts on network connectivity and in-person instruction across these groups. In addition, we generally see less in-person instruction for lower-level students (i.e., first-year students and sophomores) compared to upper-level students. Regarding the trade-off between reducing network connectivity and delivering in-person instruction, the only strategy that is dominated under all scenarios in this study is the 1000s and 4000s only strategy, which keeps only the 1000- and 4000-level (i.e., first-year and senior level, respectively) courses in-person. The reason for this is that even though the university offers less in-person instruction due to this strategy's large quantity of remote courses, this strategy results in more connected networks because the 1000- and 4000-level courses tend to be large in size, the 1000-level courses are highly central, and the first-year students and seniors have high connectivity. ImportanceBy quantitatively comparing network connectivity and in-person instruction for these various strategies, campus administrators can weigh the physical health, academic performance, and mental health of students, along with the financial well-being of their academic institutions when responding to infectious disease outbreaks.

Engineering design education at German universities: potential for a common basis to create personalized e-learning content

AbstractE-learning materials require a high initial development effort but can then be used by a large number of students with little effort. It therefore seems reasonable to develop and use these across universities. Particularly in the field of Engineering Design Education, standardized principles through norms and guidelines lead to a high degree of transferability. For the development of such e-learning offers, however, the context of application must be identified. As a fundament for the development, this publication analyzes Engineering Design Education in Germany.

Comparing the Development in Medical Physiology Exam Design in the US and the UK

AIM: To discuss and contrast the recent development of medical physiology assessment between the UK and USA. HYPOTHESIS: The assessment trends set by the USA are regularly imported to the UK, but often the transplants do not take. DISCUSSION: Over the past twenty years educators in the UK have witnessed nominal improvements in medical exam writing policy. Much of this has been driven by American educational advances and theories. The main driver of this one-way trans-Atlantic progression is the larger student numbers in the USA. Until now, the UK has not had a national exam for qualifying newly graduating doctors. The new Medical Licensing Assessment (MLA), which will form the basis of national qualification, will begin to provide such a national test this year (2024) in the UK. Thus far, many USA trends in automated testing have been imported to the UK, but not always successfully. For example, in the early 2000s, nearly all medical schools in the UK instituted extended matching questions (EMQs) [1], but by the late 2000s, nearly all UK medical schools abandoned EMQs [2]. Starting in the late 2000s, single best answer (SBA) formats of 5-option MCQs became a requirement for exam writers. The idea was that high level thinking and judgment would be required to pick the best of the five plausible answers. Again, for post-graduate medical students in the USA, this fit well with diagnostic vignette questions, but for 18-year-old year 1 physiology students in the UK, who were still wrestling with factual knowledge, these judgment exams seemed over-ambitious. Yet, they were enforced upon exam writers. Another policy enforced was that questions could not be negatively phrased, as this has the potential to confuse students under pressure. Although this policy is well-intentioned, negative questions are essential for MCQs directly eliciting student's knowledge on symptoms and other ideas that cannot be reversed. For example, in the item, "What is a symptom of heart failure?" it is nearly impossible to write four plausible distractors, whereas, "All of the following are common symptoms of heart failure EXCEPT" could have "dehydration" as a correct negative answer. Finally, there is a current policy that SBA stems should be phrased so that a student should be able to propose the answer without seeing any of the options. This has been called "the cover test" because if the exam quality team cannot answer the question without seeing the options, the test item is rejected. This means that questions starting, "which of the following" are now rejected immediately. From the student perspective, this policy means that the process of selecting an answer from the list of options is transparent; the answer is recognised rather than weighing proposed options. But this makes it nearly impossible to ask questions about cause-and-effect relations where there are multiple related events such as, "Which of the following is a potential cause of high cardiac preload?" The supposed cover-test version would be, "What causes preload to increase?", which plainly is not a transparent question, as there are so many answers. CONCLUSION: The assessment processes that evolve in the USA are more suitable for the USA context than for the context in the UK. However, the UK educates very well using its home-grown processes. [1] George, S. (2003). Psychiatric Bulletin, 27(6), 230-232. [2] Eijsvogels, T. M., van den Brand, T. L., & Hopman, M. T. (2013). Perspectives on Medical Education, 2, 252-263. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

