Public Secondary School Students Research Articles

Students’ Perceived Role of Rote Learning in Vocabulary Learning Strategies at Secondary Level

This paper aims to examine the students’ perceived role of rote learning strategy for learning English vocabulary at secondary level. 1497 mixed-ability public and private secondary school students of district Multan were used to gather information. Respondents in age range from 12 to 18 years. The findings were collected through the adapted questionnaires. English version with Urdu translation was administered to participants and a proportional stratified random sampling technique was implemented. Survey method of quantitative design was used in this study. The data were analyzed using descriptive and inferential statistical approaches, including Pearson's R correlations, Mean, SD, Independent samples t-test, and ANOVA. Factor analysis was also performed. Findings showed positive behavior of students’ towards using vocabulary learning strategies. It was concluded that students’ perceived the most effective role of rote learning in vocabulary learning strategies at secondary level then other vocabulary learning strategies. Significant correlation was found between students’ perception of vocabulary learning strategies and students’ perception of preferring rote learning strategy. It was found that students’ perception of vocabulary learning strategies with respect to School Sector, Gender, Group, Medium, Tehsil, Father’s Qualification and Mother’s Qualification varies significantly while students’ perception of vocabulary learning strategies based on Class and Age are not varied significantly. No statistically significant differences was found between students’ perception of preferring rote learning strategy with respect to School Sector, Class, Gender, Tehsil, Father’s Qualification and Mother’s Qualification. Furthermore students’ perception of preferring rote learning strategy based on Group, Medium and Age differs significantly.

Exploring Formative Assessment Practices in Public Secondary Schools in Kicukiro District

Various scholars acknowledged that formative assessment play a vital role in increasing students’ academic achievement. The main purpose of this study was to explore formative assessment practices in public secondary schools in Kicukiro District. The specific objectives of the study were to investigate how teachers plan for formative assessment in public secondary schools in Kicukiro district, to discover how teachers use formative assessment techniques in electing students learning evidence in public secondary schools in Kicukiro district and to assess how teachers provide formative assessment feedback to students in public secondary schools in Kicukiro district. The study used descriptive survey research design. The study was guided by Sadler’s theory of formative assessment founded in 1989. The target population of the study was 220 teachers and 13 deputy head teachers in charge of studies. A sample of 142 teachers were selected using simple random sampling while 13 deputy head teachers in charge of studies were included in the study purposively. Questionnaires, semi-structured interview and lesson observation checklist were used as research instruments in collecting data from respondents. Quantitative data were analysed using descriptive statistics such as means and standard deviations whereas thematic analysis was used for analysing qualitative data. The quantitative data were presented in tables while qualitative data were presented in the text. The findings indicate that the practices related to planning for formative assessment (M=2.41, SD=1.01) are rarely practiced in public secondary schools in Kicukiro District. It was also revealed that practices related to eliciting evidences of students’ learning (M=2.76, SD=1.11) were practiced sometimes. Finally, it was revealed practices related to formative assessment feedback (M=2.33, SD=1.01) were rarely done. The study recommended that National Examination and School Inspection Authority should strengthen the practices of formative assessment at school levels. Future researchers were recommended to replicate the study in other region beyond Kicukiro District.

Assessing the impact of an integrated educational program on Greek students' knowledge about coastal lagoons and attitudes towards marine environment conservation

The primary objective of this study is to contribute to the conservation and sustainable use of seas by promoting Ocean Literacy. It investigates the impact of an educational program on Greek primary and secondary public school students' knowledge about coastal lagoons and attitudes towards marine environment conservation. An educational resource titled “Exploring the Coastal Lagoons” was developed to facilitate the non-formal educational intervention. The program involved classroom, fieldwork/outdoor and laboratory activities, focusing on enhancing understanding of coastal lagoons' abiotic and biotic characteristics and human interconnection. Results showed improved knowledge and slightly more positive attitudes after the didactic intervention. The study underlines the effectiveness of targeted educational interventions in marine sciences, suggesting that non-formal educational settings influence student outcomes more than family or informal sources. Younger students appeared more adaptable and responsive to educational stimuli. The study advocates for refined educational strategies integrating cognitive and emotional elements, emphasizing real nature experience.

