Journal articles: 'Improving school academic performance'

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Tukiman Hendrawijaya, Arief. "Human resource management in improving students’ academic achievement mediated by teacher’s performance." Problems and Perspectives in Management 18, no. 1 (March 18, 2020): 242–53. http://dx.doi.org/10.21511/ppm.18(1).2020.21.

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The role of teacher is critical in improving students’ academic performance. Teacher’s performance is affected by many factors. This study analyzes and examines the effect of organizational culture, leadership style, work ethic, and work commitment on teacher’s performance and students’ academic achievement. The study applies the analytical research involving private high school teachers in the district of Jember East Java Province of Indonesia. There are 313 private high schools in Jember with more than 5,000 teachers. The sample consists of 213 respondents. The main research data were obtained by distributing the questionnaires. It uses path analysis to determine the direct and indirect effect using the structural equation modeling. The results show that organizational culture, leadership style, work ethic, and work commitment have a significant positive effect both on teacher’s performance and students’ academic performance. Besides, teacher’s performance plays a significant mediating role in the relationship between the independent variables and students’ academic performance.

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Alvarez-Peregrina, Cristina, Miguel Ángel Sánchez-Tena, Cristina Andreu-Vázquez, and Cesar Villa-Collar. "Visual Health and Academic Performance in School-Aged Children." International Journal of Environmental Research and Public Health 17, no. 7 (March 31, 2020): 2346. http://dx.doi.org/10.3390/ijerph17072346.

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Background: Academic performance at different educational levels has become a very important subject of study in local, national and international institutions. A visual system working properly is critical to improving academic performance. It is important to check children’s vision during the different stages of elementary school. Methods: A visual screening was carried out in elementary school children, aged between 6 and 12, across Spain. The screening included: the collection of demographic data, surveys of children and families about their vision habits and a basic optometric screening to detect visual problems. Results: Children with bad academic performance had worse visual health than those with good academic performance. Conclusions: It would be highly recommendable to introduce policies that ensure the early detection of visual disorders in schools and primary care in order to improve the academic performance of elementary students.

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Muhsin, H. "Academic Supervision untuk Meningkatkan Learning Design Skills Guru di Sekolah Dasar." Jurnal Paedagogy 8, no. 3 (July 7, 2021): 282. http://dx.doi.org/10.33394/jp.v8i3.3823.

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The study was conducted to determine the impact of academic supervision on improving teacher performance in the learning design process. The action research method was used to apply academic supervision and was designed in three cycles. Data were collected through 17 elementary school teachers from 10 supervisory schools in North Batukliang sub-district, Central Lombok Regency and analyzed quantitatively-descriptively. This study found that the implementation of continuous academic supervision was able to improve the learning design skills of elementary school teachers. In cycle-I as many as 41.17% of teachers have a good performance in learning design, in cycle-II there are 35.29% of teachers needing guidance, then in cycle-III all teachers meet standard skills in designing learning well (100%). The results concluded that academic supervision has a positive effect on improving teacher performance in elementary schools.

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Lima, Rodrigo Antunes, Fernanda Cunha Soares, Jorge Bezerra, and Mauro Virgílio Gomes de Barros. "Effects of a Physical Education Intervention on Academic Performance: A Cluster Randomised Controlled Trial." International Journal of Environmental Research and Public Health 17, no. 12 (June 16, 2020): 4287. http://dx.doi.org/10.3390/ijerph17124287.

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Background: We investigated the effects of three different interventions on academic performance in students enrolled in the first year of high school. Methods: This was a cluster randomised controlled trial conducted with 1200 students enrolled in the first year of high school. Schools were randomly assigned to: 1. Doubling physical education (PE) classes (3:20 h of PE/week); 2. workshop with the PE teachers; 3. workshop with the PE teachers and doubling the PE classes; and 4. control group (1:40 h of PE/week). We assured that the schools within the groups were equal regarding: The structural condition of the sports court; number of PE teachers; number of school classes; and the average number of students per classroom. Results: Overall, the intervention was not effective in improving the students’ academic performance. However, the subgroup analysis showed that the workshop intervention group increased the academic performance of students who had failed an academic year (from 16 years of age), compared to their peers in the doubling the PE classes (1.3 points on average) and the control groups (1.4 points on average). Conclusions: Enhancing the pedagogical skills of the teachers is a promising approach in improving the academic performance of students who failed an academic year.

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Elliana, Elliana, Yusrizal Yusrizal, and Nasir Usman. "Academic Supervision in Improving Teacher Professionalism." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (June 24, 2021): 749–54. http://dx.doi.org/10.35445/alishlah.v13i1.527.

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This study aims to obtain empirical data about academic supervision in improving teacher professionalism at Lhokseumawe State Vocational High School. Academic supervision must be based on data, objective facts. Academic supervision is routine work that supervisors must carry out because of a dynamic curriculum that requires improvement in both documentation and contextually in the field. The method in this research uses a qualitative approach with descriptive analysis methods. The primary data sources of this study were obtained from direct interviews with informants consisting of school principals, teachers, and students, results from observations, and secondary sources obtained from various studies of documents, texts, and archives related to the implementation of Academic Supervision. The principal has carried out academic supervision in improving teacher professionalism, evidenced by the planning of supervision schedules, implementing, assessing the results of teacher performance using learning instruments prepared, and following up on the results of learning supervision. Supervision theory has been implemented well, one of which is directive supervision in learning and implementing initial meetings with teacher interviews carried out before implementing supervision.

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Jin, He, and Yongmei Lu. "Academic Performance of Texas Public Schools and Its Relationship with Students' Physical Fitness and Socioeconomic Status." International Journal of Applied Geospatial Research 8, no. 3 (July 2017): 37–52. http://dx.doi.org/10.4018/ijagr.2017070103.