학교교육 기반 학습장애 및 위험군 학생을 위한 협력적 교육지원 방안 연구

In 2023, the number of students with learning disabilities in Korea showed the lowest percentage among all students with special needs. In this regard, educational researchers and practitioners continue to voice concerns about the professionalism in screening and diagnosing learning disabilities, which is currently depriving early detection and opportunities for educational support of students with or at-risk learning disabilities. Therefore, this study aims to explore collaborative educational support for students with or at-risk learning disabilities in school-based education. A SWOT analysis of the literature and a survey for validation and implementation were conducted among academic, administrative, and field experts in learning disabilities. The results were as follows. First, for the in-class level, professional training for collaborative teaching and increasing the number of teachers were mentioned in the ’co-teaching system’, ‘leading inclusive school’, and 'basic education teachers and supplementary teacher' sections. Second, the need to enhance the expertise of teachers in ’supplementary education’ at the in-school level and the need for individual training about students with or at-risk learning disabilities in ‘parent education’ were mentioned. Third, expanding the expertise of learning coaching teams and learning counselors was mentioned for out-of-school ‘learning clinics’. Fourth, at the system level, it was suggested to improve the identification of students in need of support and the definition of basic education in order to provide appropriate educational support to students with or at-risk learning disabilities. This study has implications in that it explored the current educational support system for students with learning disabilities within the education policy in Korea to overcome the limitations and provide practical support. Furthermore, this study suggested school-based plans for collaborative educational support and a universal educational design.

Pengaruh Model Pembelajaran Problem Posing Tipe Within-Solution Posing Terhadap Kemampuan Pemecahan Masalah Matematika Siswa

The problem in this research is the low ability of students to solve mathematical problems because students are less accustomed to solving problem-based questions and also the learning model used is less effective in improving mathematical problem solving abilities. This research aims to see the influence of the Problem Posing learning model of Within Solution Posing type on the mathematical problem solving abilities of class VIII students in cube and block material. This type of research is quasi-experimental research with a non-equivalent control group design. The population in this study were all class VIII students at MTs Nurul Ummah Kotagede Yogyakarta, totaling 73 homogeneous students. The sampling technique in this research was simple random sampling, class VIII C and class VIII D were selected as samples for this research. With the number of students in class VIII C totaling 19 students and class VIII D totaling 18 students. The research instrument used was essay questions to test students' mathematical problem solving abilities using cube and block material in the form of a pretest and posttest. The results obtained show that there is a significant influence on students' mathematical problem solving abilities after being given treatment using the Within Solution Type Problem Posing learning model.

Differentiated Learning Through Photo Media to Enhance Writing Skills of Recount Texts in English for Junior High School Students

English language learning in class VIII-B is still perceived as suboptimal, as evidenced by the number of students who are unable to write recount texts accurately. The researcher implemented differentiated learning focused on content for the students. The research aimed to determine how to improve students’ ability to write recount texts through photo media in class VIII-B. The research design included two cycles: Cycle 1 and Cycle 2. The data type used was quantitative, examining in-depth the results of writing recount texts using photo media, drawing conclusions from students’ learning outcomes, observing activities, and collecting responses from students. The students’ learning outcomes in Cycle 1 were 12.0%, with 3 students completing the task and 22 students (88.0%) not completing it. In Cycle 2, 14 students (56.0%) completed the task, indicating a significant improvement due to the use of photo media. Therefore, it can be concluded that differentiated learning through photo media is highly effective in enhancing recount text writing skills, leading to an interactive and creative classroom.

Advantages and Disadvantages of Online Education in a Joint Medical Program from the Students’ Perspective

Aim: In the 21st century, despite advanced technology, pandemics and natural disasters have forced universities to evacuate their classrooms. As a result, there has been a shift from conventional to online education. This study aimed to examine the advantages and disadvantages of online education for preclinical medical students. Methods: This cross-sectional study was conducted between November 2020 and May 2021. The study population comprised preclinical medical students of the Marmara University–Eastern Mediterranean University (EMU) Joint Medical Program. The survey form used in the study was prepared using Google Forms, and a special link was sent to all students via the Microsoft Teams platform used for distance education. The survey included four sections, namely, demographic characteristics, advantages of online education, disadvantages of online education, and references of students. Results: The survey was sent to all students (n = 155) enrolled in the preclinical program, and 112 students (72%) participated in the study. Of the participants, 63.4% were women; moreover, 38.4% were Turkish, 31.3% were Turkish Cypriot, and 30.3% were international students. The number of students in the first, second, and third years were 35, 51, and 26, respectively. The most common advantages of online education were a chance to review missed parts of the lesson (97.3%), an opportunity to plan the study time (59.8%), and increased comfort (54.5%). The majority of the students indicated that they faced numerous challenges during online education. The most common issues were the difficulty in learning practical lessons, lack of socializing, ineffective communication, technical issues during online classes, less interactive lectures that resulted in concentration loss, and difficulty in obtaining answers from lecturers. Of the surveyed students, 48.2% preferred conventional education, only 9.8% favored online education, and 42% preferred hybrid education. Conclusions: Preclinical students at Marmara University–EMU Joint Medical Program prefer conventional education over online education. Although rewatching a lecture is a key advantage of online education, it is associated with several disadvantages for medical students. However, distance education seems to have become inevitable owing to factors such as diseases, natural disasters, and wars in the region as well as advancements in information technology. Therefore, it is necessary to conduct further research to overcome the limitations.

