Private School Students Research Articles

Comparative analysis of Prevalence of Attention Deficit Hyperactivity Disorder and parental quality of life Amongst Students of Government and Private Schools

ABSTRACT Background: Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects children worldwide. This study focuses on understanding the prevalence of ADHD in elementary school classrooms in India and examines how having a child with ADHD impacts the quality of life of their parents. Aim: To determine the prevalence of ADHD in Indian elementary classrooms and assess the quality of life of parents. Materials and Methods: The study, conducted during the 2022–2023 academic year, involved 300 primary school children aged 6–12 years from government and private schools in Jaipur, with 150 students from each type of institution. Ethical approval was obtained from the Ethical Committee, and consent was secured from both teachers and parents. The process adhered to strict inclusion and exclusion criteria to ensure the study’s rigor and validity. Data collection involved interviews with children from classes 1 through 6, selected using the fishbowl method from a list of nearby schools that responded to the researchers’ outreach. The study identified children with ADHD using the Vanderbilt assessment scale and assessed parents’ quality of life through the WHOQOL-BREF. Results: The prevalence of ADHD in Indian elementary classrooms was 5.67%. Additionally, parents of children with ADHD scored significantly lower across all domains of the WHOQOL assessment, suggesting that having a child with ADHD profoundly affects the parents’ physical health, psychological well-being, social relationships, and overall environment. Conclusion: The study underscores the urgent need for comprehensive support systems for families dealing with ADHD. Given the significant impact on parents’ quality of life, it is crucial to provide resources and interventions that can help these families manage the challenges associated with ADHD.

INFLUENCE OF PARENTAL BACKGROUND ON THE CAREER CHOICE OF SECONDARY SCHOOL STUDENTS WITH HEARING IMPAIRMENT IN SOUTH-WEST NIGERIA

Career choice of students with hearing impairment in secondary is important to their overall future achievement. There are various factors that have been found to affect the career choice of students with hearing impairment. This paper investigated the influence of parental background on the career choice of secondary school students with hearing impairment in South west Nigeria. Three hypotheses were formulated to guide the study. This study employed descriptive survey design and was carried out in all the six states in South west Nigeria. The population of the study consisted of 1,657 (873 male and 784 female) senior secondary three (SS3) students of public and private secondary schools for the deaf. The sample for the study was 831(460 male and 371 female) SS3 students selected using proportionate stratified random sampling technique. The instrument used for the study was a self-structured questionnaire tilled “Parental Background and Career Choice Questionnaire (PBCQ)”. Z-Test statistical method was used to analyse the research hypotheses. The findings showed that there is no significant difference in the mean response of male and female students with hearing impairment regarding the influence of parental attitude, parents’ level of education, and parents’ occupation on their career choice in secondary schools for the deaf in South west Nigeria. Based on the findings, it was recommended that guidance counsellors should be used in secondary schools for the deaf to help pupils make career decisions, parents should be made aware of the variety of occupations available for their deaf children through career talks and seminars organised by the deaf school, and that, parents ought to be active in their children's educational pursuits.

THE INFLUENCE OF MATHEMATICS SELF-EFFICACY AND READING COMPREHENSION PROFICIENCY ON MATHEMATICS PROFICIENCY AMONG GRADE 10 STUDENTS OF PRIVATE SCHOOLS OF MANIKI

The study investigates how mathematics self-efficacy and reading comprehension proficiency affect mathematics proficiency among grade 10 students in private schools of Maniki. A quantitative, descriptive-correlational design was used, with 183 randomly selected students surveyed on the three variables. The results indicated that students had high levels of mathematics self-efficacy, reading comprehension proficiency, and mathematics proficiency. It was found that a significant relationship exists between mathematics self-efficacy and mathematics proficiency, while no significant relationship was observed between reading comprehension proficiency and mathematics proficiency. Additionally, the domains of mathematics self-efficacy, including mastery experiences, vicarious experiences, verbal persuasion, and psychological states, were found to significantly influence students' mathematics proficiency. However, the domains of reading comprehension proficiency—literal comprehension, inferential understanding, and creative understanding—did not significantly impact mathematics proficiency. These findings suggest that mathematics self-efficacy plays a significant role in enhancing mathematics proficiency among grade 10 students. KEYWORDS: Mathematics Self-Efficacy, Reading Comprehension, Mathematics Proficiency, Grade 10 Students,