Social Variables and Maladaptive Behaviours among Secondary School Students in Akwa Ibom State, Nigeria

The study examined Social variables and Maladaptive behaviour of public senior secondary school students in Akwa Ibom State, Nigeria Three research questions were formulated and three hypotheses were stated in their null form and tested with appropriate statistics at a .05 level of significance. The descriptive survey design was adopted for the study. The population of the study comprised 54,216 senior secondary two (SS2) students in all 235 public secondary schools in Akwa Ibom State, Nigeria. Nwana’s sampling formula was used to select 20% of students from nineteen (9) public secondary schools. The researcher made use of a questionnaire entitled (FVSDBTQ) to obtain data from respondents. The instrument was validated by experts in the sociology of Education and Measurement and Evaluation from the Department of Educational Foundations, Guidance and Counseling, University of Uyo, Uyo. Cronbach Apha analysis for internal consistency reliability of the instrument yielded a coefficient of .96. Research questions were answered using mean and standard deviation while the hypotheses were tested using independent t-test and ANOVA. The study revealed that social variables differ in terms of the maladaptive behaviour of secondary school students in Akwa Ibom State, Nigeria. The independent t-test and ANOVA of the hypotheses indicated significant differences in students’ maladaptive behaviour based on family discipline, family emotional climate and parent-child relationship. It was, therefore, concluded that social variables differ significantly based on students’ maladaptive behaviour in Akwa Ibom State, Nigeria. The researcher made some useful recommendations which include: parents should also take the discipline of their children seriously; parents should show a good example for their children to emulate and parents should also develop a healthy relationship with their children to help them develop good moral behaviour among other recommendations.

Effects of Drugs and Substance Abuse on Students’ Academic Performance in Secondary Schools in Turkana County, Kenya: Research Methodology Formulation

The problem of drug abuse in secondary schools has various adverse effects on student learning, performance and moral habits. Unless this menace of drug abuse is minimized, the schools would become unmanageable since indiscipline cases would become very overwhelming. Investigation of drug abuse and its effects on academic performance in secondary school students in Turkana County, Kenya is still extremely limited. This paper discusses in detail drug and substance abuse in Kenya focusing on its causes, forms and effects on secondary school students. Some previous research studies were cited and presented to support the aforementioned. Various strategies of addressing the associated problems were presented using results from previous studies as yardsticks. This paper succinctly discusses on the research methodology formulations for the future study of drug abuse and its effects on academic performance in secondary school students in Turkana County, Kenya. Questionnaire and other relevant tools shall be the instruments for investigation. The study will target County Director of Education, principals, non-teaching staff, teachers/teaching staff and students in public secondary schools in Turkana County. The thorough investigation is expected to be carried out between August - November 2024 using the formulated questionnaires and interview schedules as data collection tools. In conclusion, the research methodology formulation is expected to be applicable to handle the research objectives.

Student Perspectives on Internal and External Factors Influencing Vulnerability to Risk-Taking Behaviour among Girls in Public Day Secondary Schools in Kiambaa, Kiambu County, Kenya

The study investigated internal and external determinants of vulnerability to risk-taking behavior (RTB) among female students in public day secondary schools (PDSS) in Kiambaa, Kiambu County, Kenya. This was due to the high levels of RTB among secondary school girls that had been reported. The study integrated two theories, problem behaviour theory and empowerment theory. It employed a descriptive survey methodology. Using proportional stratified random sampling and purposive sampling procedures 96 girls participated in the study. A pilot study involving 10 students from Kiambu Sub-County was conducted to assess content and construct validity. Cronbach's alpha (α = 0.7) ensured internal consistency and reliability of variables. Data was collected through questionnaires and interviews, analysed using SPSS version 24 for quantitative data and content analysis for qualitative data, and presented via tables and figures. The findings revealed various RTB among girls, including unprotected sex, prostitution, drug use, abortion, theft, and fighting. RTB determinants encompassed factors like parental divorce, absenteeism, peer pressure, financial hardship, and lack of role models, excessive idle time, societal influences, and declining values. In conclusion, this study highlights the existence of RTB among girls in PDSS and underscores the complexity of factors influencing these behaviours. To effectively address RTB, a comprehensive approach that considers both internal and external factors is essential.