Online Training and Placement System

Abstract: This system makes it very easy for students to register, and the placement officer can easily access their information. This system enables eligible students to easily get admission. The number of students who have been placed will be shown through various articles. This system helps the college keep records of current and past student registrations. The placement officer prepares schedules for all placement-related activities. The company provides a list of eligible students who are automatically notified. Students, TNP employees, and TPOs receive the necessary information. All students who have registered are eligible for this system

Peningkatan Aktivitas dan Hasil Belajar Melalui Picture And Picture Tematik IIID SDN 77 Kota Bengkulu

This study aims to increase the activity and student learning outcomes in thematic learning through the picture and picture learning model in class IIID SDN 77 Bengkulu City. This research is a Classroom Action Research (CAR). The subjects in this study were class IIID students at SDN 77 Bengkulu City for the 2023/2024 academic year. The number of students in class IIID, a total of 48 students with details of 29 male students and 19 female students. Data collection techniques using observation sheet techniques and test sheets. The data analysis technique used on the observation sheet, namely the average value formula and for learning outcomes uses the average value formula and the percentage of completeness of classical learning. The results showed that there was an increase in activity and student learning outcomes in Thematic learning. It was seen in cycle I that the average value of teacher activity was 26.5, increasing in cycle II with an average value of 34. In cycle I student activity the average value was 27.5 increased in the second cycle with an average value of 34. In the first cycle student learning outcomes of Indonesian language content with an average value of 70.31 with a percentage of 66.66% with a total of 32 students have a complete score. It increased in cycle II with an average score of 77.60 with a percentage of 85.41% with a total of 43 students having a complete score. In the SBdP cycle I learning content with an average score of 74.47 with a percentage of 79.16% with a total of 38 students having a complete score. It increased in cycle II with an average score of 80.20 with a percentage of 89.58% with a total of 43 students having a complete score. It can be concluded that through the picture and picture learning model can increase student learning activities and results in thematic learning class IIID SDN 77 Bengkulu City.

Islamic Religious Education and Religious Moderation at University

This study highlights the ideal ratio between the number of lecturers and students in Islamic Education classes at the Faculty of Economics, Udayana University, Bali. With only one lecturer teaching 200 students, this imbalance is a significant concern, especially amidst worries about the spread of extremism and exclusivism on campus. The research aims to evaluate the learning process, religious moderation attitudes among lecturers and students, and factors influencing religious moderation attitudes among students. Using a qualitative descriptive method and a case study design, data were collected through observation, in-depth interviews, and questionnaires, and analyzed using descriptive analysis techniques. The findings indicate that the ratio of Islamic Education lecturers to students does not meet government standards, despite the implementation of various teaching methods. Nevertheless, attitudes towards religious moderation are generally positive, although there are indications of a lack of moderation among some students. Internal and external factors were identified as influencing factors on religious moderation attitudes. These findings emphasize the need for ongoing efforts to improve the quality of Islamic Education learning through enhancing lecturer competencies and implementing programs to strengthen religious moderation in higher education, aiming to promote tolerance and reinforce religious moderation among students.

