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Journal articles on the topic 'Senior secondary school'
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1
Pandey, Sushil Kumar. "STUDY HABITS OF SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO GENDER AND TYPE OF SCHOOL." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 68 (2021): 16064–69. http://dx.doi.org/10.21922/srjis.v9i68.10000.
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This study intended to explore the study habit of senior secondary school students in relation to Gender and type of school in the Una District of Himachal Pradesh. The sample of the study selected through simple random sampling technique. The sample comprised of 200 senior secondary school students. Study Habits Inventory (SHI) by Chandel and Paliwal (2012) has been used in this study. The results showed that female senior secondary school students obtained higher scores on the Interaction dimension while male students scored higher on the Support dimension of Study Habits Inventory (SHI). The results also revealed that students studying in government senior secondary schools had better study habits as compared to students studying in private senior secondary schools especially on the comprehension and Task-orientation whereas students studying in private senior secondary schools had better study habits as compared to government senior secondary schools in drilling dimension.
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Kaur, Mrs Sukhveer, Harshdeep Kaur, Chhavi Khanna, Anshdeep Singh Brar, and Taqdeer Singh. "Comparative Analysis of Mid Day Meal Scheme in Adarsh Senior Secondary School and Bheman Dewana Government Senior Secondary School: A Case Study." International Journal of Research Publication and Reviews 6, no. 6 (2025): 4069–72. https://doi.org/10.55248/gengpi.6.0125.0609.
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Dr., Gagandeep Kaur, and Manpreet Kaur Miss. "FAMILY AND SCHOOL PROBLEMS FACED BY SECONDARY SCHOOL STUDENTS: A SURVEY." Scholarly Research Journal for Interdisciplinary Studies 11, no. 77 (2023): 341–53. https://doi.org/10.5281/zenodo.8186267.
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<em>The present study aims to find out the different problems (family and school) faced by secondary school students. This study also focused on the family and school problems in relation to gender, locale, and working and non-working status of mothers among government senior secondary school students. A total of 200 senior secondary school students were selected from three different schools in Amritsar district. Random sampling techniques were used for data collection. The data was collected using the questionnaire: Youth Problem Inventory (Verma, 2012). The results were analysed through percentages. Students need high counselling for family problems and school problems. All students require counselling respective of their gender, locale, and working and non-working mothers status.</em> <strong><em>KEYWORDS:- </em></strong><em>Students’ family problems, school problems, senior secondary school students.</em>
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Jessey I. Obunge, Macson J. Ahiakwo, Telima Adolphus, and Muvoke D. Omeodu. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (2022): 398–403. http://dx.doi.org/10.30574/wjarr.2022.13.1.0028.
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The study investigated the effects of school ownership on problem solving abilities in algebra among senior secondary school students, in Rivers State, Nigeria. Ex-post facto design was used in this study. The population was all senior secondary school students in Rivers State. Convenience and purposive sampling technique was employed in this study. 390 senior secondary school students participated in the study. Nine senior secondary schools were selected by purposive sampling for the study in two local government areas. The instrument used was Algebraic Problem Solving Test questions collated by the researchers from different past West African School Certificate Examinations. The reliability of the test was determined to be 0.72 using Pearson product moment correlation formula. Three research questions were answered using simple mean. One hypothesis was raised to guide the study, at 0.05 significant level using t-test. The results of the analyses showed that: school ownership had significant effect on the problem solving ability in algebra of senior secondary school students, about 86% of the students in the private schools scored below 50% in the test, about 96% of the students in the public schools scored 49% and below, the students in the private schools outperformed their counterparts in the public schools although generally, the performance of students in both public and private schools was quite low. Based on the findings, recommendations were made.
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Jessey, I. Obunge, J. Ahiakwo Macson, Adolphus Telima, and D. Omeodu Muvoke. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (2022): 398–403. https://doi.org/10.5281/zenodo.5894652.
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The study investigated the effects of school ownership on problem solving abilities in algebra among senior secondary school students, in Rivers State, Nigeria. Ex-post facto design was used in this study. The population was all senior secondary school students in Rivers State. Convenience and purposive sampling technique was employed in this study. 390 senior secondary school students participated in the study. Nine senior secondary schools were selected by purposive sampling for the study in two local government areas. The instrument used was Algebraic Problem Solving Test questions collated by the researchers from different past West African School Certificate Examinations. The reliability of the test was determined to be 0.72 using Pearson product moment correlation formula. Three research questions were answered using simple mean. One hypothesis was raised to guide the study, at 0.05 significant level using t-test. The results of the analyses showed that: school ownership had significant effect on the problem solving ability in algebra of senior secondary school students, about 86% of the students in the private schools scored below 50% in the test, about 96% of the students in the public schools scored 49% and below, the students in the private schools outperformed their counterparts in the public schools although generally, the performance of students in both public and private schools was quite low. Based on the findings, recommendations were made.
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Abdulaziz, Isiaka, Shofiu Adewuyi Rasheed, and Ifeoma Priscilla Okafor. "Influence of Domestic Violence on Senior Secondary School Students' Career Choice in Kwara State, Nigeria." International Journal of Psychology and Education 5, no. 1 (2024): 54–68. https://doi.org/10.5281/zenodo.13958592.
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Abstract This study investigated the influence of domestic violence on senior secondary school students’ career choice in Kwara State, Nigeria. Specifically, the study examined the level of domestic violence and career choice as experienced by the students. Two research questions were raised and one hypothesis was postulated. A descriptive survey type of research design was adopted. The population for this study comprised all senior secondary school students in Kwara State, Nigeria. Senior secondary schools were stratified into three senatorial districts and a senatorial district was randomly selected. 450 senior secondary school students formed the target population of which 300 and 150 students were proportionately sampled for public and private senior secondary schools respectively. The results showed that the majority of 82.0% of the secondary school students in the selected senatorial district of Kwara State experienced a moderate level of domestic violence. The result also showed that the level of career choice of the majority of 85.6% of senior secondary school students in Kwara State was high. There was a significant influence of domestic violence on students’ career choice, χ2 (n = 450) = 6.945, p < .05. This study concluded that domestic violence had an adverse influence on the career choice of secondary school students in Kwara State, Nigeria. It was therefore recommended among others there should be a sensitizing programme for young couples, parents and guardians on how to manage each other against domestic violence and its consequences on homes and students because students are leaders of tomorrow of our society. <strong>KEYWORDS</strong>: Domestic violence, senior secondary school, career choice
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Badamas, Lasbat. "Personality Type and Discipline Among Senior Secondary School Students in Ilorin Metropolis, Kwara State." Interdisciplinary Journal of Education 5, no. 1 (2022): 25–35. http://dx.doi.org/10.53449/ije.v5i1.74.