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This study investigated the relationship between public schools' academic performance in Texas and their students' physical fitness and socioeconomic status (SES) at school-district level. Spearman rank correlations showed that the correlation between body mass index fitness (BMI HFZ) and academic performance was stronger than cardiovascular fitness (CV HFZ). SES was strongly associated with academic performance. Three-way ANOVA analyses revealed significant main effects of gender, SES, and BMI HFZ on Reading tests passing rate while only SES was significant for Math tests passing rate. Higher BMI fitness was associated with higher level of academic performance for school girls than boys except for those in low SES level. Geographically Weighted Regression (GWR) analyses identified important and spatially varied relationships between physical fitness variables, SES, and academic performance across Texas, suggesting the need for regional and locally-targeted policies to address place-specific critical factors for improving schools' academic performance.

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Oducado, Ryan Michael Flores, Marianne Sotelo, Liza Marie Ramirez, Maylin Habaña, and Rosana Grace Belo-Delariarte. "English Language Proficiency and Its Relationship with Academic Performance and the Nurse Licensure Examination." Nurse Media Journal of Nursing 10, no. 1 (April 13, 2020): 46–56. http://dx.doi.org/10.14710/nmjn.v10i1.28564.

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Background: Studies have shown that various factors influence students’ success in nursing school and the Nurse Licensure Examination (NLE). Such factors should be studied as foundations of the nursing programs. Problems with proficiency in the language used by the instructor to teach curricular courses may be considered a barrier to effective learning and academic success.Purpose: This study ascertained the influence of English language proficiency on the academic performance of students in professional nursing courses and the NLE.Methods: This study employed a retrospective descriptive correlational study design. Secondary analysis of existing research data sets of 141 nursing students in one nursing school in the Philippines was performed. Pearson’s r was used to determine the correlation between variables.Results: Findings showed that there were significant correlations between academic performance and the Verbal Ability subscale of the Nursing Aptitude Test (p=0.003) and the three English courses included in the nursing curriculum (p=0.000). There were also significant correlations between the NLE ratings and Verbal Ability (p=0.000) and the three English courses (p=0.000).Conclusion: English language proficiency is an important factor in determining the academic and licensure success of nursing students. Nursing schools must ensure that approaches in improving students' English language proficiency must be well integrated into the undergraduate nursing program.

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Ali, Nayab, Asad Ullah, Mussawar Shah, Ahmad Ali, Sajjad Ali Khan, Abdul Shakoor, Amreena Begum, and Shakeel Ahmad. "School role in improving parenting skills and academic performance of secondary schools students in Pakistan." Heliyon 6, no. 11 (November 2020): e05443. http://dx.doi.org/10.1016/j.heliyon.2020.e05443.

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Suárez-Orozco, Carola, Marie Onaga, and Cécile de Lardemelle. "Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400103.

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Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance. The implications for school counselors’ roles in school-family-community collaboration and intervention and practice are discussed.

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Lindo, Jason M., Nicholas J. Sanders, and Philip Oreopoulos. "Ability, Gender, and Performance Standards: Evidence from Academic Probation." American Economic Journal: Applied Economics 2, no. 2 (April 1, 2010): 95–117. http://dx.doi.org/10.1257/app.2.2.95.

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We use a regression discontinuity design to examine students' responses to being placed on academic probation. Consistent with a model of introducing performance standards, we find that being placed on probation at the end of the first year discourages some students from returning to school while improving the GPAs of those who do. We find heterogeneous responses across prior academic performance, gender, and native language, and discuss these results within the context of the model. We also find negative effects on graduation rates, particularly for students with the highest high school grades. (JEL I23, J16)

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Iyai, Deny Anjelus, Siska Syaranamual, and Alexander Yaku. "Improving Academic Skills on Freshmen Student Performance in Mastering Learning Skills." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (March 10, 2021): 23. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.24593.

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This study aims to describe the capacity of students' learning skills, provide and develop problem-solving learning skills, prepare appropriate modules that are used by students, and encourage counseling and learning development units. The method used in this action research is a qualitative research design. The research technique was carried out by using a case study approach and observation. The results showed that the students' mathematical abilities ranged from 26-50 (57.14%). Only 14% (11.43% + 2.86%) of AgtSP students have capacities in basic mathematics. Learning skills, for example, reading and writing, had lower AgtSP values, namely 37.14% and 34.29%. AgtSP is still dominated by Papuan students (86%) and a small proportion of non-Papuan students (14%). Many students enrolled in AgtSP graduated from Social Sciences (38%), some graduated from Agricultural High School (33%), and a few graduated from natural sciences 21%) and a small number of students graduated from Non. Agricultural Senior High School, namely administration interest. Student GPA has increased in the number of students who have GPA scores. 23 components affect student learning skills at the university level as experienced by AgtSP. The conclusion is the low scores obtained by mathematics, reading, and writing students enrolled in the Faculty.

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Kudo, Yuya, Abu S. Shonchoy, and Kazushi Takahashi. "Can Solar Lanterns Improve Youth Academic Performance? Experimental Evidence from Bangladesh." World Bank Economic Review 33, no. 2 (June 1, 2019): 436–60. http://dx.doi.org/10.1093/wber/lhw073.

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Abstract We conducted an experimental intervention in unelectrified areas of northern Bangladesh to investigate the effectiveness of solar products in improving children’s educational achievement. We found that treated households substituted solar lanterns for kerosene-based lighting products, helping to decrease total household expenditure. Solar lanterns increased the children’s home-study hours, particularly at night and before exams. The solar lanterns initially led to an increase in school attendance, but this effect diminished over time. However, the increased study hours and initial improvement in school attendance did not translate into improved academic performance. Varying the number of solar products within the treated households did not alter these results. Analyses that exploited the school grade treatment intensity also provided no evidence suggesting that spillover effects explained the “no academic performance effects.” These findings suggest that improving the home-study environment solely through the provision of solar products may have a limited impact on children’s educational achievement.