Analysis of the Coupling Coordination between the Ecosystem Service Value and Urbanization in the Circum-Bohai-Sea Region and Its Obstacle Factors

In light of the tremendous pressure for improving urbanization levels and expanding construction land on ecosystems, regional sustainable development is premised on the coordinated development of the ecological environment and urbanization. This paper focuses on the Circum-Bohai-Sea Region and assesses the ecosystem service value (ESV) and urbanization level using the equivalence factor and entropy-weighted TOPSIS methods. Based on these assessments, it examines the coupling coordination between the ESV and urbanization as well as the obstacles to this coordination, utilizing the coupling coordination degree model, spatial autocorrelation model, and obstacle model. The results revealed several key findings. First, the Circum-Bohai-Sea Region experienced a continuous improvement in the urbanization level from 2005 to 2020, which presented a “center–periphery” spatial pattern. Overall, the ESV exhibited an N-shaped trend, namely, initially increasing, then decreasing, and then rapidly increasing. The ESV per unit of area exhibited a spatial difference, with the boundary of Baoding and Cangzhou as the dividing line. The ESV per unit of area in the northern parts was higher than that in the southern parts. Second, the degree of the coupling coordination between the ESV and urbanization exhibited an inverted U-shaped trend, initially increasing and then slightly decreasing. It also exhibited significant spatial heterogeneity, with the degree of the coupling coordination in the northern parts being higher than that in the southern parts and that in the central parts being higher than those in the eastern and western parts. Additionally, the ESV showed a significant spatially positive correlation with urbanization. H-H clusters were predominantly found in central and southern Liaoning Province, while L-L clusters were primarily located in southern Hebei Province and western Shandong Province. Third, the obstacle factors remained stable during the study period. The top five obstacles in the ESV system were the water resource supply, nutrient cycling maintenance, raw material production, aesthetic landscape, and food production. Moreover, the top five obstacles in the urbanization system were the number of college students per 10,000 people, population density, number of health technical personnel per 10,000 people, per capita road area, and proportion of secondary and tertiary industry output values.

EXPERIENCE OF USING CLOUD SERVICES FOR TEAMWORK BETWEEN SUPERVISOR AND GRADUATE STUDENTS

Given the recent events in the world in general and in Ukraine in particular, in the context of the pandemic caused by the COVID-19 virus infection and the full-scale military invasion of Ukraine, they contributed to the transition of all activities of the educational process to online mode. However, working with postgraduate students still required online work, as practice shows that a significant number of postgraduate students work full-time, and it is very difficult to choose a time that suits both parties. Therefore, there is a problem of finding new opportunities and prospects for using digital technologies for teamwork between supervisors and their Ph.D. students. Based on their own experience, the authors propose to use the following Google Cloud services in the complex: Google Drive, Google Docs, Google Sheet, Google Slide, Google Form, Google Meet, and Google Calendar. The advantages of using such cloud services for the joint work of a supervisor and a postgraduate student are presented. In addition to the proposed Google services for high-quality collaboration, the authors substantiate the expediency of using intelligent maps. The possibilities of using intelligent maps in the work of a supervisor and a postgraduate student are presented. In addition, communication with postgraduate students and management of their activities play an important role in the work of a supervisor. For this type of work, we offer the Trello project management tool. The expedient and pedagogically balanced use of digital technologies in the joint work of supervisors and postgraduate students will help to improve the quality of postgraduate research and increase the productivity of postgraduate students' work on their research. It has been established that the professional development of supervisors working with graduate students still does not receive sufficient attention. The pilot program of advanced training of Ph.D. students' supervisors "Innovative Supervisor", which was implemented in May 2023, is presented.

학생들이 인식하는 학교폭력의 정의와 원인: 개념적 모호함과 학생 간 역학관계를 중심으로

This study conducted allocation sampling and inductive thematic analysis of interview data from 20 middle and high school students in Seoul to understand their perceptions of school violence that students experience in their daily lives. The main research results are as follows. First, students explained school violence similarly to what was defined in the law, but they responded that it was difficult to clearly distinguish between teasing and harassment in real life because students’ perception of psychological damage was subjective and relative. Second, students described school violence as a process in which the perpetrators sought superiority and expressed disgust with the victims within the group. However, it seemed that this dynamic could change when the number of other students around them increased. Based on the results of the interview, in this study, it was confirmed that students were consciously or unconsciously experiencing the phenomenon of school violence according to their status and power. This is because the criterion for distinguishing between teasing and harassment, which causes the conceptual ambiguity of school violence, depends on the gap of status and power between students, and the pursuit of superiority and expression of disgust could also be explained in the dynamics between students who want to acquire status and power. Based on the result, the study suggests considering status and power dynamics in school violence prevention education and response policies, strengthening citizenship education for coexistence in various educational fields, and efforts to change the power structure within schools by fostering a school atmosphere where students other than the perpetrators and victims have more agency.