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Students’ personality type determines the discipline of the students either positively or negatively. The main purpose of the study was to examine the influence of personality type, gender and school type on discipline among selected senior secondary school students in Ilorin Metropolis. This research work was designed to cover Senior Secondary II in Ilorin Metropolis. The sample for this study comprised 200 senior secondary school II students in Ilorin Metropolis. Simple random sampling technique was used to select 10 senior secondary schools (five public and five private). Data collected through a researcher designed questionnaire was analysed with the use of percentage and independent t-test. The formulated hypotheses were tested at 0.05 level of significance. Results of the study showed that majority of the senior secondary school students in Ilorin Metropolis had type ‘B’ personality. Results also revealed that the level of discipline among selected senior secondary school students in Ilorin Metropolis was high. This means that majority of the sampled students were disciplined. This result is plausible where the students abide by rules and regulations within and outside school.
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Joy-Telu, Hamilton-Ekeke, Clement Egumu Akpoebi, and Inengite Idisape. "The teaching of health education as a secondary school subject in Bayelsa State, Nigeria." Journal of Education and Learning (EduLearn) 14, no. 1 (2020): 8–14. https://doi.org/10.11591/edulearn.v14i1.14490.
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Health education (HED) as a subject in the secondary school curriculum has been made a compulsory subject in West African Examination Council (WAEC) and Senior Secondary School Certificate (SSCE) examinations for any candidate wanting to study any course in the medical and health-related disciplines in Nigerian tertiary institutions. This study seeks to find out the extent of the teaching of HED as a school subject in secondary schools in Bayelsa State; not as components of other subjects like health science, biology, and physical and health education. The proposed approach of the study was a State-wide survey of the teaching of HED as a school subject in secondary schools. This was done by involving 114 schools out of the 192 schools in the State. Findings revealed that out of the 114 schools visited, 38 schools only teach Physical and Health Education (PHE) as a subject in the Junior Secondary School level. During interviews with heads of schools that teaches PHE; it was gathered that the teachers who teach PHE also doubles as teachers of HED at the Senior Secondary (SSS) level. Implying that only 38 schools out of the 114 sampled schools teach (HED) as a school subject; this reveals an abysmal absence of the teaching of Health Education as a school subject in Senior Secondary Schools (SSS) in Bayelsa State, Nigeria. The none-teaching of HED underscores its importance to healthful-living It is therefore recommended that health education as a subject be encouraged and taught in all SSS in the State.
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Olutola, Adekunle Thomas, and Igbe Doom Gift. "Influence of School Climate on Senior Secondary School Students Academic Performance in The English Language." Indonesian Journal of Multidiciplinary Research 5, no. 1 (2025): 85–92. https://doi.org/10.17509/ijomr.v5i1.81546.
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This study investigated the influence of school climate on senior secondary school students’ academic performance in the English language in Dutsin-Ma Local Government Area, Katsina State, Nigeria. The study adopted a descriptive research design of survey type. The target population was made up of two thousand, seven hundred and fifty-one public senior secondary school two students. We used a simple random sampling technique to select five public senior secondary schools in the Dutsin-Ma Local Government Area of Katsina State while a purposive sampling technique was used to select one hundred and twenty senior secondary school two students for the study. Two instruments were used to collect data in the study namely; the School Climate Questionnaire (SCQ) and the English Language Performance Test (ELPT). The research questions were answered using frequency and percentage while the hypothesis was tested using linear regression analysis. The findings showed the significant relative influence of school climate on the academic performance of senior secondary school students in English Language. It was recommended that the school administration should provide a conducive school climate to facilitate teaching and learning processes in the English language.
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Fayaz, Ahmad Kumar. "Professional Commitment of Direct Recruited and Promoted Senior Secondary School Teachers of Kashmir – A Comparative Study." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 2 (2019): 186–90. https://doi.org/10.5281/zenodo.2566931.
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The present study was conducted to compare professional commitment of direct recruited and promoted senior secondary school teachers of Kashmir. The total sample for the present study was 200 comprised of direct recruited (100) and promoted (100) senior secondary school teachers who were selected randomly from different senior secondary schools of Kashmir (J&k). The investigator used standardized scale of professional commitment developed by Ravinder Kaur, Sarbjit Kaur, and Sarvjeet Kaur (2011) to collect the data from the field. The investigator used various statistical techniques percentage, Mean, S.D, & T-test to analyze the data. The researcher revealed that the direct recruited teachers have better professional commitment as compared to promoted senior secondary school teachers.
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Orji, Ruth O., Florence N. Ugoji, and Jude J. Obiunu. "Parenting Styles as Predictors of Adolescents’ Susceptibility to Peer Pressure in Secondary Schools in Anambra State, Nigeria." Asian Research Journal of Arts & Social Sciences 22, no. 11 (2024): 1–13. http://dx.doi.org/10.9734/arjass/2024/v22i11586.