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S., Nikitha, Tessy Treesa Jose, and Blessy Prabha Valsaraj. "Effectiveness of academic stress management programme on academic stress and academic performance among higher secondary students in selected schools of Udupi District." Journal of Health and Allied Sciences NU 05, no. 04 (December 2015): 009–12. http://dx.doi.org/10.1055/s-0040-1703926.

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Abstract Problem statement: “A study to assess the effectiveness of academic stress management programme on academic stress and academic performance among higher secondary students in a selected school of Udupi district, Karnataka, India” Objective : To evaluate the effectiveness of academic stress management programme on academic stress and academic performance. Materials and Methods: Study was conducted among 96 subjects. Data were collected using Demographic Proforma and Academic stress Rating Scale. Academic performance was assessed by verifying existing school records of formative evaluation test conducted in the month of January and February 2013. Academic stress management programme was provided one hour per day for three consecutive days. Result: Data were analysed using t test and Wilcoxon signed rank test. Result showed a significant difference in pretest post test stress level and academic performance. Conclusion: The findings of the study indicated that academic stress management programme was effective in reducing academic stress but not in improving academic performance.

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Vanderbleek, Linda M. "Engaging Families in School-Based Mental Health Treatment." Journal of Mental Health Counseling 26, no. 3 (July 1, 2004): 211–24. http://dx.doi.org/10.17744/mehc.26.3.xbwbr27wqhcptlmk.

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Increasing populations of students are unprepared for learning due to emotional or behavioral problems. Yet, school-based mental health services are fragmented, marginalized, and underutilized. Despite the federal mandate to improve all student achievement and an increased ability to identify students needing mental health services, school-based mental health services are noticeably absent from school reform initiatives. The research clearly shows family involvement in school-based mental health services is effective in improving student academic performance. By understanding barriers to school-based mental health counseling services and strategies for increasing family enrollment and retention, mental health counselors can help increase students' academic readiness and the integration of mental health services into the structure of the nation's schools.

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Indrahadi, Deri, and Amika Wardana. "The impact of sociodemographic factors on academic achievements among high school students in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1114. http://dx.doi.org/10.11591/ijere.v9i4.20572.

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This study aimed to examine the effect of sociodemographic, student and school factors on the academic achievement of high school students in Indonesia. Using the cross-sectional survey data from the 2015 Indonesian Family Life Survey (IFLS) particularly involving 1,421 respondents (of the academic performances during their school years), the study run multiple regression analysis to examine the influences of their parents’ sociodemographic, students and other school-related factors on their academic achievements during their school years. As the results, it was revealed that the sociodemographic factors, students and schools predict significantly academic achievement of students in Indonesia. The results provided feedback to students and parents, schools and education policymakers in improving student academic achievement.

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Choi, Ji Eun, Sung Hwa Hong, and Il Joon Moon. "Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools." Journal of Audiology and Otology 24, no. 2 (April 10, 2020): 61–70. http://dx.doi.org/10.7874/jao.2019.00346.

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Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance.Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively.Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception.Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

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Wu, Mei Jiun. "School Resources and Subgroup Performance Gains: What Works for Whom?" Educational Administration Quarterly 56, no. 2 (April 9, 2019): 220–54. http://dx.doi.org/10.1177/0013161x19840400.

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Using a fixed effects model, a balanced panel data set of 6,922 schools in California from 2004 to 2011 was analyzed to see whether changes in resources would affect subgroup performance at intraschool level. Seven school resources variables previously demonstrated influential to school or subgroup achievement at interschool level were tested for their effects on Academic Performance Index (API) gains of eight subgroups. Teachers’ in-district experience had the strongest positive impacts on API gains for all subgroups, ranging from 3.367 to 8.958 points, and teachers’ total experience had the largest negative impacts on subgroup API, varying between −1.120 and −5.495 points. Increases in teachers’ in-district experience, shares of highly educated and full-time equivalent teachers all offered promising outcomes for improving APIs of disadvantaged subgroups.

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Lynch, David, Richard Smith, Steven Provost, and Jake Madden. "Improving teaching capacity to increase student achievement." Journal of Educational Administration 54, no. 5 (August 1, 2016): 575–92. http://dx.doi.org/10.1108/jea-10-2015-0092.

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Purpose – This paper argues that in a well-organised school with strong leadership and vision coupled with a concerted effort to improve the teaching performance of each teacher, student achievement can be enhanced. The purpose of this paper is to demonstrate that while macro-effect sizes such as “whole of school” metrics are useful for school leaders in their professional development roles, there are important micro-conditions that can be uncovered in a more detailed analysis of student achievement data. Design/methodology/approach – Evidence of student achievement in a variety of standardised and non-standardised assessment tasks was subjected to examination in a post hoc, case study design. The assessment tasks were the South Australian Spelling Test Waddington Reading Test, a school-wide diagnostic writing task, teacher running records and National Assessment Program for Literacy and Numeracy. Performance in selected classrooms was compared on these tests utilising a variety of parametric quantitative statistics. Findings – School-based reform initiatives require external criteria on which to base decision making. Without such criteria based on data and the capacity to interpret it, interactions in the school culture have unanticipated consequences that have the potential to neutralise school improvement strategies. Further, findings suggest that fewer but sharper and quicker data collection tools are more valuable in such teacher decision making, but these require expertise to produce and interpret them. Research limitations/implications – This paper provides insights from one school, but the reported data are embedded in a sustained five year school reform programme. Practical implications – This paper documents a whole school organisational reform model devised by a school head and leadership team to improve student academic performance. The paper offers a process for developing a data-based school reform strategy for professional development to enhance both student achievement and school outcomes. Social implications – The paper outlines a model for school reform that is focused on all students increasing their academic outcomes. By emphasising collaborative teacher work based on research-justified teaching approaches, the model shows that social inequalities can be reversed. Originality/value – The paper outlines a whole of school reform model focused through a combination of distributed leadership, data-driven decision making, within a context of a coaching, mentoring and feedback regime for teachers. Together this model is an application of theoretical ideas to school reform.

