Suchergebnisse

Purpose: The main purpose of this study was to assess the school leadership effectiveness and students' academic achievement in government secondary schools' of Guraghe Zone, SNNPR, Ethiopia. Methodology/Approach/Design: Co-relational research design and a quantitative research method were employed. The sample size included 225 secondary school teachers, principals, head departments and 2298 students' grade ten national examination results from 10 public secondary schools. Both primary and secondary data were used for this study. Results: The results showed that there is a positive and significant relationship between Leadership effectiveness and students' academic achievement (r=.653*, p<.0.041). The participants indicated that setting a clear school vision, promoting professional practice, developing a mechanism for teachers to share their experience impact students' academic achievement. Moreover, the results showed that the principal's effectiveness involves the teaching staff and enhances student achievement. Furthermore, the study indicated that there were positive and significant relationships (r=.653*, p<.0.041) in the mean academic achievement among the sampled secondary school and the two years CGPA of 2009-2010E.C.`Q Practical Implications: The findings might have practical implications for concerned authorities. Schools and teachers should apply the recommendations of the study to bring improvement in students' achievement. Originality/Value: There was an association with a significant relationship that existed between school leadership effectiveness and students' academic achievement. Moreover, the focus should be on the development of qualified and experienced teachers with strong school leadership effectiveness abilities to improve learning and students' achievement.

Deux composantes du systeme de stratification sociale des ecoles secondaires sont reliees aux aspirations scolaires des etudiants. Ces facteurs sont l'arrange‐ment des cours en programmes d'etudes et 1'evaluation du rendement de l'etu‐diant. Ce dernier facteur est apprecie a partir de l'experience de l'echec par l'etudiant et du taux des echecs dans son ecole. L'analyse des donnees recoltees aupres d'un echantillon a l'echelle canadienne d'etudiants frequentant trois cent soixante (360) ecoles secondaires, met en relief le fait que le programme d'etude dans lequel on place un etudiant est le facteur qui influence le plus ses projets scolaires. L'impact des variables se rapportant aux echecs est aussi d'une grande importance. Les donnees indiquent egalement que la position de l'etudiant dans le systeme de stratification scolaire est plus fortement associee a ses projets scolaires qu'a la position de son pere dans la structure professionnelle.Two components of the stratification system within secondary schools are related to the educational intentions of students. These factors are the organization of the curriculum into programmes of study and the evaluation of the students' performance. The latter is considered from the point of view of the experience of failure by the student and of the rate of failure in the school. The analysis of data collected from a Canada‐wide sample of students in 360 secondary schools reveals that the programme of study in which the student is placed has the strongest impact on his educational intentions; the effect of the variables pertaining to failure is also substantial. The data also show that the student's position in the school stratification system is more strongly related to his educational intentions than the position of his father in the occupational structure.

This study investigated the effect that day school in collaboration with boarding school would have on secondary school students' academic achievement in social studies. The post-test only experimental design was adopted. One null hypothesis was formulated and tested at 0.05 level of significance. The instrument for data collection was a-25 item teacher made Social Studies Achievement Test (SOSAT) which was validated and reliability index of 0.83 was established. Using the simple random sampling technique, one junior secondary II (JS II) class made up 45 students from each of a day school and a boarding school was selected and divided into two groups namely experimental group (day school students) and control group (boarding school students) and investigated. Each of the two groups was taught social studies for 9 weeks by only one social studies teacher. At the end of the 9th week of the study, the post-test was administered on the students to determine difference in academic performance if any between the two groups. Using means and t-test in analyzing the data, the result showed that, boarding school students significantly performed better than day school students in social studies. The study recommended among others that, government and individual day secondary schools should periodically organize workshops and seminars on how day school students can improve their academic performance in social studies and other subjects.