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This study examined the relationship among the four levels of parenting styles and peer pressure among senior secondary school Adolescents in Anambra State, Nigeria. Six research questions and saix hypotheses guided the study. The design of the study was correlational research design. The population comprised 55,696 adolescents in senior secondary schools in Anambra State. A sample size of 1,000 senior secondary school students were selected through proportionate stratified and convenience sampling techniques. The research instrument that was used in the study is a validated and reliable questionnaire. Multiple regression statistics was used to test hypotheses 1-5 while the Fisher-z statistics were used to test hypothesis 6. The hypotheses were tested at 0.05 level of significance. The findings of the study revealed that there is a significant relationship between four parenting styles and peer pressure among senior secondary school Adolescents; that there is a significant relationship between authoritative parenting style and peer pressure among senior secondary school Adolescents; that there is a significant relationship between authoritarian parenting style and peer pressure among senior secondary school Adolescents; that there is a significant relationship between permissive parenting style and peer pressure among senior secondary school Adolescents; and that there is a significant relationship between neglecting parenting style and peer pressure among senior secondary school Adolescents. The study however, revealed that there is no significant moderating impact of sex in the relationship between parenting styles and peer pressure among senior secondary school Adolescents in Anambra State. On the basis of these findings, it was recommended amongst others, that Guidance counsellors should provide parenting workshops and resources that educate parents on the different parenting styles and the importance of fostering open communication, clear expectations, and warmth in the parent-child relationship, regardless of the specific style used.
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CHUKWNAZO, OBIKEZIE MAXWELL, ENEBECHI REGINA IJEAMASI, NWUBA SHEDRACK IZUNNA, and EKE JOY ANULIKA. "SCHOOL LOCATIONS AND GENDER MODERATED VARIABLES ON TEACHERS’ QUALITY AS PREDICTOR OF SENIOR SECONDARY SCHOOL SCIENCE STUDENTS’ ACADEMIC ACHIEVEMENT." Journal Plus Education 37, no. 1 (2025): 252–65. https://doi.org/10.24250/jpe/1/2025/omc/eri/nsi/eja/.
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Following the potentially informing educational policy and practices across the globe, this study investigated school locations and gender moderated variables on teachers’ quality as predictor of senior secondary school science students’ academic achievement. Two research questions guided the study while two hypotheses were tested at 0.05 alpha level. The correlation survey design was adopted. The population of the study comprised 2720 senior secondary two (SS 2) students offering science subjects in all the public secondary schools in Onitsha Education Zone. A Sample size of 408 SS 2 science students offering biology, chemistry, data processing, physics and mathematics in the Education Zone was drawn using multistage procedure. Students Rating of Teachers’ Quality (SRTQ), and the achievement scores which was obtained from biology, chemistry, data processing, physics and mathematics teachers’ grade book for 2023/2024 academic session from the sampled schools were used as instruments for data collection. The instruments were validated by three experts from Nnamdi Azikiwe University, Awka. The reliability of SRTQ was established using Cronbach alpha method. The reliability coefficients of SRTQ was found to be 0.71. Both SRTQ and the academic achievement scores of senior secondary school science students offering biology, chemistry, data processing, physics and mathematics were used as a method for data collection. Coefficient R and R2 were used to answer research question while regression ANOVA (linear and multiple) were used to test the hypotheses. The findings from the results revealed that low positive predictive value exist between teachers’ quality and academic achievement in science subjects among urban and rural based senior secondary school students. However, teachers’ quality is not a significant predictor of the academic achievement of urban and rural secondary school students in science subjects. Low positive predictive value exist between teachers’ quality and academic achievement of male and female senior secondary school students in science subjects. However, teachers’ quality is not a significant predictor of the academic achievement of male and female senior secondary school students in science subjects. From the findings it was recommended that senior secondary school science teachers should endavour to indicate other factors that can influence students’ achievement in senior secondary school subjects more significantly than teachers’ quality irrespective of students’ gender and school base. Base on the recommendation conclusions were made.
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Owoeye, Oluwasola Damilola, Abiodun Faleye Bamidele, and Kasali Jimoh. "Student Factors and Parental Involvement on Academic Performance of Senior Secondary School Students Qualifying Examination in Osun State Secondary Schools." Journal of Digital Learning and Education 2, no. 2 (2022): 127–33. http://dx.doi.org/10.52562/jdle.v2i2.344.
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The study examined Osun State senior secondary school students’ performance identified factors that affect senior secondary school students’ performance, and factors contributing to students’ performance. The study adopted the descriptive survey research design. The population of the study comprised all 243 public senior secondary schools in Osun State. A sample of 600 Senior Secondary Two (SS II) students was selected using a multistage sampling procedure. The instruments used for data collection were questionnaire and pro-forma. Three forms of the questionnaire were used; they are Questionnaire on Student Factors and Parental Involvement on Academic Performance designed for students in secondary schools (QSFPIAPSSS), Questionnaire on Academic Performance designed for secondary school teachers (QAPSST), Questionnaire on Academic Performance designed for secondary school administrators (QAPSSA). The pro-forma on students’ academic performance in 2017 qualifying examination was used to collect academic performance record. The data collected were analyzed using frequency, counts and multiple regression. The results showed that 12.2% of the students sampled had low-level academic performance, while 10.2% of them had high-level academic performance. Results also showed that study habit (18.6%), self-efficacy (16.8%), parental care (47.6%) and teachers’ influence (36.3%) significantly affect students’ academic performance. The study concluded that students’ habit, self-efficacy, parental care and teachers’ influence were the strongest factors that contribute significantly to students’ academic performance in qualifying examination in Osun State Secondary Schools.
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Wong, Wah Sang. "Architecture in Senior Secondary School Education." International Journal of Design Education 9, no. 2 (2015): 1–10. http://dx.doi.org/10.18848/2325-128x/cgp/v09i02/38471.
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Juliana, Enemuo Chinwe, Anyaduba Obiagelijacquilin, and Dr Ezeaka Nonye Benedeth. "Impact of The Application of Audio-Visual Aids in Improving Teaching and Learning of Computer Science in Senior Secondary Schools in Awka North Local Government Area in Anambra State." International Journal for Innovation Education and Research 7, no. 8 (2019): 136–46. http://dx.doi.org/10.31686/ijier.vol7.iss8.1662.
