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This is a survey study that investigated the factors that determine adolescents' academic achievement. A total of 300 senior secondary school students randomly selected from different secondary schools were used as samples for the study. The AP5FI (Academic Performance 5-Factor Inventory) by Aremu (2002) was used to collect data for the study. The instrument has a coefficient value of 0.79 (Aremu and Sokan, 2002). The data collected with the instrument was analyzed using multiple regression analysis. Two research questions were raised and tested in the study. The result of data analysis showed that the combined effect of the five independent variables on students' academic achievement was statistically significant (F=9.57, P<0.05). The result also showed that the causations resident in child and family made the most significant contribution to students' academic achievement (P<0.05) while the other independent variables - school, society and government - did not contribute significantly (P<0.05). Recommendations were made to affect the poor academic performance in secondary school. The implication of the findings of this study is that stakeholders in the educational system should present education in a light that would motivate the child. Parents and guardians should provide an academically stimulating environment for the children at home in order to enhance their academic performance.

The area where a school is located is expected to affect the students' achievement either positively or negatively due to the fact that the location is linked with teachers' retention and provision of necessary school facilities. Thus, distribution of teachers and facilities in the rural schools are not comparable with the urban schools. In most cases, teachers prefer to stay in the schools in urban areas because of the benefits and comforts of the city which include good roads, satisfactory means of communication, availability of books and teaching materials. This study examined the effects of school location, school facilities and resource utilization on students' academic performance in Ogun State senior secondary schools in Nigeria. The sample of the study was made up of 700 respondents from 50 senior secondary schools from 5 local government areas in Ogun State, Nigeria. The sample of the study was selected using the multi-stage sampling procedure. At first, five local government areas (LGAs) were selected through a ballot sampling technique while proportionate sampling technique was used to select fifty senior secondary schools from ninety-one schools in the selected LGAs in the state that had presented candidates for SSCE/WAEC. Simple random sampling technique was then used to select ten (10) teaching staff and three non-teaching staff with the principals of each school being selected. All together, a total of 5 LGAs, 50 senior secondary schools and 700 participants were sampled for the study. An instrument titled 'School Location and Resource Utilization Questionnaire' (SLRVQ) was developed by the researchers with a reliability of 0.76. Data were analyzed using t-test, correlation coefficient and ANOVA. Five null hypotheses were generated and one of the findings revealed that human resources were more available in urban areas than in the rural areas. It was therefore recommended that lots of schools in the rural areas should be improved upon, so that every child irrespective of his or her location will have access to good and quality education in terms of facilities, environment, human and materials resources to ensure better academic performance of the students in Ogun State.

The area where a school is located is expected to affect the students' achievement either positively or negatively due to the fact that the location is linked with teachers' retention and provision of necessary school facilities. Thus, distribution of teachers and facilities in the rural schools are not comparable with the urban schools. In most cases, teachers prefer to stay in the schools in urban areas because of the benefits and comforts of the city which include good roads, satisfactory means of communication, availability of books and teaching materials. This study examined the effects of school location, school facilities and resource utilization on students' academic performance in Ogun State senior secondary schools in Nigeria. The sample of the study was made up of 700 respondents from 50 senior secondary schools from 5 local government areas in Ogun State, Nigeria. The sample of the study was selected using the multi-stage sampling procedure. At first, five local government areas (LGAs) were selected through a ballot sampling technique while proportionate sampling technique was used to select fifty senior secondary schools from ninety-one schools in the selected LGAs in the state that had presented candidates for SSCE/WAEC. Simple random sampling technique was then used to select ten (10) teaching staff and three non-teaching staff with the principals of each school being selected. All together, a total of 5 LGAs, 50 senior secondary schools and 700 participants were sampled for the study. An instrument titled 'School Location and Resource Utilization Questionnaire' (SLRVQ) was developed by the researchers with a reliability of 0.76. Data were analyzed using t-test, correlation coefficient and ANOVA. Five null hypotheses were generated and one of the findings revealed that human resources were more available in urban areas than in the rural areas. It was therefore recommended that lots of schools in the rural areas should be improved upon, so that every child irrespective of his or her location will have access to good and quality education in terms of facilities, environment, human and materials resources to ensure better academic performance of the students in Ogun State.

The study investigates secondary students' attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students' attitude towards JSC examination. JSC exam had increased students' both quality of study and study time, enhanced students' creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students' normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh.

The Further Education (FE) sector has been the Cinderella of English education, attracting less research, despite the large number of students who attend FE colleges. We ask whether the post‐16 institution attended by the pupil, i.e. FE college or school‐based provision, influences pupils' final achievement and whether the gain in pupil achievement at A level is greater in FE colleges as compared with school‐based provision. Allowing for the fact that FE colleges admit more disadvantaged pupils, those who attend an FE college do marginally less well at A level. Sixth form colleges have significantly higher value‐added, particularly for higher achieving pupils.

A number of factors have been identified that affect academic achievement of learners. Among these factors, organizational culture seems to be a key factor. This is a complex factor characterized by many variables. To classify the variables included in organizational culture, a theoretical model was constructed. Two sets of variables were identified from the model: the tangible and intangible variables. The findings in this research indicate that a healthy and positive organizational culture exists in high-achieving schools whereas the same cannot be said for lowachieving schools. A positive organizational culture seems to exercise an exceptionally positive influence on members of a school and is instrumental in directing their behavior in achieving the stated goals of the school. It is recommended that management strategies should be developed and put in place to improve the organizational culture of low-achieving schools with the aim of improving their academic achievement.