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Cobbinah, Joseph E., and Emma Sarah Eshun. "School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana." SAGE Open 11, no. 2 (April 2021): 215824402110227. http://dx.doi.org/10.1177/21582440211022732.

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Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools’ and students’ academic performance. This article examines teachers’ understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to basic schools in Ghana. Interview data were gathered from teachers and headteachers to ascertain their perspectives on the application of school self-evaluation and any support systems that may be available in schools. The results show that schools have their own ways of evaluating performance, and school self-evaluation is not used as a tool to evaluate the school’s performance. It became evident that teachers do not have in-depth knowledge about school self-evaluation. The teachers agreed that authorities must organize training workshops for them to enhance their understanding and usage of school self-evaluation to improve performance in their schools.

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Rey, Amandine E., Anne Guignard-Perret, Françoise Imler-Weber, Luis Garcia-Larrea, and Stéphanie Mazza. "Improving sleep, cognitive functioning and academic performance with sleep education at school in children." Learning and Instruction 65 (February 2020): 101270. http://dx.doi.org/10.1016/j.learninstruc.2019.101270.

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Nye, Chad, Herb Turner, and Jamie Schwartz. "Approaches to Parent Involvement for Improving the Academic Performance of Elementary School Age Children." Campbell Systematic Reviews 2, no. 1 (2006): 1–49. http://dx.doi.org/10.4073/csr.2006.4.

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Mears, Daniel P., Andrea N. Montes, Nicole L. Collier, Sonja E. Siennick, George B. Pesta, Samantha J. Brown, and Thomas G. Blomberg. "The Benefits, Risks, and Challenges of Get-Tough and Support-Oriented Approaches to Improving School Safety." Criminal Justice Policy Review 30, no. 9 (July 18, 2018): 1342–67. http://dx.doi.org/10.1177/0887403418786553.

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Schools have adopted get-tough policies and support-oriented policies, each of which creates not only potential benefits but also potential risks for youth delinquency and education. This article identifies potential benefits and risks of get-tough approaches and support-oriented approaches, respectively, to reduce delinquency. It then identifies challenges that can arise when schools seek to balance both get-tough and support-oriented policies. We illustrate these challenges by drawing on prior scholarship on these policies as well as a process evaluation of a large metropolitan school district’s pilot initiative to promote school safety and academic performance by assisting court-involved youth. We argue for developing a stronger empirical foundation for school-based approaches that aim to improve school safety and educational outcomes of youth.

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Suárez-Orozco, Carola, Hee Jin Bang, and Marie Onaga. "Contributions to variations in academic trajectories amongst recent immigrant youth." International Journal of Behavioral Development 34, no. 6 (July 5, 2010): 500–510. http://dx.doi.org/10.1177/0165025409360304.

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Immigration presents both challenges and opportunities that affect students’ academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. Consistent with ecological systems theory, school characteristics (a: school segregation rate; b: school poverty rate; and c: student perceptions of school violence), family characteristics (a-separation from mother and father; b-maternal education; and c-paternal employment), and individual characteristics (a-academic English proficiency; b-academic engagement; c-psychological symptoms; d-gender) were associated with different trajectories of academic performance.

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Hakim, Abd. "CONTRIBUTION AND EFFECTIVENESS OF ACADEMIC SUPERVISION OF MADRASAH SUPERVISORS ON EDUCATION." Jurnal As-Salam 5, no. 1 (June 19, 2021): 1–9. http://dx.doi.org/10.37249/assalam.v5i1.252.

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Madrasah supervisors have a strategic role in the quality of education in Indonesia, so the contribution of school supervisors will have a significant effect on improving teacher performance, which will impact the implementation of learning in schools. This study aimed to determine the contribution and effectiveness of the academic supervision of madrasah supervisors on the quality of education and the factors that influence the contribution of madrasah supervisors to education. The research method used is literature study, using 2 data sources in the form of scientific journals and theses, searching for articles using the help of the Harzing's Publish or Perish application. The results showed that madrasah supervisors made a positive contribution to education in the form of mentoring teachers that would improve teacher performance. Factors affecting the contribution of school supervisors are the age and competence of madrasah supervisors. Academic supervision is effective if it is accompanied by good preparation by the madrasah supervisor, if the preparation is not maximal then academic supervision will be less effective. In the future, there needs to be a special education school for prospective school supervisors, so that competent school supervisors will be created.

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Anuar Zaini, M. Z., C. T. Lim, W. Y. Low, and F. Harun. "Effects of Nutritional Status on Academic Performance of Malaysian Primary School Children." Asia Pacific Journal of Public Health 17, no. 2 (July 2005): 81–87. http://dx.doi.org/10.1177/101053950501700204.

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Numerous factors are known to affect the academic performance of students. These include prenatal conditions, birth conditions, postnatal events, nutritional, socio-economic factors and environmental factors. This paper examines the nutritional status and its relationship with academic performance of 9-10 years old primary school children recruited randomly in Selangor, Malaysia. A standard self-administered questionnaire was utilized to obtain pertinent information and a face-to-face interview was also conducted with the parents. Results of the academic performances were extracted from the students' report cards. The intellectual performance was assessed using Raven's Coloured Progressive Matrices. Physical examination was also conducted on these students by doctors. Overall 1,405 students and 1,317 parents responded to the survey. Of these 83.6% were Malays, 11.6% Indians, and 4.2% Chinese. The majority of them (82.9%) were from urban areas. The female: male ratio was 51:49; mean age was 9.71 years. The mean height and weight were 32.3 kg and 135.2 cm respectively. Their mean BMI was 17.42 kg/cm 2, with 0.9% underweight, 76.3% normal BMI, 16.3% overweight, and 6.3% obese. Academic performance was significantly correlated with breast feeding, income and educational level of their parents, BMI, and whether they have been taking breakfast. There was a weak correlation between presence of anaemia and intellectual performance. Improving the socio-economic status of the parents will lend a helping hand in the academic performance of the students. Since breast feeding is associated with better academic and intellectual performance it must be emphasized, particularly to expectant mothers in the antenatal clinics. Asia Pac J Public Health 2005; 17(2): 81-87.