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The purpose of the study is to identify the impact of the application of audiovisual aids in improving teaching and learning of computer science in Senior Secondary School in Awka North Local Government Area of Anambra State. Out of 1500 Secondary Schools in Awka North Local Government Area. Seventy (70) Students from Senior Secondary School (SS1) students were selected using random sampling technique to serve as the sample. Structured questionnaire was the instrument used for data collection. Mean and percentage were employed for data analysis. The major findings are that, Audio visual materials are not usually available for teaching and learning of computer science in senior secondary schools. Using audio visual materials in teaching and learning of computer science has positive effects on students’ academic performance. Audio visual aids have a lot of benefits in improving qualitative computer education in senior secondary schools. Government and other citizens should provide audio visual materials to secondary schools in Nigeria. Experienced and qualified computer science teachers at least with Nigeria Certificate in Nigeria (NCE) should be employed to teach in secondary schools in Nigeria. School authorities should always checkmate whether teachers make use of audio visual aids in teaching.
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Aman Habbi and Chaman Lal Banga. "Investigating smartphone addiction among senior secondary school students." International Journal of Science and Research Archive 12, no. 2 (2024): 2482–93. http://dx.doi.org/10.30574/ijsra.2024.12.2.1554.
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The present study is based on the smartphone addiction which is an emerging problem of the current time. Our youth is getting distracted due to excessive use of smartphones nowadays. The study aimed to find out the significant difference of smartphone addiction among senior secondary school students with respect to their gender (i.e. male and female); type of schools (i.e. government and private); streams (i.e. science, arts and commerce); type of families (i.e. joint and nuclear); and social category (i.e. general and scheduled castes). Tool used to collect the data was smartphone addiction scale developed by Dr. Vijayshri and Dr. Masaud Ansari. The sample consisted of 200 senior secondary school students, out of which 100 were males and 100 were females. Collected data was analyzed through mean, standard deviation and t-test. The results revealed that there was no significant difference in the smartphone addiction among senior secondary school students in relation to their gender (male and female), stream (i.e. science and commerce; arts and commerce), type of family (i.e. joint and nuclear), social category (general and scheduled castes). While there was a significant difference in the smartphone addiction among senior secondary school students in relation to their type of school (i.e. government and private) and stream (science and commerce). It was suggested that schools should integrate digital literacy into the curriculum which can educate students about the responsible use of smartphones highlighting potential risks of addiction.
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Oxley, Laura. "Experiences of behaviour management in school: A case study of one senior school leader at a secondary school." Psychology of Education Review 42, no. 1 (2018): 44–46. http://dx.doi.org/10.53841/bpsper.2018.42.1.44.
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Managing behaviour in schools is a key consideration for senior school leaders. It is a topic that often draws attention in the media and is a major cause of stress for teaching staff. The case study reported in this article forms the pilot study for a larger piece of PhD research which includes interviews with senior school leaders from around the UK and internationally. The aim of the larger study is to explore alternative approaches to behaviour management in schools, other than the predominant system of rewards and sanctions. This case study examines the views of one senior school leader at a secondary school and explores his perceptions and experiences of behaviour management. An interview was conducted with the senior school leader which was analysed using interpretative phenomenological analysis (IPA). Three superordinate themes were identified from the interview data: aspirations, relationships and the importance of a structured behaviour management system.
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Oxley, Laura. "Experiences of behaviour management in school: A case study of one senior school leader at a secondary school." Psychology of Education Review 42, no. 2 (2018): 44–46. http://dx.doi.org/10.53841/bpsper.2018.42.2.44.
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Managing behaviour in schools is a key consideration for senior school leaders. It is a topic that often draws attention in the media and is a major cause of stress for teaching staff. The case study reported in this article forms the pilot study for a larger piece of PhD research which includes interviews with senior school leaders from around the UK and internationally. The aim of the larger study is to explore alternative approaches to behaviour management in schools, other than the predominant system of rewards and sanctions. This case study examines the views of one senior school leader at a secondary school and explores his perceptions and experiences of behaviour management. An interview was conducted with the senior school leader which was analysed using interpretative phenomenological analysis (IPA). Three superordinate themes were identified from the interview data: aspirations, relationships and the importance of a structured behaviour management system.
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Oyelekan, Oloyede Solomon, Seun Sola Jolayemi, and Johnson Enero Upahi. "Relationships among senior school students’ self-efficacy, metacognition and their achievement in chemistry." Cypriot Journal of Educational Sciences 14, no. 2 (2019): 208–21. http://dx.doi.org/10.18844/cjes.v14i2.2564.
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Learners play very significant roles in the teaching–learning process. Irrespective of how teachers teach, learners often have their own ways of learning. Three hundred senior secondary school II students selected from 10 senior secondary schools in Ilorin, Nigeria participated in the study. Simple random sampling technique was used to select 30 students from each of the 10 purposively sampled senior secondary schools. Data were collected using three instruments, namely, Chemistry Self-Efficacy Questionnaire, Chemistry Metacognition Questionnaire and Chemistry Achievement Test with reliability indices of 0.83, 0.73 and 0.86, respectively. Answers were provided to four research questions each of which has a corresponding hypothesis. The hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, regression and analysis of variance. Findings from the study indicates significant positive relationship among senior secondary school students’ Chemistry self-efficacy, metacognition and their achievement in Chemistry F(2, 297) = 332.482, p < 0.05.
 Keywords: Academic achievement, metacognition, self-efficacy, senior secondary schools.
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Mustapha, Adam Ishola, Kikelomo W. Sallee, and Alao Busayo Oluwabukola. "Principals’ Managerial Styles As Determinat of Public Senior Secondary School Efectiveness in Kwara State." Indonesian Journal of Education and Social Sciences 2, no. 2 (2023): 124–32. http://dx.doi.org/10.56916/ijess.v2i2.504.