Evaluating rural adolescents’ climate change knowledge, attitudes and practices subsequent to a simple educational intervention in Bangalore, India

Objectives: This study aimed to evaluate the effectiveness of an educational intervention on adolescents’ knowledge, attitudes and practices (KAP) concerning climate change and its health impacts in rural Bangalore. Method: An interventional study design was employed, utilising a pre-test and post-test approach to measure changes in KAP before and after the intervention. Setting and Design: The study was conducted among students aged 12–16 years attending a government high school and a private high school in rural Bangalore, India. Baseline KAP was assessed using a semi-structured questionnaire. The intervention involved a child-to-child approach and flip charts in a manner informed by World Health Organization’s (WHO) Information, Education, and Communication (IEC) recommendations. A post-test was administered 6 weeks after the intervention. Data analysis included paired t-tests, Student t-tests and analysis of variance (ANOVA). Results: Out of 135 students with a mean age of 15 years, there was a significant increase in the mean knowledge scores from 9.97 to 14.27 ( p < .05). Attitude scores improved slightly from 12.00 to 12.70, and practice scores increased from 7.53 to 9.67, though these changes were not statistically significant. Private school students showed more notable improvements in knowledge and attitudes compared to government school students. Conclusion: The educational intervention significantly enhanced students’ knowledge about climate change but had a more limited effect on attitudes and practices. The results highlight the importance of continued and diversified educational efforts to strengthen climate change awareness and promote sustainable behaviours among adolescents. Expanding such initiatives to other demographic groups could enhance their impact on fostering comprehensive climate action.

A Comparative Analysis of Emotional Intelligence and Academic Achievement of Senior Secondary Students

Emotional Intelligence has become an alarming topic, and it is a key factor in determining success of a person in all aspects of life. EI is important in students because it helps them to care for themselves and understand and manage their emotions. EI helps you to achieve your goals and career as well as to create healthier and stronger relationships. Hence, teachers sustain a moral accountability to cultivate EI in students as it enhances the social and emotional aptitude of students. A sample of 100 students were taken from senior secondary schools from Sirmaur district to check the difference and relationship between their emotional intelligence and academic achievement. The study comprises of 100 students taken as 50 participants from Government and 50 from Private Schools from Sirmaur District, Himachal Pradesh. Descriptive Methodology using survey technique was used to assess their emotional intelligence and previous records were utilized as assessing academic performance of the students. The study shows investigation of the emotional intelligence (EI) of Arts and Science students both gender from government and private sectors. It evaluates the stream, gender and type of school’s differences and relationships of the emotional intelligence and with academic achievement of students. Science students scored higher in most of these categories except Motivation, where Arts students outperform. However, both streams have similar Emotional Intelligence Total scores and Empathy. The mean scores of emotional intelligence components for males and girls differ but the t-values reveal that none of the differences are statistically significant. Government school students score higher in each of these criteria except Motivation, where private school students exceed. However, the two groups had similar Emotional Intelligence Total scores and Empathy. The survey found no statistically significant variations in academic achievement by stream gender or school type. Although mean scores vary, they are not large enough to show that one group outperforms the other. In conclusion, senior secondary students’ academic achievement and emotional intelligence are positively correlated. This means that emotionally intelligent students perform better academically.

Critical Thinking Skills: Comparative Assessment of Further Mathematics and Non-Further Mathematics Students in Public and Private Schools

Critical thinking skills, essential for daily progress and academic success, are rarely studied in relation to Further Mathematics. This study compared the critical thinking skills of further mathematics and non-further mathematics students in Alimosho, Lagos, Nigeria. A total of 310 participants, including 153 further mathematics and 157 non-further mathematics students, were purposively selected from public and private secondary schools. Data were collected using a valid and reliable questionnaire (r=0.82) and analyzed using descriptive and inferential statistics, including frequency, mean, standard deviation, and t-test at a 0.05 significance level. The results revealed a significant difference in critical thinking skills between further mathematics and non-further mathematics students in public secondary schools. Similarly, a significant difference was found in the critical thinking skills of public and private school students, regardless of whether they studied mathematics. No significant difference was observed in the critical thinking skills of students taking further mathematics compared to those who did not, across both types of institutions. The study recommended that mathematics teachers focus on fostering critical thinking skills beyond problem-solving in further mathematics to support students' overall development.