Corporate Artefacts and Customer Satisfaction in Public Secondary Schools in Nairobi County, Kenya

Purpose: Corporate artefacts are those things that are visible, obvious expressions, manifestations and processes of culture in an organization. They give implicit cues to users about the meaning of the place and norms expectation for behaviour in a place. They are an essential ingredient for superior organizational performance and have been linked to school performance. The purpose of the study was to examine the influence of corporate artefacts on customer satisfaction in public secondary schools in Nairobi County, Kenya. These artefacts such as practices and process, logo, mission and vision etc are important communication elements that customers use to create meanings of messages in an organization like a school.
 Materials and Methods: This study used a mixed research design with a population study of 3588 students. It included both boys and girls from 12 public secondary schools in Nairobi City County. The students ages ranged from 14 years to 21 years and were in Form 2 to Form 4. Stratified random sampling was used to sample the population and respondents were then calculated proportionately according to the actual sizes in the schools. A sample size of 369 respondents was selected with 296 respondents responding to the questionnaires and 11 principals or their deputies interviewed. Quantitative data collection was done through questionnaires while qualitative data was collected using interview guides. Descriptive and inferential statistics were used to analyse quantitative data. Analysed data was then presented using graphs, tables and charts. Qualitative data was analysed thematically and presented in a narrative form. Inferential statistics used were descriptive, correlation, regression and ANOVA analysis. 
 Findings: The findings of the study indicated that students in public secondary schools also referred to as customers were satisfied with the visible structures that existed in their schools that included the logo, the vision and mission. Additionally, the students were satisfied with the processes in the schools that included the teacher students interactions that influenced the learning environment. The teacher student interaction is a critical process in learning because it helps teachers create a classroom environment that is helpful to learning as well as meeting student’s educational and emotional needs which then impact on the student’s performance, role clarity and behaviour conformity. From the interview findings, the teachers agreed that they have good teacher-student interactions that help to improve learning and students are encouraged to participate in class activities. However, the students were dissatisfied with the technological systems in their schools. This study revealed that technology is a challenge in most schools and has limited access to academic resources which affect their performance and ultimately their satisfaction. This study concludes that corporate artefacts had a positive influence on customer satisfaction in public secondary schools in Nairobi County.
 Unique Contribution to the theory, practice and Policy: This study was guided by Edgar Schein Model. The study confirmed the critical role that corporate artefacts have on customer satisfaction in public secondary schools. The study recommends that schools management should device a curriculum to educate customers gain an understanding of the meaning of corporate artefacts in organizational settings such as schools. In addition, the findings from this study should provide a guide to policy makers in education and other areas to create policies that will highlight the importance of artefacts in organizations. Successful implementation of such policies should be emphasised.

Integrated environmental education physics project to enhance student creativity

This study aims to describe the results of research on physics education integrated with environmental issues, especially related to climate change, through literature review and its implementation in schools. The aspects observed include the feasibility, effectiveness, and student responses to the implementation of integrated physics learning with environmental education related to climate change to enhance creativity. The research method used was quantitative research with a true experimental design involving pretest and posttest control groups. The subjects of the study were science students in public secondary schools in Jombang, divided into experimental and control groups. The research data were processed using observation sheets for the feasibility of learning, prerequisite tests including tests for data normality and homogeneity, paired t-tests, two-tailed t-tests, one-tailed t-tests, n-gain tests, effect size, and student response questionnaires. Based on the research findings, it can be concluded that (1) there is a significant difference in students' creativity before and after the implementation of integrated physics learning with environmental education related to climate change, with the experimental group experiencing a higher increase compared to the control group, indicating the effectiveness of integrated physics learning with environmental education. (2) Student responses after the implementation of integrated physics learning with environmental education related to climate change were categorized as excellent. Therefore, as an initial study, it can be stated that climate change education can be implemented in the form of project performance and has an impact on student creativity.