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Education is a basic rights and the needs for its provision in most efficient manner towards ensuring social liberation, political, economic and cultural development of countries cannot be undermined. However, the efficacy of secondary schools has raised deep concern among stakeholders in the sector. Thus, the study examines principals’ managerial styles as determinant of public senior secondary schools school effectiveness in Kwara State. Nigeria. Descriptive research design of correlation type was adopted for this study. The population of the study was made up of 6, 483 teachers and 384 principals in all the 384 public senior secondary schools in the three senatorial districts that constitute Kwara State (Kwara Central, Kwara North and Kwara South). Ten public senior secondary schools were randomly selected from each of the three senatorial districts that make up the Kwara State, thus 30 public senior secondary schools were selected for the study. Also, 279 teachers were selected using Research Advisor (2006), Managerial Styles and School Effectiveness Questionnaires (PMSSEQ) were designed for the collection of relevant data from the repondents. The instruments were validated and subjected to reliability study. The data gathered for the study were statistically analyzed using descriptive research statistic of frequency, percentage answer the research questions, while Pearson Product – Moment Correlation was used to answer the second research question. The findings of the study revealed that principals’ managerial styles determined school effectiveness in public senior secondary school in Kwara state. It was recommended among others that: capacity buildings through seminars, workshops and conferences should be periodically organized for secondary school principals to update their managerial knowledge and skills on global leadership styles thereby enhancing effectiveness of the schools. Also, principals’ should not restrict themselves to just one managerial style of leadership, but rather varying them depending upon the circumstances for overall improvement and effectiveness of the school system.
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Fatima, Favour-Tamar Tanimu, and Umaru Tanimu PhD Ishaya. "Determination of the Effect of Graduate Teacher Attrition on Students' Performance in Government Senior Secondary Schools in the Gambia." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 04, no. 01 (2025): 148–52. https://doi.org/10.5281/zenodo.14684991.
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The study looked into the impact of graduate teachers’ attrition in government senior secondary schools to choose other financially rewarding careers over teaching. The study was limited to senior secondary government schools in the Gambia's West Coast Region. The study aims to assess the influence of graduate teacher attrition on student performance in Gambia's government senior secondary schools. The problem of the study revealed that poor school conditions, high-income families for extra classes, and private schools for income negatively impact graduate teachers and students in the Gambia. They also seek better opportunities in other institutions due to poor motivation, remuneration, and promotion. As a result, students become frustrated by the frequent changes in graduate instructors since the most seasoned graduate instructors are the ones who quit teaching. The methodology used was the questionnaires administered in the case study area to 328 students and 7 graduate teachers. Prepared interview guidelines were used to interview 8 school and 2 educational administrators. Relevant literature was reviewed on the theories and findings on teacher attrition from different authors. The study population involves 2564 senior secondary students and 54 graduate teachers from four different senior secondary schools. Findings from the study show that graduate teachers face challenges such as large class sizes, demanding workloads, and an unfavourable work climate in schools. Parents in the Greater Banjul Area are sending their children to private and missionary senior secondary schools due to a high graduate teacher attrition rate. The study recommends that to retain graduate teachers, it is crucial to offer attractive retention allowances and housing that align with their qualifications and newly acquired skills. Graduate teachers who are assigned to deprived and hard-to-reach areas should be granted additional special allowances.
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Shuaibu, Abdullahi. "Correlation between Availability of Educational Resources and Academic Performance in Biology among Secondary School Students in Adamawa State." Zamfara International Journal of Education 3, no. 4 (2023): 33–40. https://doi.org/10.5281/zenodo.10071995.
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The study investigated the relationship between educational resources and biology students' academic performance in Adamawa state, Nigeria. The study adopted a correlational design. The target population of the study comprised 12,143 teachers and 731 principals of senior secondary schools in the five-education zone of Adamawa state. A sample of 221 teachers was used. The instruments used for data collection was Educational Resources Questionnaire tagged (ERQ). Mean and standard deviation were used to analyzed the data. The findings of the study are: availability of instructional aids is a significant predictor of senior secondary school Biology students' academic achievement, F(1, 220) = 14.368, p < 0.05 school facilities is a significant predictor of senior secondary school students' academic achievement, F(1, 220) = 16.057, p < 0.05 and adequacy of funding is a significant predictor of senior secondary school students' academic achievement, F(1, 220) = 26.145, p < 0.05. It is recommended among others that government through the post primary school management board should make instructional aids available to schools to enable teachers teach effectively.
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OLADAPO, Samuel O., Olusola A. AKINTUNLAJI, and Emmanuel O. OLUSOLA. "INVESTIGATING THE SUITABILITY OF STATURE AS THE ONLY REFERENCE DIMENSION FOR DETERMINING OTHER BODY MEASUREMENTS REQUIRED FOR EDUCATIONAL FURNITURE DESIGN OF STUDENTS IN OKITIPUPA, NIGERIA." OAUSTECH Journal of Engineering and Intelligent Technology 1, no. 1 (2025): 49–56. https://doi.org/10.36108/ojeit/5202.10.0160.
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This study investigated the suitability of stature as the only reference dimension for estimating other body measurements that are important for educational furniture design. 360 students consisting of 180 males and 180 females between 11 and 18 years were studied. They were segmented into six groupings; Junior Secondary School one to Junior Secondary School two males, Junior Secondary School one to Junior Secondary School two females, Junior Secondary School three to Senior Secondary School one males, Junior Secondary School three to Senior Secondary School one females, Senior Secondary School two to Senior Secondary School three males and Senior Secondary School two to Senior Secondary School three females. The following dimensions, which served as inputs, were measured: stature, waist height, shoulder-grip length, lower-arm length and shoulder breadth. Exhaustive search methodology was employed to determine which input factor(s) can be considered as reference dimension(s) for estimating the outputs which are: popliteal height, buttock-popliteal length, hip width, shoulder height, elbow height and knee height. The result showed that stature is not the only reference dimension needed for estimating other body measurements that are critical for educational furniture design. The needed reference dimensions depend on the category and gender of the students under consideration
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Shittu, Taofeek Olawale, O. Kehinde Idowu, and Olubukola Olawunmi Adedapo. "School-Community Partnership and Quality Education Delivery Among Public Senior Secondary Schools in Lagos State, Nigeria." CMU Academy Journal of Management and Business Education 1, no. 2 (2022): 11–15. http://dx.doi.org/10.53797/cjmbe.v1i2.2.2022.