A Comparative Study Of The Study Habits Of The Secondary Level Students Of Government And Private School Of Raipur

ABSTRACT: A Study of habits of secondary level school students can be described as succeful accomplished in particular subjects area usually by reseans of skill, hard work, performance, ability, scores or descriptive commentary. Most important part of achievement in school studies, is good study ‘habits’ play very important role to increase the academic score in examination. In survey method for the study and selection of sample method. Analysing this result reveled that study habits in the significant predictor for increasing academic score. Key Word :- Study Habit

Appraising The Influence of Self Esteem and Emotional Intelligence on Achievement Motivation Among Selected Private Secondary School Students in Lagos State, Nigeria

Low achievement motivation among secondary students is a serious problem that can have a lasting effect on their academic success. Students may lack motivation because of a variety of factors, such as lack of interest in the subject matter, feeling overwhelmed or discouraged by the difficulty they face. This study employed a cross-sectional research design. Findings of the study reveals that self-esteem (β = -.325; t = -4.710; P < .000) significantly, independently predicts achievement motivation. Also, emotional intelligence (β = .097; t = 3.848; P < .000) significantly, independently predicts achievement motivation among private secondary school students in Lagos. The result showed that self-esteem (β=.093; t= 3.822; p<0.05) and emotional intelligence (β=.263; t= 4.798; p<0.05) jointly predict achievement motivation among private secondary school students in Lagos State. The study recommends that individual counseling services or mentoring programs should be made available to assist students in developing their self-esteem and emotional intelligence. Promoting collaborative learning environments and peer support systems can have a positive impact on students' self-esteem and emotional intelligence. Group projects, team-building activities, and peer mentoring programs foster a sense of belonging and create opportunities for students to develop interpersonal skills, empathy, and emotional resilience. By working together and supporting one another, students can enhance their overall well-being and academic growth. Keywords: Achievement Motivation, Counseling, Emotional Intelligence, Self-Esteem, Private Secondary School, Students.

Psychosocial characteristics of smartphone use behaviors – comparison between urban and rural school students in India

Objective: To compare smartphone usage between urban and rural high school students in North India. Materials and Methods: This cross-sectional study was conducted among high school smartphone users aged 13–18 years, from urban and rural settings in North India. Demographic data were collected, and a validated 45-item tool was used to assess problematic smartphone use (PSU). Data analysis was done using Stata version 12.0. Logistic regression was used to identify independent predictors of problematic use. Results: A total of 578 students participated in the study, with a mean age of 14.8 years. PSU was identified in 38.9% of participants (urban: 43.7%; rural: 35.8%; P = 0.06). Among urban students, age emerged as a significant predictor, with older students displaying a greater likelihood of problematic use (adjusted odds ratio [aOR] = 3.16). In rural students, problematic use was significantly influenced by gender (higher in males, aOR = 2.80), type of school (private school students, aOR = 3.94), usage of multiple devices (aOR = 4.34), and engagement in social networking activities (aOR = 3.21). Furthermore, higher maternal education level was identified as a protective factor against problematic use among rural adolescents (aOR = 0.13). Notably, unsuccessful attempts to control or reduce smartphone use were significantly higher among rural students (42.7%) compared to urban students (32.6%) (P = 0.02). Conclusion: PSU was comparable between urban students and rural students. Gender, maternal education, and economic access influenced smartphone use among school students in India. There is an urgent need to address the specific risk factors related to both urban and rural contexts.