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Chang-Kyun Chae. "Study on the Effect of Special Purpose High School on Improving Academic Performance - Focusing on SAT Performance." Korean journal of sociology of education 20, no. 3 (September 2010): 105–24. http://dx.doi.org/10.32465/ksocio.2010.20.3.005.

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Blah, Sadat. "The Impact of Personal Computer on Students’ Academic Performance." Advances in Social Sciences Research Journal 8, no. 7 (July 19, 2021): 187–91. http://dx.doi.org/10.14738/assrj.87.10435.

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ABSTRACT This study aimed to determine the effects of Personal Computer on students' academic performance of the Grade 11 Senior High School students at MSU-Maguindanao. Specifically, this study identified the uses of Personal Computers as rated by the students in their studies, the academic performance of respondents with Personal Computer, the academic performance of respondents without Personal Computer, and the significant difference in academic performance of respondents with and without Personal Computer. Survey questionnaire was used as an instrument in gathering data. The questionnaire contains ten (10) related to the uses of computer in the students’ studies. The 10 questions are measured in terms of a 4- point scale such as: 1 for always, 2 for often, 3 for seldom and 4 for never. The statistical tools used in the analysis of data are the frequency count and the mean to describe the effects of personal computer on Senior High School students’ academic performance. The data gathered were consolidated and tabulated. The computations were done manually with the aid of scientific calculator. Findings show that the academic performance of the students with personal computer is generally higher than those without personal computer. Therefore, personal computer has effects in improving the students' academic performance. Keywords: Impact, Personal Computer, Students’ Academic Performance

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Cantero, María-José, Raquel Bañuls, and Paz Viguer. "Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program." International Journal of Environmental Research and Public Health 17, no. 20 (October 19, 2020): 7621. http://dx.doi.org/10.3390/ijerph17207621.

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There is clear agreement about the importance of promoting emotional intelligence in school through programs integrated in the academic curriculum. The objective of this study is to analyze the impact of the EDI program on the emotional intelligence trait and on general academic performance, as well as mathematics and language performance. The participants were 5th grade elementary school students between 10 and 11 years old. A quasi-experimental repeated-measures design was used, with a comparison group and four assessment points. The results showed, on the one hand, the effectiveness of a two-year intervention in improving emotional intelligence and, on the other hand, its positive influence on academic performance in general, and specifically on mathematics and language performance. In the non-intervention group, general academic performance and language performance declined. The results are discussed, and recommendations are made for future interventions.

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Quijije Logroño, Elizabeth Briggitte. "Incidence of poor student nutrition affects academic performance." Journal of America health 2, no. 1 (January 4, 2019): 30–41. http://dx.doi.org/10.37958/jah.v2i1.12.

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The research we have selected ns does conclude the importance of nutrition is on academic achievement can take it as an afterthought but having a proper diet to follow the directions of a food pyramid helps children in growth not only physical if not intellectual, this project can focus percent of techniques we use are among the information leaflet and talks given by students, teachers and parents, with the aim of training students informed, teaching guides to conduct future workshops on the same subject investigated, and properly oriented parents on the proper use of foods your children will. In this research are problems of disinformation, guidance materials. Thanks to each of the surveys are different from them alternative responses, which could evaluate and purchase the problems that exist and thanks to the implementation of our proposal to develop an awareness raising workshop on proper and adequate food He could feel the change in children, as we did an evaluation after applying the proposal, improving intellectual activity of students in the area of school and we are confident that our proposal gave a view that short time we managed to guide everyone involved in our research, with the mission of our awareness workshop if served paramount to benefit children Garden Tax School No.1 Enrique Decker Acosta.

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Chu, Samuel Kai Wah, Xiao Hu, and Jeremy Ng. "Exploring secondary school students’ self-perception and actual understanding of plagiarism." Journal of Librarianship and Information Science 52, no. 3 (September 16, 2019): 806–17. http://dx.doi.org/10.1177/0961000619872527.

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Plagiarism has been a growing concern among institutions and academics in recent years. To address the problem, and to alleviate the growing trend of this academic misconduct, students’ perceptions of plagiarism should be considered. This study explores students’ self-perception and actual understanding of plagiarism, and the relations between them. Survey responses were collected from 433 students in a Hong Kong junior secondary school. Results reveal that students show different understanding towards ‘obvious’ and ‘obscure’ plagiarism, with misunderstanding or misconception more likely arising over obscure plagiarism. This study also reports that students’ self-perception on their understanding of plagiarism differed across grade levels, and their academic performance of inquiry-based learning has a relation to their self-perceived and actual understanding of plagiarism. Implications for improving the teaching and learning of plagiarism are discussed.

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Maimela, Ms Moletlanyi, and Professor Pedzani Perci Monyatsi. "Strategies for Improving the Academic Performance of Students in Botswana Primary Schools." World Journal of Educational Research 3, no. 1 (April 22, 2016): 157. http://dx.doi.org/10.22158/wjer.v3n1p157.