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This paper examined the school-community partnership and quality education delivery among public senior secondary schools in Lagos State, Nigeria. Lack of mutual relationship between school authorities and community leaders mostly hindered effective and efficient running of secondary schools’ system in Nigeria. The study adopted correlational design The population of the study comprised all 322 public secondary schools in Lagos State, Nigeria. The sample size of 600 principals, student and parents purposively selected through purposive sampling technique. Two research questions were raised, and two null hypotheses were tested at 0.05 level of significance. Two instruments namely: School-Community Partnership Questionnaire (SCPQ) and Quality Education Delivery Questionnaire (QEDQ) were used to collect data and analysis was carried out using Pearson Product Moment Correlation Coefficient through Statistical package for Social Science (SPSS) version 23.0. The test-retest method was used to measured reliability coefficient level of 0.82. The analysis showed that a significant relationship existed between principals’ leadership behaviour and quality education delivery in Lagos State Senior Secondary Schools, Nigeria (r=0.516; N=600; p<0.05), and that a significant relationship existed between school-community partnership practices and quality education delivery in Lagos State Senior Secondary Schools, Nigeria (r =0.526; N=600; p<0.05). Sequel to the findings, it was recommended among other that school authorities and community leaders should work together toward delivery of quality education in Lagos State public senior secondary schools.
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Muili, Oluwadamilola Wasilat, Opeyemi O. Famodimu, Panti Jesus Sarkwah, Ogunmoyero Toluwani Samuel, Charlotte Mensah Addo, and Firdaus Adamu. "An Assessment of Problems of Effective Teaching and Learning of Sexuality Education in Senior Secondary Schools in Egor Local Government Area of Edo State, Nigeria." African Journal of Humanities and Contemporary Education Research 18, no. 1 (2025): 84–110. https://doi.org/10.62154/ajhcer.2025.018.010631.
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This study investigated the problems of effective teaching and learning of sexuality education in senior secondary schools in the Egor Local Government Area of Edo State. Six research questions were raised and answered to achieve this purpose. A survey research design was adopted to carry out this study, and the instrument used for the collection was the questionnaire. A combination of stratified and random sampling techniques was used. A total of two hundred (200) questionnaires were administered to students, and twenty (20) questionnaires were administered to teachers in five senior secondary schools. In each school, a total of forty (40) questionnaires were randomly administered to students in senior secondary I-II. A total of four (4) questionnaires were randomly administered to teachers in senior secondary school and used for the study. The results obtained from the study showed that sexuality education as a subject is not included in the senior secondary school curriculum. There are no modern instructional aids and textbooks for teaching and learning sexuality education. There are problems associated with or encountered when teaching sexuality education. Finally, sexuality education serves as a remedy to the adolescent immorality problem. Given the findings, it was recommended that the curriculum planner include sexuality education in the senior secondary school scheme of work and that it should be well implemented in the school system. Teachers should have instructional aids to enhance effective teaching and learning of sexuality education. Teachers should be granted access to the internet to obtain useful information for the teaching and learning of sexuality education. There should be more enlightenment on sexuality education for senior secondary school students, and a good avenue should be created for them to be able to discuss sexually related issues freely with counsellors and teachers to secure a better life for them.
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Beniola, Mary Joy, and Noe Garcia. "A Survey on the Preferred Strand of Public Secondary High School Students of Alabel Municipality." Psychology and Education: A Multidisciplinary Journal 23, no. 4 (2024): 522–33. https://doi.org/10.5281/zenodo.13273132.
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This study accentuated on the determinants of senior high school tracks and strands inclination of Grade 10 students of the five (5) secondary schools in Municipality of Alabel: Alabel National High School, Alabel Integrated SPED Center, Alegria National High School, Kawas National High School, and Tokawal National High School. It used a quantitative descriptive-survey method of research that involved 788 respondents utilizing a descriptive survey method of research to gather the data needed. Frequencies and percentages were utilized to verify the respondents’ tracks and strands preferences. Based on the findings of the study, the majority of the preferred senior high school tracks and strands of the Grade 10 students were not included in the offerings of the five secondary schools in the Municipality of Alabel. With these results an Intervention Program Matrix was made in order to help the schools to open senior high school tracks and strands based on the needs of the communities. Through this, students will be able to be ready to enroll in college programs that are aligned with their senior high school tracks and strands. Based on the findings of the study, it is highly recommended that every school must have intensive career advocacy on the parents and students for proper guidance.
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Parray, Manzoor Ahmad, and Precious Sheoron. "Academic Procrastination among Male and Female Senior Secondary School Students of Central Kashmir." International Journal for Social Studies 10, no. 12 (2024): 41–52. https://doi.org/10.5281/zenodo.14421296.
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<em>The goal of the current study is to look at academic procrastination among male and female Senior Secondary School Students. Effects of different dimensions of Academic Procrastination were also explored. </em><em>Kumar Reddy B.S. (2021), have found that gender significantly influences academic procrastination.</em><em> For this study the sample of 383 Senior Secondary School Students were taken. </em><em>The sample was further divided into 180 males and 203 females.</em><em> The sample was taken from the senior secondary schools of central Kashmir. The range of their age was from 17 years to 20 years. </em><em>Academic Procrastination scale by Kalia and Yadav (2015) was utilized for this study. This study aims to find the difference in academic procrastination and its dimensions of male and female senior secondary school students. </em><em>The findings reveal that there is a notable distinction between males and females when it comes to academic procrastination. The findings also show notable differences among male and female senior secondary school students with respect to different dimensions of academic procrastination. </em>
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Muhammad Sani, Kamal, Maryam Mamman Adam, Safiya Garba Nadama, et al. "Exploring the Factors Contributing to Poor Academic Performance among Senior Secondary School Students: A Case of Wamakko Local Government Area, Sokoto State." EduLine: Journal of Education and Learning Innovation 4, no. 4 (2024): 580–93. https://doi.org/10.35877/454ri.eduline3070.
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The principal aim of this research paper was to examine the social, psychological, and economic factors that contribute to poor academic performance (PAP) among senior secondary school students with special reference to Wamakko Local Government Area (WLGA), Sokoto State, Nigeria. We utilized a semi-structured questionnaire, in-depth interviews (IDI), and focus group discussions (FGD) to collect data from 220 enrolled senior secondary school students, 10 teachers, and 5 school principals. The statistical results revealed that numerous factors harm the academic performance of students in secondary schools. The results indicate that poor time management (75%), language barriers (74%), and financial constraints (70%) adversely affect the academic performance of senior secondary school students in WLGA. The study concludes with suggestions aimed at improving students’ academic performance.