Effect of problem solving method on the performance of mathematics students in public secondary schools in Rwanda: A case of Karongi district

The aim of this paper was to investigate the effect of problem solving method on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that the teaching of mathematics via the problem solving method was more correlated with the performance of students in Karongi District (r = 0.708; p= 0.000). Multiple linear regression analysis showed that problem solving method contributed to 70.2% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that problem solving method increases positive attitudes toward learning Mathematics subject. The study recommended that the mathematics teachers should practice constructing questions to include problems that are relatively neither easy nor difficult, so that every student can practice, which will foster students’ creative.

Effect of non-teacher unit costs on students’ performance in KCSE examinations in public secondary schools in Kenya

In Kenya, non–teacher unit cost has a bearing on academic performance. Although there are conflicting views on studies on non- teacher unit costs and its effect on academic performance, recent studies show that increases in resources have a modest positive effect on academic performance. However, it is noted that schools in Vihiga Sub-County charge twice Ministry of Education recommended fee guidelines yet the Sub-county still has the lowest KCSE (Kenya Certificate of Secondary Education) Mean Score of 5.361 (grade C-) which is below the minimum tertiary entrance. The purpose of this study was therefore to find out why students in public secondary schools in Vihiga Sub-County perform poorly in KCSE examination despite the high non- teacher unit costs. The study used ex post facto and descriptive survey design. The study population consisted of 21 head teachers and 350 teachers in 21 public secondary schools and one Sub-County Director of Education in the Sub-County. A sample of 18 head teachers and 307 teachers in 18 public secondary schools and one Sub-County Director of Education in the Sub-County were selected for the study using a saturated sampling method. Data was collected using questionnaires, document analysis and interview schedules. The findings of this research show that there is significant effect of non-teacher unit cost and on KCSE examinations in Vihiga Sub County. Hence there is need for the government to increase funding of the non-teacher aspect of education.

Effect of Cooperative Learning Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Purpose: The aim of this paper was to investigate the effect of cooperative learning on on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. 
 Methodology: Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4, 5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression.
 Findings: The results of the findings indicated that the teaching of mathematics via the cooperative learning method was more correlated with the performance of students in Karongi District (r = 0.611; p= 0.000). Multiple linear regression analysis showed that cooperative learning method contributed to 71.9% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that cooperative learning method increases positive attitudes toward learning the subject.
 Unique Contribution to Theory, Policy and Practice: Social constructivism was used. A key factor in social constructivism is that the children’s development is enhanced by participating in activities that are slightly above their level of competence with mastery occurring as a result of help from others; which is enhanced as students are given opportunities to teach each other and practice in a social context. Interactions among students are crucial to cooperative learning and it is the interactions that occur in the groups that help to inspire the learning motivation. The study recommended that to promote the implementation of cooperative learning method effectively, Mathematics teachers should attend seminars, workshops and conferences.

Effect of Using Demonstration Instruction Approach on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

The aim of this paper was to determine the effect of Effect of using demonstration instruction approach on the performance of mathematics students in public secondary schools in Rwanda: A case of Karongi District’.The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21.The data collected were analyzed using multiple linear regression analysis. The result of the regression analysis indicates that demonstration Method, discussion method, cooperative learning method and problem solving have a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05) and the relationship is in line with a priori expectation. Results showed significant positive relationship between demonstration instruction method and the performance of Mathematics students (r = .669, p = .0000). Multiple linear regression analysis showed that all demonstration instruction method contributed to 73% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. This study recommended that Mathematics teachers should use the demonstration instruction approach teaching Mathematics since it improves academic achievement.

Medium-term result of a self-efficacy program for weight control in the Body Mass Index of adolescent schoolchildren/Resultado a mediano plazo de un programa de autoeficacia para el control de peso en el Índice de Masa Corporal de escolares adolescentes.