From Ritual to Virtual: Enhancing Hindu Religious Education through Digital Literacy

This study highlights the ideal ratio between the number of lecturers and students in Islamic Education classes at the Faculty of Economics, Udayana University, Bali. With only one lecturer teaching 200 students, this imbalance is a significant concern, especially amidst worries about the spread of extremism and exclusivism on campus. The research aims to evaluate the learning process, religious moderation attitudes among lecturers and students, and factors influencing religious moderation attitudes among students. Using a qualitative descriptive method and a case study design, data were collected through observation, in-depth interviews, and questionnaires, and analyzed using descriptive analysis techniques. The findings indicate that the ratio of Islamic Education lecturers to students does not meet government standards, despite the implementation of various teaching methods. Nevertheless, attitudes towards religious moderation are generally positive, although there are indications of a lack of moderation among some students. Internal and external factors were identified as influencing factors on religious moderation attitudes. These findings emphasize the need for ongoing efforts to improve the quality of Islamic Education learning through enhancing lecturer competencies and implementing programs to strengthen religious moderation in higher education, aiming to promote tolerance and reinforce religious moderation among students.

Correlation Between Pressure During the Final Week and College Students Positive Psychological Capital

Positive psychological capital (PPC), as a concept of positive psychology, has achieved a great development. It emphasized the positive psychological state of an individual and how it affects their well-being and performance. It contains four parts: hope, efficiency, resilience, and optimism. PPC also has important reference value for judging an individual's mental health status. This paper aims to discover correlation between college students PPC and number of their final exams and papers. The study found that the PPC level of Wenzhou-Kean University college students during the final week did not show a high level of correlation with the number of final tests (NFT)or number of final papers (NFP). The research results can provide a reference for exploring the sources of stress during final week for college students. The outcome of the study can apply the framework to explore the relationship between potential variables and college students' stress, which will promote the study of college students' stress.

초등학교 1학년 학생의 수학 불안 종단 연구

Objectives The purpose of the study in to investigate the state of math-anxiety in first-grade elementary school students and the causes. Methods I conducted a longitudinal study on math-anxiety on 380 first-grade elementary school students from March 2022 to February 2024. Students' level of math-anxiety was investigated three times using the math-anxiety survey items, and the cause of math-anxiety was confirmed through follow-up interviews. Results Most first grade elementary school students who participated in this study had no or low math-anxiety, but there were a small number of students with high math-anxiety. In particular, math-anxiety was highest at the beginning of first grade. Students most frequently cited concerns about failing in mathematics learning as a cause of fear. Conclusions The finding that math-anxiety is highest at the beginning of first grade suggests that students feel more anxious when faced with math tasks they find difficult before they have adapted to new mathematics learning situations. The results of this study are expected to help understand math -anxiety in elementary school students and develop teaching methods to prevent math-anxiety in students.

ACADEMIC PERFORMANCE IN THE LAST 5 YEARS IN SELECTED SECONDARY SCHOOLS OF KAYUNGA DISTRICT IN UGANDA. A DESCRIPTIVE STUDY.

Background: Academic achievement can be defined as excellence in all academic disciplines, in class as well as extracurricular activities. It includes excellence in sports, behavior, confidence, communication skills, punctuality, assertiveness, Arts, Culture, and the like. The study aims to analyze the student’s academic performance in the last 5 years in selected secondary schools of Kayunga district in Uganda. Methodology: In this study, the researcher used a descriptive survey design, used both qualitative and quantitative research methods. study population of 211 respondents included the DEO, head teachers, teachers, and Students. Results: 60% of the headteachers strongly disagreed that Schools in our district have been ranked among the top schools in the country in terms of academic performance.100% of the headteachers disagreed that there have been few students scoring Division 9 in most secondary schools for the past 10 years. 78% of the teachers disagreed that schools have had very many numbers of students scoring Division 1 for the past 5 years. 88% of the students disagreed that most students who complete the Advanced level have had a chance of obtaining government sponsorships in different public universities. Conclusion: Schools in Kayunga district have had very few numbers of students scoring Division 1 for the past 5 years; many students were scoring Division 9 in most secondary schools for the past 10 years; schools in the district have been ranked among the least performing schools in the country in terms of academic performance. Recommendation: School managers should adverse means to improve academic performance, especially poor grades. For example, staff motivation, student motivation, remedial teaching, and constant supervision.