A Study of Academic Stress in Relation to Gender and Types of Schools

This study investigates academic stress among senior secondary school students, focusing on gender differences and the types of schools attended. The problem was framed as: "A Study of Academic Stress in Relation to Gender and Types of Schools." The objectives were to examine the levels of academic stress among male and female students and to analyze stress levels between students in government and private schools. The hypotheses stated that there is no significant difference in academic stress between male and female students and no significant difference between students in government and private schools. A descriptive survey method was employed to collect data from 600 students across three districts in Haryana—Bhiwani, Charkhi Dadri, and Rohtak. The tool used was the "Scale for Assessing Academic Stress" by Udai Kumar Sinha, and statistical techniques such as mean, standard deviation, and the 't' test were applied. Findings revealed that male students experience higher levels of academic stress than female students. Government school students also reported significantly greater academic stress compared to private school students. These results suggest the need for gender-sensitive interventions and enhanced resources in government schools to reduce academic stress and promote a supportive learning environment.

IMPORTANCIA DE LA EDUCACIÓN FINANCIERA EN NIÑOS Y NIÑAS A TEMPRANA EDAD

The study explores the importance of early financial education in children, focusing on fifth and sixth graders from public and private schools in Navojoa, Sonora, Mexico. Through a descriptive, non-experimental, and cross-sectional quantitative approach, a questionnaire was used to assess seven dimensions of financial knowledge, including savings habits, money management, and entrepreneurial skills. Results showed significant differences between students from public and private schools, as well as between boys and girls, with private school students and girls demonstrating a higher level of financial literacy. The study emphasizes the need for structured financial education programs in both schools and homes, particularly in public institutions where resources are more limited. This research contributes to the growing body of evidence supporting the integration of financial education into the early school curriculum as a means to reduce long-term financial inequalities.

Modesty and academic achievement in state and private school students

Modesty and academic achievement in state and private school students

LEXICAL COLLOCATIONAL ERRORS MADE BY EFL HIGH SCHOOL STUDENTS

This research paper addresses various lexical collocational errors made by EFL private school students, aiming to investigate their writings (essays and paragraphs) through detailed analysis. The primary objectives of this study are to identify various lexical collocation errors in the written compositions of students at the school level and to provide the correct forms of these lexical collocations to enhance their writing accuracy. The study utilizes both qualitative and quantitative methods, focusing on a sample of 50 randomly selected students (males and females), who participated voluntarily. By using qualitative and quantitative methods and adopting the classification of lexical collocational errors by Benson et al. (1997), for data analysis and to check the acceptance of word combinations, these errors were manually identified in the target written tasks. Then, the researchers used the HASK collocation database (www.pelcra.pl/hask_en/), a reliable online resource containing a large number of collocations. The extracted errors were analyzed and interpreted, with their frequencies and percentages tabulated using Excel bar charts. The findings of the study conclude that EFL students make diverse errors in using lexical collocations in their writing when they try to express their thoughts and ideas. In the analysis of 50 academic pieces of writing, 58 lexical collocation errors were found. It was also found that two specific patterns, (verb + noun) and (verb + adverb) were rarely or almost never used by the participants of the study. The study also found that literal translation from the native language to the target language and limited knowledge of collocations were the main reasons behind these errors. The current study is valuable since collocations play an essential role in improving writing skills. Particularly, the identification of common lexical collocation errors helps educators target specific instructional areas and understand their impact on students' long-term language development. The findings also aid curriculum developers in addressing lexical challenges faced by EFL high school students.

Attitudes of non-native students towards learning English as a foreign language: a case study in secondary schools in the Sultanate of Oman

Attitudes are crucial in education, impacting students’ motivation, engagement, and achievement. This study explored Omani high schoolers’ attitudes towards learning English and the differences in their attitudes per their demographics and other variables. The Attitudes Toward English scale was used with 576 students. The findings showed that the students’ attitudes were mildly positive and that significant differences also emerged. Private school and science-track students showed more positive attitudes than government school and humanities students. Supplementary training also improved their attitudes, and parental education levels positively predicted their attitudes. More favorable attitudes strongly correlated with higher English achievement, indicating a need to nurture positive perspectives. The study provided insights into Omani students’ attitudes toward English and showed that fostering positivity might enhance students’ motivation, proficiency, and outcomes. Further research can evaluate interventions for shaping students’ constructive attitudes.