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Olaifa, A. Sunday, A. Ramoni Ismail, and O. Olaide Atanda. "Stakeholders’ Perception on Influence of Covid-19 Pandemic On Activities of Private Senior Secondary Schools in Ilorin Metropolis." Kashere Journal of Education 3, no. 1 (2022): 102–12. http://dx.doi.org/10.4314/kje.v3i1.14.
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The study investigated the stakeholders’ perception on influence of Covid-19 Pandemic on activities of private senior secondary schools in Ilorin Metropolis, Kwara State. Descriptive survey design was adopted using questionnaire as an instrument for data collection. The population of the study was the stakeholders of the private schools at senior secondary level of education in Ilorin Metropolis. The study made use of 30 School Administrators, 120 Teachers and 150 Students of 30 selected private senior secondary schools in all three local government areas that constitute Ilorin Metropolis. The researcher’s self-designed questionnaire was used to obtain information from the 300 respondents. Questionnaire titled: “Covid-19 Pandemic and School Activities Questionnaire (CPSAQ) was used to elicit information. The reliability of the instrument was carried out using test re-test method with reliability index of 0. 849 while the research hypotheses formulated for the study were tested using t-test at 0.05 level of significance. The results of the analysis revealed that there are no significant differences in the perceptions of teachers and students on the influence of Covid-19 on school activities of private senior secondary schools in Ilorin Metropolis, Kwara State. Although School administrators viewed the influence of Covid-19 on school activities of private senior secondary schools differently. The study recommends that teachers need to prepared themselves to explore the full range of opportunities that remote learning offers through online platforms, social media, Television, radio etc. to ensure continuity of learning during an unforeseen situation that may affect traditional classroom activities. Also school authority should diversify alternative methods through which co- curricular and extracurricular activities of the school can be taken care of in case of an emergency outbreak like Covid-19.
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Das, Animesh. "Study of Academic Anxiety in relation to Academic Achievement of Senior Secondary School Students of Purulia District of West Bengal." Education India: A Quarterly Refereed Journal of Dialogues on Education 11, no. 4 (2022): 1–7. https://doi.org/10.5281/zenodo.15482525.
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<strong>Abstract</strong> Academic anxiety can be defined as an overwhelming feeling of disturbance and distress among the students from the academic environment. In the post covid-scenario when the Indian education system has shifted to online learning, it is necessary to explore the impact of this sudden change on the life of the learners, particularly on their academic achievement. The present study is carried out to study the correlation between academic anxiety and academic anxiety. The researchers also explored the gender difference in relation to academic achievement and academic achievement of the senior secondary students. A sample of 241 senior secondary school students from various schools of Purulia district of West Bengal was selected. Standardized tool developed by Sharma & Shakir (2019) was used for measuring the level of academic anxiety of senior secondary school students. The previous class academic record i.e., class 10th result (final marks i.e., board result) of class 11th students was used for measuring the academic achievement of senior secondary school students. Results revealed that male students have significantly higher academic achievement than female students; female students have significantly higher levels of academic anxiety than male students. It was also found that there is a negative and significant correlation (r=-0.224) between academic anxiety and academic achievement of senior secondary school students. <strong>Keywords</strong>:Academic Anxiety, Academic Achievement, Gender, Senior Secondary School Students
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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.
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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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A. Abubakar, Tahir, Ahmed Awil, and Zaharaddeen Suleiman. "Effect of Peer Learning Strategies on Students' Academic Performance at Public Senior Secondary Schools in Hodan District, Mogadishu, Somalia." KIU Journal of Education 4, no. 2 (2024): 78–85. https://doi.org/10.59568/kjed-2024-4-2-07.
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The paper investigated effect of peer learning strategies on academic performance of students at public senior secondary schools in Hodan District, Mogadishu, Somalia. The objective of the study was to determine the effect of peer-learning strategies on students ‘academic performance at public senior secondary schools in Hodan district, Mogadishu Somalia. A Corresponding research question and null hypothesis were formulated to guide the investigation. The study used Quasi Experimental design which adopted post-test only. Two groups which were Experimental and Control Groups were formed. The students in experimental group were taught using peer learning method while in the control group, the students there were taught using traditional teaching method. The population of the study comprises of public senior secondary schools in Hodan District, Mogadishu, Somalia. Two classes consisting of 209 students both male and female respondents out of a total population of 1,035 were used as a reliable sample of the study. The instrument used in the collection of data was a Performance Test (PT). T-test independent sample was used to test the hypothesis formulated and it was found that there was a significant difference in academic performance between senior secondary school students taught using peer learning strategy and those taught using traditional learning strategy in public secondary schools. It also found that there is no significant difference in academic performance between male and female senior secondary school students taught using peer learning strategy and those taught using traditional learning strategies in public senior secondary schools, Hodan District. It was recommended that senior secondary school teachers should encourage learners to adopt peer learning strategy or collaborative means in acquiring more practical knowledge as against to the traditional methods that generally relied on teachers. It is also emphasized that students at senior secondary schools shall be guided to stimulate actions and become innovative towards different aspects in their training by embracing the use of peer learning strategy for both male and female group of learners.
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Odeniyi, Olujnimi Adebayo, and Oluwatoyin Julianah Tolorunju. "A Comparative Study of Students' Academic Performance in English Language in Public and Private Secondary Schools in Abuja, Federal Capital Territory." Journal of Guidance and Counselling Studies 4, no. 2 (2020): 317–27. https://doi.org/10.5281/zenodo.4055718.
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This research comparatively studied students’ academic performance in English Language in public and private senior secondary schools in Federal Capital Territory. The research design adopted was descriptive and ex-post facto surveys. Three research questions and one hypothesis guided the study. Questionnaire titled, Comparative Study of Students' Academic Performance in English Language in Public and Private Senior Secondary Schools (CSAPEL), and data on record were the instruments used. The sample size was 380 and 370 students, as well as 1865 and 1734 data of students in public and private senior secondary schools respectively. Data analysis was by mean score, standard deviation and t-test statistics. Findings indicated that teaching aids/facilities have influence on students’ academic performance in English Language, teacher qualification has influence on students’ academic performance in English Language in public and private senior secondary schools, and private senior secondary school students perform better in English Language. Based on the findings, the recommendations proposed are that government and school proprietors should make concerted efforts to ensure that teaching aids/facilities are provided, government should ensure that only individuals with the requisite qualification in English Language are employed both in public and private schools.