Weight variations represent serious problems for any society. The objective of this study is to evaluate the results, in the medium term, of a self-efficacy program for weight control, in terms of height, weight, and body mass index in adolescent schoolchildren. The incidental sample was made up of n = 65 public secondary school students from the municipality of Ciudad Madero-Tamaulipas, who were randomly assigned to the intervened group (n1 = 35) and the control group (n2 = 30). The study design was quasi-experimental. Weight and height measurements were obtained and the BMI was obtained. The results show that both, weight and height presented statistically significant changes at six months in both groups. Regarding the body mass index, it is observed that the control group showed a statistically significant increase and with a good size of the effect, in the direction of being overweight. On the contrary, in the intervened group BMI did not show significant changes, which indicates a maintenance over time of this anthropometric indicator. Based on the above, it is concluded that this program contributes positively to the maintenance of BMI, therefore it can be effective in preventing obesity

Effects of Teacher Training in Mathematics on Public Secondary School Students’ Academic Performance in Bamenda III Subdivision – Cameroon

This study set out to determine the effects of teacher training in mathematics on public secondary school students’ academic performance in Bamenda III subdivision. The study adopted the descriptive survey and expost-facto research designs. The population of the study was made up of 45 mathematics teachers from the five public secondary schools in Bamenda III subdivision. The sample was selected using the purposive sampling technique. Specifically, the total population sampling method was employed due to the small size of the population. Data was collected using a self-designed questionnaire for mathematics teachers. The data collected was analyzed using both descriptive and inferential statistics. Specifically, means, correlation and coefficient of determination were used to answer the research questions while p-value and regression analysis were used in testing the hypotheses at the 0.05 level of significance. The findings of this study revealed that teacher professional development, in-service training in mathematics and teaching practice in mathematics all significantly affect secondary school students’ academic performance in Bamenda III subdivision. Consequently, it was recommended that education authorities in Cameroon should develop programs aimed at training and re-training teachers to enable them update their knowledge, teaching skills, and learn new teaching strategies that enhance the teaching learning process. Also, the education authorities should encourage all mathematics teachers to develop themselves through in-service training, regular attendance of mathematics workshops, seminars and conferences.

Emotional Intelligence and Indiscipline among Secondary School Students in Kilifi County, Kenya

Indiscipline among secondary school students has received little research attention in relation to their emotional intelligence level. The main objective of this study was to establish the relationship between emotional intelligence and indiscipline among public secondary school students in Kilifi County. The study was informed by Kohlberg’s theory of Moral development. A Correlational research design was adopted. The independent variables in the study were emotional intelligence and indiscipline target population was all the year 2018 from four students in public secondary schools in Kilifi County. Purposive, simple random and cluster sampling procedures were used in the selection of schools, teachers and students respectively. The study sample size was 279, comprising 145 girls and 126 boys, 6 teachers and two discipline masters. Data was collected using an adapted Schutte Self-Report Emotional Intelligence Test and an indiscipline scale for teachers and students. A pilot study was conducted to enhance the reliability, content validity and construct validity of all the research instruments. The pilot study was also used to ascertain administrative logistics. In the pilot study, 36 from four students from one of the extra-county school participated. Descriptive statistics including frequency distributions, mean of variance and percentages were used to describe sample characteristics. Inferential statistical procedures including Pearson correlation and multiple regression, were used to test study hypotheses at α=0.05. Emotional intelligence showed a strong negative relationship (r=-0.764*) with the students’ indiscipline level. A major recommendation of the study was that teachers, educators and all stakeholders in education should work together to enable the development of emotional intelligence of students to reduce students’ indiscipline levels.

The Relationship Between Self-efficacy and Intention to Engage in Premarital Sex Among Adolescent Students in Public Secondary Schools in Tanzania

The study examined the relationship between self-efficacy and intention to engage in pre-marital sex among adolescent students in public secondary schools in Tanzania. It employed a quantitative approach guided by correlation design, using structured questionnaires. Three hundred and fifty-seven (357) participants were involved: 172 males and 185 females. The results showed that 61.6% of the respondents had a reasonably high level of self-efficacy, while 70.1% had a lower level of intention to engage in premarital sex. It was also found that there was no statistical relationship between self-efficacy and intention to engage in premarital sex among adolescent students in public secondary schools (p=0.78>0.05). Therefore, the government—through the Ministry of Education, Science and Technology—should introduce self-efficacy programmes in the secondary school curriculum, which will help improve moral, social, cognitive and emotional qualities in adolescent students, so that they abstain from any risky sexual behaviours.