Determining high school students’ functional environmental literacy and the effect of participatory action research on functional environmental literacy

This quantitative study employed both survey and experimental research designs to investigate environmental literacy and engagement among high school students in Almaty, Kazakhstan. Survey data collected from 269 students revealed their awareness, feelings, and knowledge of environmental issues, while a group of 65 students underwent experimental research (over a three-month period) to assess its impact on their ecological knowledge. Results revealed heightened awareness of environmental issues in urban areas, with pollution and waste management identified as significant concerns. Notably, students exhibited nuanced environmental attitudes influenced by school contexts, gender, and socioeconomic factors. Moreover, students’ engagement in environmental protection activities varied across school types, with private school students showing higher involvement levels. Importantly, engaging in action research significantly enhanced students’ knowledge of ecology and environmental science, indicating the transformative potential of experiential learning approaches.

Cultural adaptation and validation of the Positive and Negative Affect Schedule for Children (PANAS-C) among Indonesian adolescents

BackgroundAlthough mental health issues among Indonesian adolescents are of growing concern, a psychometrically valid measure of affect in Indonesia to inform related research and prevention and treatment efforts does not exist.MethodsThe present study’s aim was to culturally adapt and validate the widely used Positive and Negative Affect Schedule for Children (PANAS-C) among Indonesian adolescents. The original 30-item PANAS-C in English underwent forward and back translations to Bahasa Indonesia (the national language of Indonesia) followed by cognitive interviews with private and public school students ages 12–15 (n = 18). The adapted PANAS-C and measures to assess convergent validity were completed by 704 Indonesian adolescents from Greater Jakarta and the Javanese city of Surabaya (Mage = 13.56, SD = 0.906) (56.96% girls; 42.75% boys; 0.28% other). Most participants identified their ethnicity as Javanese (72.59%), Betawi (8.24%), or Sundanese (3.41%).ResultsExploratory and confirmatory factor analyses were conducted, which resulted in 26 items with a two-factor structure consistent with the original PANAS-C: A 12-item Positive Affect subscale and a 14-item Negative Affect subscale. Internal consistency was satisfactory for the Positive Affect subscale (Cronbach’s alpha was 0.88; McDonald’s omega was 0.88) and excellent for the Negative Affect subscale (Cronbach’s alpha was 0.90; McDonald’s omega was 0.89). Test-retest reliability was acceptable for all items, and convergent validity was confirmed by significant correlations with measures of distress and well-being.ConclusionThe adapted PANAS-C was found to be a reliable and valid measure of positive and negative affect that can be used with Indonesian adolescent girls and boys. This is the first validated measure of positive and negative affect for young people in Indonesia, which fills a need in mental health research and practice.

Social Maturity among Eleventh Standard Students about Personality in Tiruvannamalai District

This study aimed to examine the level of social maturity and personality among eleventh standard students. Using a descriptive research method, a sample of 100 students was selected through random sampling. The researchers employed mean, standard deviation, and t-test analysis to analyze the data. The study compared social maturity and personality between government and private school students, as well as between boys and girls. Social maturity was measured using Nalini Rao's Social Maturity Scale, while personality was assessed using H.J. Eysenck's Personality Scale. The results indicated no significant differences in social maturity or personality between government and private school students or between boys and girls. Furthermore, an analysis of correlation was performed to examine the connection between personality traits and social maturity amongst students in the eleventh standard.