This study set out to ascertain the extent to which the grade scored in Common Entrance (CE) predicts students' Academic performance into Secondary Schools (especially Form One) in Bamenda III Subdivision. The sample used for this study was 190 Form One (1) students from Two (2) Government Secondary Schools, One (1) private school and One (1) mission Secondary School in Bamenda III subdivision. Data collection was done through personal administration of questionnaires to students. The data was collected from selected Secondary Schools and from the Regional Delegation of Basic Education. The statistical methods used were descriptive and inferential statistics. The hypotheses were tested at a0.05 level of significance. The Pearson Product Moment Correlation and SPSS version 2.0 were used to analyse data. Findings showed that there was a weak negative correlation coefficient (-0.009) between total CE score and Term One (1) score in English Language with an alpha value of 0.907 which is non-significant (hypothesis 1). Findings on hypothesis 2 showed that there was a weak correlation coefficient (-0.066) between CE English Language score and Term One (1) score in English Language with an alpha value of 0.365 which is non-significant. Also the findings on hypothesis 3 showed that there was a weak correlation coefficient (0.059) between CE Mathematics score and Term One (1) score in Mathematics with an alpha value of 0.419 which is non-significant. This study therefore concludes that CE does not significantly predict students' academic performance into Secondary schools. The study recommends that, CE results to an extent should not be used as the only criteria for selection and placement of students in Secondary Schools in Cameroon

Abstract The study was undertaken to examine the Emotional Intelligence and Academic Achievement of Secondary School Students. The sample of the study comprised of 160 secondary school students (80 boys and 80 girls) of class 10 grade selected randomly from various secondary schools of Jamshedpur city of East Singhbhum district. The study was done on the basis of locality, management, and gender. The data was analyzed with the help of mean, standard deviation, t-test and correlation. The findings of the study revealed that there is a positive correlation between emotional intelligence and academic achievement of secondary school students. The study further reveals that there is no significant difference between boys and girls with respect to emotional intelligence and also their academic achievement. Whereas it is found that there is a significant difference between rural and urban secondary school students in the aspect of emotional intelligence and academic achievement. Also, there is a significant difference found between private and government secondary School students in respect to both emotional intelligence and academic achievement.

Forschungsmethode: empirisch, Sekundaeranalyse. In dem vorliegenden Beitrag geht es darum, Institutionen und Prozesse, die zur Durchsetzung der Abiturberechtigung fuer Maedchen im Jahre 1908 beitrugen, zu rekonstruieren. Unter besonderer Beruecksichtigung der preussischen Verhaeltnisse sollen im folgenden aus der Menge der bildungspolitischen und privaten Massnahmen zur Einfuehrung des Abiturs fuer Maedchen (1) die Institutionalisierung (real-)gymnasialer Kurse unter besonderer Beruecksichtigung der Massnahmen in rheinpreussischen Staedten nach 1900, (2) deren organisatorische und didaktische Gestaltung, (3) die bildungspolitischen Auseinandersetzungen um die Verwirklichung der Abiturberechtigung sowie (4) die Reform von 1908 dargestellt werden. Dabei sollen gesellschaftliche Bedingungen und konkrete Vollzuege des bildungspolitischen Handelns in realgeschichtlicher Absicht rekonstruiert werden. Der Darstellung liegen bisher nicht beruecksichtigte Dokumente zugrunde, die auf verschiedenen Ebenen der Unterrichtsverwaltung erstellt und gesammelt wurden. (Autorenreferat). (DIPF/Orig.) ; Modern contributions to the history of education accord no more than a bare mention to the discussions and controversies on educational policy during the German Empire which in 1908 finally led to the settling of the question of the school-leaving examination for girls. Thus, that part of the political development of the late Empire which was to prove important for the formation and growth of the modern educational system has not yet been given due consideration. Mere reference to the Prussian decree of 1908 on the "Reform of Secondary Education for Girls", which is the most that works on educational history normally afford, does more to obscure the political dimension of this development than to illuminate it. The right of girls to take the school-leaving examination and thus to enter university must be seen as the fruit of the struggle of educated bourgeois circles for the emancipation of women. Only when the long history of this struggle has been carefully traced and its impact on educational reality shown, do these cross-connections become apparent. (DIPF/Orig.)

Abstract The study was undertaken to examine the Emotional Intelligence and Academic Achievement of Secondary School Students. The sample of the study comprised of 160 secondary school students (80 boys and 80 girls) of class 10 grade selected randomly from various secondary schools of Jamshedpur city of East Singhbhum district. The study was done on the basis of locality, management, and gender. The data was analyzed with the help of mean, standard deviation, t-test and correlation. The findings of the study revealed that there is a positive correlation between emotional intelligence and academic achievement of secondary school students. The study further reveals that there is no significant difference between boys and girls with respect to emotional intelligence and also their academic achievement. Whereas it is found that there is a significant difference between rural and urban secondary school students in the aspect of emotional intelligence and academic achievement. Also, there is a significant difference found between private and government secondary School students in respect to both emotional intelligence and academic achievement.