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Background: The Government of Botswana has since attaining independence from Britain in 1966 demonstrated a lot of interest in the improvement of primary education by adopting two policies; the Education for kagisano of 1977 and the Revised National Policy on Education of 1994 to guide the development of education in the country. Other efforts include partnering with organizations from countries such as the USA and Britain and others to help improve the quality of the primary education. The other major aim for these was to improve the performance of students in the final examinations.Purpose/Aims: The purpose of the study was to establish strategies that can be used to influence student’s performance in Primary School Leaving Examinations. Methodology: A mixed-method design allowed the researcher to triangulate data from the professional literature and a questionnaire comprised of closed and open-ended questions. Out of the two hundred questionnaires distributed, one hundred and twenty seven questionnaires were returned; while only one hundred questionnaires were properly completed and therefore used in the study. Respondents were also interviewed.Data Analysis: For the closed ended section of the questionnaire, Statistical Package for the Social Sciences (SPSS) software was used. Data from the interviews and open-ended section of the questionnaire was coded, and then emerging patterns and themes were identified and described in order to understand the meanings of these categories from the perspectives of the respondents, with verbatim texts included. The findings of the study show that there are various strategies that can be used to help improve the performance of students in PSLE. Some of the strategies include parental involvement, infrastructure provision and human resources.

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Nye, Chad, Jamie Schwartz, and Herb Turner. "PROTOCOL: The Effectiveness of Parental Involvement for Improving the Academic Performance of Elementary School Children." Campbell Systematic Reviews 1, no. 1 (January 2005): 1–19. http://dx.doi.org/10.1002/cl2.3.

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Salman, M. F., M. O. Esere, J. A. Omotosho, O. E. Abdullahi, and S. O. Oniyangi. "Effect of Two Psychological Techniques in Improving Academic Performance of Secondary School Students in Mathematics." Journal of Modern Mathematics and Statistics 4, no. 3 (March 1, 2010): 96–100. http://dx.doi.org/10.3923/jmmstat.2010.96.100.

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Ruhl, Kathy L., and Dolores H. Berlinghoff. "Research on Improving Behaviorally Disordered Students' Academic Performance: A Review of the Literature." Behavioral Disorders 17, no. 3 (May 1992): 178–90. http://dx.doi.org/10.1177/019874299201700308.

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Educational researchers have a responsibility to conduct research that addresses current problems and to share their results in a manner that promotes effective implementation by practitioners. Thus, because children and youth identified as meeting criteria for services as behaviorally disordered exhibit academic problems as well as difficulties with social behavior, researchers should be seeking to address needs of practitioners concerned with educating these students. The purpose of this review is to provide both researchers and practitioners concerned with the education of behaviorally disordered students a systematic survey of investigations in the area of academic skill improvement for these students served in public school settings. Commentary on the technical and functional nature of this research and suggestions for future reports are also presented.

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Schultz, Celeste, and Janet Thorlton. "Access to Fresh Fruits and Vegetables in School Lunches: A Policy Analysis." Journal of School Nursing 35, no. 4 (March 21, 2018): 248–55. http://dx.doi.org/10.1177/1059840518762517.

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Consumption of fresh fruits and vegetables helps to reduce childhood obesity and improves academic achievement and attendance. However, providing fresh fruits and vegetables is challenging for some schools due to cost, administrative burden, and concern for food waste. To address these challenges, the Fruit and Vegetable Access for Children Act proposes to allow federally funded programs to substitute fresh fruits and vegetables with canned, frozen, or pureed versions. In this policy analysis, we propose options for providing fresh fruits and vegetables to children enrolled in the National School Lunch Program. We recommend that school nurses actively facilitate the process of obtaining fresh fruits and vegetables by being appointed members of Team Nutrition giving them authority to collaborate with local famers, entrepreneurs, and land-grant universities in Farm to School Programs. This strategy empowers school nurses in promoting healthy eating habits, reducing obesity, and improving academic performance and school attendance.

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Queen, Kay W. "Meeting Affective Needs of At-Risk Adolescents." Psychological Reports 74, no. 3 (June 1994): 753–54. http://dx.doi.org/10.2466/pr0.1994.74.3.753.

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This study examined an intervention that addressed affective needs of 27 adolescents, 13 to 19 years old, who attended an alternative school, thereby improving their academic performance. No control interventions were employed.

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Traver, Cody L., Vikki F. Howard, and T. F. McLaughlin. "Improving Disadvantaged Families' Educational Skills: Changes in Children and Caregivers." Psychological Reports 75, no. 1 (August 1994): 701–2. http://dx.doi.org/10.2466/pr0.1994.75.1.701.

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The purpose of this study was to evaluate the effects for three families, each with a fifth-grade child at risk, of training in skills such as communicating with teachers and administrators, providing a quiet place for their child to work, and praising their child's appropriate changes in academic and social behaviors. The caregivers were trained by a university student in these skills and evaluated in an AB time series design. All three families showed increased involvement in the school. Two of the three children improved performance both at school and at home.

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Harveson, Andrew T., James C. Hannon, Timothy A. Brusseau, Leslie Podlog, Charilaos Papadopoulos, Morgan S. Hall, and EvaRose Celeste. "Acute Exercise and Academic Achievement in Middle School Students." International Journal of Environmental Research and Public Health 16, no. 19 (September 20, 2019): 3527. http://dx.doi.org/10.3390/ijerph16193527.

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(1) The purpose of this study was to examine the acute effects of aerobic exercise, resistance exercise, and non-exercise on measures of academic achievement and cognition in pre-adolescent students. (2) In a randomized crossover design, sixty-three participants with a mean age of 13.7 ± 0.47 years completed 20 min of aerobic exercise, resistance exercise, or non-exercise with a period of seven days between each bout. Immediately after each bout, participants were tested for academic achievement and cognitive performance. Academic achievement was assessed using standardized, age-appropriate mathematics tests. Cognition was measured using the Dot, Word, and Color tasks of the Stroop Test (Victoria version). (3) Participants scored significantly higher on the mathematics tests (F1,62 = 4.50, p = 0.038) and all elements of the Stroop Test (Dot: F1,62 = 8.14, p = 0.006; Word: F1,62 = 9.90, p = 0.003; Color: F1,62 = 7.57, p = 0.008) following acute resistance exercise as compared to non-exercise. Math test performance was not statistically different between the aerobic and resistance exercise treatments (F1,62 = 0.214, p = 0.645), but participants did perform significantly better on all elements of the Stroop Test following resistance exercise as compared to aerobic exercise (Dot: F1,61 = 25.82, p < 0.001; Word: F1,62 = 14.73, p < 0.001; Color: F1,62 = 20.14, p < 0.001). (4) Resistance exercise acutely influenced academic achievement and cognition in a positive manner. Such results add to the growing body of research that may support an increase in the prescription of varied exercise modalities within school settings for the purposes of improving academic performance and student health.