This study examined Gender Differences in the Academic Performance of Students in Senior Secondary School Mathematics. The population of the study comprises eighteen (18) Senior Secondary Schools in Yola North Local Government Area of Adamawa State, Nigeria who registered and sat for General Mathematics at West African Senior Secondary Schools Examination (WASSCE) for the period of five (5) years 2013 – 2017. Six (6) mixed schools were sampled out of the population of the study with a total number of three thousand seven hundred and sixty four (3764) students of which two thousand one hundred and sixty (2160) students representing 57.4% of the sampled population are male students and one thousand six hundred and four (1604) students representing 42.6% of the sampled population are female students. A simple random sampling technique was used in the selection of the six (6) sampled schools. An expo facto design was adopted for this study. Simple percentages and T-test analysis were used for the data analysis. The analysis essentially involves the statistical testing of the hypotheses at 0.05 alpha level which form the basis for the acceptance or rejection of each null hypothesis stated. The study revealed that the distribution of performance of male and female students in Mathematics in the period sampled for the study varies as it kept changing over the years examined. It shows that less than 50% of the students who sat for West African Senior Secondary Schools Examination (WASSCE) Mathematics over the years had credit pass A1 – C6. This means that there is a significant difference in gender based academic performances of students in Mathematics in the selected sampled schools in the period examined for the study. The study recommends that female students ought to be admonished to approach science subjects especially Mathematics without inferiority complex to the male students.

The school is a powerful agency in the development of behaviour of the child. It is a miniature of society in which children live, make interactions, get all round development, get socialized and perform mostly function under the supervision of their teachers or instructors. The school is a formal socializing institution which differs from the family. The development of child is influenced by various factors of school like physical development, moral development, emotional development, intelligence level, environment, population, socio economic condition, nutrition, age, type of schools, language, customs, beliefs, rituals, caste, religion, colour and most importantly its social culture & festivals. The present study was undertaken to study the academic stress and academic achievement of government and private secondary school students. The sample of the study comprised of 300 (150 from government and 150 from private) secondary school students which were selected randomly from 12 schools of district Patna, Bihar. For Academic stress, Statements was used and For Academic Achievement, aggregate percentage of marks obtained in previous examination was used for data collection. Results revealed that private secondary school students differ significantly on 'Acceptance' dimension of academic achievement while as on composite score both government and private secondary school students differ significantly. Further, private secondary school students showed secondary academic performance rather than government school students.

The school is a powerful agency in the development of behaviour of the child. It is a miniature of society in which children live, make interactions, get all round development, get socialized and perform mostly function under the supervision of their teachers or instructors. The school is a formal socializing institution which differs from the family. The development of child is influenced by various factors of school like physical development, moral development, emotional development, intelligence level, environment, population, socio economic condition, nutrition, age, type of schools, language, customs, beliefs, rituals, caste, religion, colour and most importantly its social culture & festivals. The present study was undertaken to study the academic stress and academic achievement of government and private secondary school students. The sample of the study comprised of 300 (150 from government and 150 from private) secondary school students which were selected randomly from 12 schools of district Patna, Bihar. For Academic stress, Statements was used and For Academic Achievement, aggregate percentage of marks obtained in previous examination was used for data collection. Results revealed that private secondary school students differ significantly on 'Acceptance' dimension of academic achievement while as on composite score both government and private secondary school students differ significantly. Further, private secondary school students showed secondary academic performance rather than government school students.

The purpose of the study was to find out the association of classroom environment with the academic achievement of secondary school girls in Pakistan. The population of the study was 1104 Secondary School Teachers SSTs / Trained Graduate Teachers TGTs (Female), 5628 secondary school girls in 64 Federal Government Girls Secondary Schools. Multistage sampling was used in the present research. Three categories of schools (Large, Medium, Small) were constructed for research purpose on the basis of the number of students who appeared in SSC-I annual examination 2014 by a federal board of intermediate and secondary education Islamabad. The objectives of the study were to find out the nature of the classroom environment at girls secondary schools and to identify the association of classroom environment with the academic achievement of girls at secondary school level. Two hypotheses were formulated and tested with the help of statistical tests to achieve the objectives of the study. The study was descriptive in nature and survey technique was used to collect data from respondents. Data were collected on various aspects of the classroom environment, including temperature, furniture and fixture, arrangement of furniture, air, light, writing board facilities. The tool consisting of fourteen statements on classroom environment was getting validated from four experts to determine content validity. Reliability of the research instrument was determined by using Cronbach Alpha based which was. 855. The analysis of the collected data was carried out by using two non parametric statistical tests, i.e. (i) Chi Square test, (ii) Mann Whitney U test. There was a positive association between the classroom environment and academic achievement of girls at secondary school level. DOI:10.5901/mjss.2017.v8n2p121