Risk and Determinants of Non-communicable Diseases Among Adolescents in Public and Private Secondary Schools in Port Harcourt, Rivers State, Nigeria

<i>Background</i>: Non-communicable diseases (NCDs) are the leading causes of poor health and premature mortality worldwide. Although NCDs are majorly prevalent in middle to late adulthood, most lifestyle habits are started during adolescence a significant period of development. This research evaluated the risk and determinants of non-communicable diseases among adolescents in public and private secondary schools in Port Harcourt, Rivers State. <i>Methods</i>: The study used a comparative cross-sectional design to collect research data from 640 adolescents. Participants were selected through a multi-stage sampling technique and data was analysed with IBM Statistical Product for the Service Solution version 29. <i>Results</i>: Private and public school respondents report on NCDs (asthma, diabetes and high blood pressure) was 3.4% and 2.5% respectively. NCDs behavioural and metabolic risk factors were prevalent among both private and public school adolescents. Private school students exhibited higher prevalence of physical activity (75% vs. 61.6%), soft drink consumption (96.3% vs. 92.5%), alcohol consumption (45.6% vs. 36.9%), overweight (17.3% vs. 7.5%), obesity (5.9% vs. 1.6%), prehypertension (12.8% vs. 5%) and hypertension (6.6% vs. 1.6%). Conversely, public school students had higher prevalence of daily fruit intake (19.4% vs. 8.8%) and tobacco use (7.5% vs. 2.2%). Socioeconomic status, behavioural risk factors and metabolic risk factors were statistically significant (p<0.05). <i>Conclusion</i>: This study identified NCDs risk factors among adolescents that can lead to development of NCDs in adulthood, hence there is need for preventive measures that are targeted and data-driven to ensure adolescents adopt healthy lifestyles.

Examining the Influence of Demographic Factors on Problem-Solving Ability: A Study of Gender, Family Structure, and School Characteristics

Problem-solving involves overcoming obstacles that hinder goal attainment and finding optimal solutions to issues. This ability empowers learners to address challenges they encounter effectively. Consequently, problem-solving has become one of the most crucial 21st-century skills for better future adjustment in a complex society. This paper examines gender, family type, school type, and locality as correlates of problem-solving ability. The researchers conducted descriptive research with 1,200 secondary school students from the Thoubal district of Manipur. They used the Problem-solving Ability Test (PSAT), which they constructed based on five dimensions of problem-solving ability, to collect data. The findings reveal that male students significantly outperformed female students in the PSAT. Although students from joint families performed slightly better than those from nuclear families, the difference was insignificant. Additionally, students in private schools significantly outperformed those in government schools. Moreover, students from urban schools substantially outperformed those in rural schools on the PSAT.

Unlocking Insights: Harnessing Primary School Children's Experiences and Reflections on Emergency Remote Learning to Shape K-12 e-Learning in the Post-Pandemic Era

The study aimed to investigate the impact of the COVID-19 pandemic on primary education in Cyprus and to discern the implications for the post-pandemic era, specifically focusing on the Emergency Remote Learning (ERL) experiences and reflections of upper primary students (ages 9-12). Grounded in socio-constructivist learning theory, which emphasizes the importance of active student engagement and social interaction in the learning process, the research explored the challenges students faced during the rapid shift to remote education. A mixed-methods design was employed, using an in-depth online survey that incorporated both quantitative and qualitative questions. Data were collected from a sample of 204 students selected through non-probability, convenience sampling. The analysis revealed that students experienced several challenges, including technology constraints, lack of interaction, and difficulty maintaining concentration, which are consistent with global findings on K-12 ERL. Among demographic factors, the type of school attended (public vs. private) had a significant influence on most aspects of students' ERL experience. Private school students reported more favourable conditions than their public school counterparts, which facilitated a smoother shift to both asynchronous and synchronous ERL, resulting in a more positive overall ERL experience. Regardless of the type of school attended, students overwhelmingly expressed a strong preference for face-to-face learning. Comparisons with other studies conducted in Cyprus during the same period involving older student age cohorts suggest significant age-related differences. The young students in our study encountered greater challenges during the transition to ERL, which can be attributed to their heightened need for scaffolding and external regulation to learn in the virtual space, as well as the higher importance they attached to the social aspects of school life taken away by ERL. Despite their largely negative experiences with ERL, a high proportion of the children advocated integrating the e-learning tools and technologies they got acquainted with during ERL into the normal context of schooling. These findings underscore the importance of further research into effective instructional strategies tailored to young learners in both online and blended learning settings. They also highlight the potential benefits of incorporating e-learning tools into conventional classrooms to enhance the teaching and learning process.