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Wahyuni, Sri. "IMPLEMENTATION OF THE ACADEMIC SUPERVISION OF THE SCHOOL PRINCIPAL IN IMPROVING TEACHERS PERFORMANCE ON TEACHING AND LEARNING PROCESS." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 3 (May 28, 2020): 635. http://dx.doi.org/10.33578/pjr.v4i3.7994.

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This research is a school action research conducted in 2 cycles. This study aims to determine the performance of teachers with the implementation of academic supervision of school principals. This research was conducted at SMA N 10 Pekanbaru. The subjects of this study were 4 subject teachers whose performance was still not optimal. The results of the research proved in the recapitulation of supervision of the first cycle to get an average value of 89.2, although the results of the study showed good, to look for a comparison then the research was still carried out in the second cycle. After conducting research in the second cycle, the results of the supervision assessment increased to 91.5. for the assessment of the performance of teachers of SMA N 10 in Cycles 1 and 2 an average of 89.5. Based on the results of the study, it can be concluded that the implementation of supervision of the school principal can improve teachers performance in teaching and learning.

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Rattermann, Mary Jo, Azure Angelov, Tommy Reddicks, and Jess Monk. "Advancing health equity by addressing social determinants of health: Using health data to improve educational outcomes." PLOS ONE 16, no. 3 (March 17, 2021): e0247909. http://dx.doi.org/10.1371/journal.pone.0247909.

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Data from two social determinants of health—access to health care and access to a quality education—are combined to examine the impact of health on student achievement. Data from a high poverty, high performing K-8 school revealed a significant negative correlation between the number of visits to a school-based nurse and standardized academic assessments. Fixed effect regression confirmed the effect of total number of visits to the school-based nurse on performance on standardized assessments, and also revealed that two types of visits, neurological and gastrointestinal, were predictive of student performance. Taken together, these results suggest that when students are suffering from ill health their academic performance is negatively impacted. Implications for improving health equity through data-driven educational interventions are discussed.

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Altinyelken, Hülya Kosar, and Mark Hoeksma. "Improving educational quality through active learning: Perspectives from secondary school teachers in Malawi." Research in Comparative and International Education 16, no. 2 (February 14, 2021): 117–39. http://dx.doi.org/10.1177/1745499921992904.

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Addressing the learning crisis in low-income contexts remains a major concern. This paper analyses how active teaching and learning pedagogy (ATL) was implemented in secondary schools in Malawi to improve learning outcomes. Based on interviews with teachers and headteachers from five schools, the paper seeks to explore how ATL was understood and implemented, and what challenges were experienced from the perspectives of trained and untrained teachers. The findings reveal that ATL was positively viewed by all participants, as it was considered beneficial in improving students’ academic performance and skills development. All participants identified some key implementation challenges, including large classes, lack of materials, the use of English, long distance to school and poverty. The paper underscores the need to move away from a polarised view of pedagogy (direct instruction against ATL) and conceptualise active learning on a continuum.

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Lichtman-Sadot, Shirlee. "Improving academic performance through conditional benefits: Open/closed campus policies in high school and student outcomes." Economics of Education Review 54 (October 2016): 95–112. http://dx.doi.org/10.1016/j.econedurev.2016.07.001.

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Reid, William J., and Cynthia Bailey-Dempsey. "The Effects of Monetary Incentives on School Performance." Families in Society: The Journal of Contemporary Social Services 76, no. 6 (June 1995): 331–40. http://dx.doi.org/10.1177/104438949507600601.

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Interest in the use of monetary incentives as a means to motivate students to attend school or to improve their performance has been growing. In the present study, teenage girls at risk of school failure were randomly assigned to either a control condition or to one of two year-long experimental programs aimed at improving their academic work and attendance: (1) a “payment” program in which they were given only monetary incentives for improved performance or (2) a case-management program in which social workers, teachers, the girls, and their parents. worked together to develop and implement ways to help the girls do better. Both experimental programs surpassed the control condition with respect to positive changes in grades and attendance. The case-management outcomes were clearly superior to those of the payment program. However, neither program's effects appeared to carry over to the following year, which suggests that more sustained intervention may be necessary to bring about enduring improvement in the girls’ school performance.

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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.

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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.

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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.

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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.

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Syahrudin, Syahrudin. "Headmaster Management to Improve Teacher Performance in Singkawang Senior High Schools." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 305. http://dx.doi.org/10.26737/jetl.v4i2.1697.

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The progress of education of a school as an educational institution is influenced by the role of the principal as an education manager. It is very much determined by the principal's ability to manage human resources from the planning to evaluation aspects. This study aims to reveal the management of school principals to improve the performance of teachers in Singkawang State High School 3 with a focus on 1) The description of the planning of quality improvement programs for teacher performance by the headmaster of State High School 3 Singkawang, 2) The implementation of programs to improve the quality of teacher performance by principals in State High Schools 3 Singkawang, 3) Program evaluation activities to improve the quality of teacher performance carried out by school principals in SMA 3 Singkawang. The research method used is descriptive research with a qualitative approach. Data collected by in-depth interviews, participant observation, documentation, and analyzed through data reduction, data presentation, conclusions or verification. Data reliability testing is done by extending the period of observation, and triangulation and member checking. The results of the study conclude 1) planning of quality improvement programs for teacher performance is carried out with reference to the vision and mission and school work plans. 2) implementation of improving the quality of teacher performance is carried out by holding a program of continuous professional development in the form of technical guidance (BIMTEK) learning development activities, In House Training (IHT) and workshops aimed at improving teacher competence and quality of learning, 3) Evaluation of teacher performance is carried out by carrying out activities academic supervision of teachers and managerial supervision of administration. Based on the results of the study suggested the following things: 1) planning for improving the quality of teacher performance, especially in school work plans need to be improved in a continuous professional improvement program. 2) The form of carrying out continuous professional improvement activities should be adjusted to what is required by the teacher. 3) Evaluation activities should be carried out consistently to improve teacher quality.