Parenting Styles and Students’ Personality in Public Secondary Schools in Eastern Uganda

The study sought to establish the relationship between parenting styles and students’ personality in public secondary schools in Eastern Uganda. The study used correlational research design. A sample size of 368 students were selected from a target population of 9,143 using simple random sampling technique. A self-designed questionnaire was used for data collection. The content validity index was.83 and the Cronbach alpha coefficient of correlation was found to be 0.82. It was hypothesized that; There is no statistically significant relationship between parenting styles and students’ personality in public secondary schools. The student’s personality traits of extraversion, agreeableness and openness to experience were found to be high and conscientiousness and neuroticism personality trait were moderate. There was a weak and statistically significant relationship between parenting styles and students’ personality among students in public secondary schools (r =.283**, p= < .000). It was recommended that parents adopt the authoritative parenting style as it facilitates good students’ personality traits as they pursue their education endeavours and the school administrators should organize an awareness and sensitization workshops on the influence of the educating families regarding awareness of the parenting styles and students’ personality traits.

EFFECT OF TEACHING METHODS ON THE PERFORMANCE OF MATHEMATICS STUDENTS IN PUBLIC SECONDARY SCHOOLS IN RWANDA: A CASE OF KARONGI DISTRICT

The aim of this paper was to determine the effect of teaching methods on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using multiple linear regression analysis. The probability value of the regression estimate was used in testing the hypotheses of the study. The result of the regression analysis indicates that demonstration Method has a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05) and the relationship is in line with a priori expectation. Results showed significant positive relationship between demonstration method and the performance of Mathematics students (r = 0.699; p= 0.000). Multiple linear regression analysis showed that demonstration method contributed to 73% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District.

Influence of principals' use of management information system in managing public senior secondary schools in Central Senatorial Zone, Kaduna State, Nigeria

The study assessed principals’ use of management information systems (MIS) in managing public secondary schools in Central Senatorial Zone, Kaduna State. The study was guided by three research questions with corresponding 3 objectives and 3 null hypotheses. The research design used for this study was descriptive survey research design. The total population of the study consisted of 168 principals and vice principals drawn from all 168 public senior secondary schools in the central senatorial zone of Kaduna State. The sample size of the study consisted of 84 respondents drawn from 84 secondary schools using a simple random sampling technique. The researcher’s self-developed instrument which consisted of 24 items was used for data collection. The instrument was validated and it yielded 0.63 as the logical validity index. The instrument was pilot tested on 20 principal and vice principal and the coefficient of internal consistency of 0.72 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research questions while Pearson product moment correlation was used to test all the hypotheses at a 0.05 level of significance. The major findings of the study indicated that MIS is effective in managing various aspects of staff and students' records and shows a significant relationship between MIS use and the management of students’ records, administrative competence, and teachers’ computer skills in recording students’ scores in public senior secondary schools in Central Senatorial Zone of Kaduna State. This implies that no meaningful records management process can ignore the impact of MIS in effective records management since it is clear that information creation, storage and retrieval have gone from pictorial representations on the walls of caves and artefacts to the invention of writing and computers. The study recommends that efforts should be intensified by government and stakeholders in education in collaboration with the School Based Management Committee (SBMC) to introduce and ensure its implementation of the use of modern technology such as Education Management Information System (MIS) for improved method of record management of students in public senior secondary schools of Central Senatorial Zone, Kaduna State.

Effect of Discussion Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Purpose: In class discussion method can be used while studying Mathematics as it is intended to be a free give and take between teacher and students and among students on the current topic of concern in the course. It is characterized by probing questions from the teacher designed to elicit student interpretations, opinions, and questions. The purporse of study is to assess the effect of group discussion method on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’.
 Materials and Methods: The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using multiple linear regression analysis. The probability value of the regression estimate was used in testing the hypotheses of the study.
 Findings: The result of the regression analysis indicates that Demonstration Method has a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05). Results showed significant positive relationship between discussion method and the performance of Mathematics students (r = 0.860; p= 0.000). Multiple linear regression analysis showed that discussion method contributed to 72% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District.
 Implications to Theory, Practice and Policy: The study recommended that Mathematics teachers should be trained and encouraged in the use of discussion teaching method and the framework for planning lessons and teaching mathematics in our secondary schools should be on group discussion teaching strategy. Moreover, it was also useful to enable learners to take part in discussion, reflection, feedback and to consolidate learning, clarify understanding and explore ideas and concepts.