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Tahir Osman, Mohamed El, and Abdo Mohamed Al Mekhlafi. "The Impact of a Systemic Innovation Sustainability Model on Students’ Academic Performance in Oman." International Journal of Education 10, no. 1 (March 31, 2018): 125. http://dx.doi.org/10.5296/ije.v10i1.12931.

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In light of the need for improving the quality of education and extending the boundaries of students’ learning potential, the Sultanate of Oman has exerted efforts in reforming and restructuring its education system during the past four decades. However, most of the reform initiatives focused on either subsystems or certain driving forces in the education system, and thus, did not result in a sustained school improvement (Osman, 2011). This status quo has led to initiating a large cope project which aims to systemically activate the impact of all interrelated elements in the school system that promote the empowerment of student learning in the Sultanate of Oman. As part of this project, this study aims to examine the collective impact of the proposed model (The Innovation Sustainability Wheel- ISW) on students’ academic performance. The sample included a total of 5513 students from eight schools, divided into two groups: the experimental consists of 2906, and a control group of 2607 students (grades 5 -9). The students’ performance was tested over three years in five subject areas (Math, Science, English, Arabic and IT). The findings revealed that students of the experimental group outperformed their counterparts in the control group both collectively and in each single subject area.

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Gagnidze, Archil, and Shorena Maglakelidze. "Competition on the Georgia Education Marketplace." International Education Studies 10, no. 6 (May 30, 2017): 10. http://dx.doi.org/10.5539/ies.v10n6p10.

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Georgia implemented a nationwide, full scale school voucher program in 2005. The new voucher plan was designed with the intent to provide equitable distribution and efficient utilization of financial and human resources. By introducing the voucher scheme, the government hoped to promote competition among public as well as private schools to push them operate in a cost-effective way and consequently improve education quality. This study tries to identify the effect of increased competition on the quality of education as perceived by school principals and teachers in Georgia. More specifically, we study to identify if the voucher model, as a result of increased competition, has created an environment that is supportive to students in improving their academic performance. Our results suggest that school principals and teachers do not view competition as a force or stimulation towards better quality teaching and improved students’ academic achievement.

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Wekesa, Violet, Lydia Kipkoech, and Peter Okemwa. "Financial Resource Planning Dynamics and Performance of Upgraded Extra-County Schools to National Status in Western Kenya Counties." East African Journal of Interdisciplinary Studies 3, no. 1 (February 23, 2021): 27–39. http://dx.doi.org/10.37284/eajis.3.1.280.

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The assessment of secondary school success is according to the number of students they are producing to join universities and other higher learning institutions. To increase access to all pupils from primary schools to access secondary schools, the government of Kenya upgraded previously extra county schools to national status to ensure regional distribution of schools across the nation. With the upgrade, the government was required to inject funds to enable facilities expansion. Despite the upgrade, the money allocated and disbursed to schools has always been inadequate to meet the needs of students. Therefore, this demands that school management makes plans for financial mobilisation to ensure that school operations are done without interruptions. The paper looks at the financial resource planning strategies that upgraded national schools in western Kenya have in place for the purpose of improving their performance. Data was collected from eight of the upgraded schools making up the study population where principals and teachers were the respondents. A sample of 156 respondents was selected to answer research questions through interviews and questionnaires. Analysis of data was performed using quantitative and qualitative methods. SPSS facilitated quantitative data analysis. The study found out that schools experienced financial shortfall arising from inadequate capitation grants from the government and delay in payment of schools by students. To cushion themselves, schools had made several financial plans like applying for grants for infrastructure development. Further, despite schools having large tracts of land, some school management did not put into use either through growing grass for dairy farming or planting crops for subsidising school food supplies. Computed correlation statistics showed a weak correlation that existed (r=0.191 and p=0.016) between financial planning dynamics and academic performance of upgraded national schools in the western region of Kenya. The paper concludes that financial resource planning strategies had minimal effects on the academic performance of upgraded national secondary schools in Kenya Certificate of Secondary examinations. The paper recommends that there is a need for school administration to work with stakeholders to identify profitable projects that can be implemented in their school to earn income.

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Eleyan, Derar, Muath Sabha, Amna Eleyan, and Jaafar Abu Saa. "School University Consortium to Enhance General Certificate Student’s Prospective and Academic Performance in Palestine." Modern Applied Science 15, no. 2 (February 25, 2021): 1. http://dx.doi.org/10.5539/mas.v15n2p1.

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This paper introduces a conceptual platform for bringing students and teachers together in a social media consortium. The results extracted from the questionnaire used in this paper exhibits that the majority of the students support and are eager to see this idea live and willing to play an active role and show full commitment. This consortium encompasses students and teachers from both school and university. This platform prepares the students, fosters and enables them to a smooth transition from school to university, as well as improving the students’ communication skills and academic performance by using mentoring, tutoring and coaching techniques. As a case study of social media, Facebook was used as a communication and interactive tool amongst group members. The theme behind this platform is to construct academic group from final year school students with first year university students to exchange experience and transfer knowledge. This group has school teachers as well as university teachers. Each group has a mentor, coach and tutor. Each of them will play a specific role throughout the group, which will be highlighted in this paper. The outcomes were useful and interesting for students, their parents and teachers involved. It was a great experiment and recommended to widen it to involve more students and teachers.

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Journal articles on the topic 'Improving school academic performance'

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