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Jude Uzodinma, Ofoegbu, Abang Kingsley, Ekarika Catherine Boniface, and Nonso N Bisong. "Perception of school teachers towards integrating ict in senior secondary school curriculum: aftermath of covid-19 pandemic." Global Journal of Educational Research 22, no. 2 (2023): 143–50. http://dx.doi.org/10.4314/gjedr.v22i2.4.
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 The study is aimed at determining the perception of school teachers’ towards integrating ICT in senior secondary school curriculum content delivery, aftermath of Covid-19 pandemic. The study adopted a survey research. The Population of the study consisted of all 310 Senior Secondary School teachers (78 males and 132 females) in Owerri municipal Council of Imo state. The sampling technique used is purposive since the population is small. The researchers designed an assessment questionnaire which was used for data collection. It has a reliability co-efficient of 0.83 determined through cronbach alpha. The data collected was analyzed using mean and standard deviation in answering the research questions while the hypothesis was analyzed using independent t-test analysis tested at 0.05 level of significance. The result of the study showed that senior secondary school teachers have positive perception towards integrating ICT in senior secondary school curriculum content. It was therefore recommended among others that the government should speed up the expansion of its existing ICT and remote learning capacity in senior secondary school curriculum, especially for learners with disabilities who may need access to assistive technology. This is based on the fact that senior secondary school teachers have positive perception on the workability of ICT integrated curriculum in senior secondary school.
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Gure, Gobind Singh, and Munish Kumar. "A Comparative Study of Career Preferences & Career Conflicts among the Secondary and Senior Secondary School Students." Asian Journal of Education and Social Studies 51, no. 2 (2025): 71–80. https://doi.org/10.9734/ajess/2025/v51i21768.
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Education has a significant effect on the behaviour and profession of the individual. It prepares students for a career so that they can earn their livelihood. Thus, selecting an appropriate career is the most important decision that human beings have to make in their lives. This decision will affect them throughout their lives, so nothing is more important than choosing a career. When selecting a career, individuals have to struggle between two or more situations that need to be resolved, known as career conflicts. In today's world, where there are several career options available, there is pressure on individuals to select the best career for themselves. In the same way, most students in the secondary and senior secondary stage face a lot of career-related problems. Understanding the students' career plans and preferences can facilitate them to determine their future prestige, wealth, and status. Thus, it becomes important to help them in their career selection and to avoid conflicts. In this regard, the presented study was conducted to analyse the career preferences and career conflicts among secondary and senior secondary school students. The study was descriptive; therefore, a survey method was used to conduct this study. This study selected a representative sample of 240 students from class 10th and class 12th from eight schools in two blocks of Sirsa districts of Haryana using a stratified random sampling technique. Appropriate data was collected through two standardized scales: the Career Preference Record (2009) by Bhargava & Bhargava and the Career Conflict Scale (2005) by Kumar and Rekha. The study's main findings were that overall, most of the secondary and senior secondary school students had given the first preference to law and order, second to education, and the least priority to agriculture as a career. It was also noticed that 'law and order' first, 'education' was the second preference of secondary students, whereas senior secondary students had given the first preference to 'education,' second to 'law & order,' and both secondary and senior secondary students, had given the least preference to agriculture as a career option. However, it was observed that there existed no significant differences between the career preferences of secondary and senior secondary school students. Further, it was found that there existed a significant difference between the career conflict among secondary and senior secondary school students. Moreover, it is also important to mention here, that the senior secondary school students had higher career conflicts rather than the secondary school students. It is suggested to the school administration, teachers, and counsellors that they need to develop a mechanism at the school level that will help the students select the best career options in their lives to avoid career conflicts.
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Hassan, H. K., B. I. Bambi, and H. B. Bakari. "Influence of Principal and Parental Relationships on Teachers’ Job Performance in Senior Secondary Schools in Adamawa State, Nigeria." Advances in Multidisciplinary and scientific Research Journal Publication 29 (December 15, 2021): 155–70. http://dx.doi.org/10.22624/aims/abmic2021-v2-p12.
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This study investigated the influence of principal and parental relationships on teacher’s job performance in senior secondary schools in Adamawa State, Nigeria. Three research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted an ex post facto research design. The population of the study was 5,458 school personnel in the senior secondary schools in Adamawa state, which were made up of 337 principals and 5,121 teaching staff as distributed over the five education zones of Adamawa state, Nigeria. The sample of the study was 374 school personnel (340 teachers and 34 principals). This was arrived at using the Taro Yamane formula. The sample was determined through multistage sampling technique that comprised of stratified random sampling and simple random sampling techniques. Influence of Principal and Parental Relationship on Teachers’ Job Performance Questionnaire (IPPRTJPQ) was used for the collection of data. The data collected were analysed using mean and standard deviation to answer the research questions, Z-test for testing the hypotheses. The research question findings indicated that teachers were found to relate to a high extent with principals in senior secondary schools in Adamawa state. Also, that the relationship between teachers and parents is to a moderate extent in senior secondary schools in Adamawa state. The hypotheses findings also revealed that there is a significant influence of teacher – principal relationship on teacher’s job performance with (p = 0.000 < 0.05); and also that there is a significant influence of teacher – parent relationship on teacher’s job performance in senior secondary schools in Adamawa State with (p = 0.000 < 0.05). Based on the findings; it was concluded that teachers’ relationship with principals and parents significantly influence their job performance in senior secondary schools in Adamawa state, Nigeria. The study recommended that principals and teachers in senior secondary schools need to relate positively amongst themselves irrespective of their demographic differences which can help to improve their teaching performance either on a personal or professional level. Keywords: Teacher-Principal Relationship; Teacher-Parent Relationship; Teachers’ Job Performance; Senior Secondary School; Adamawa State
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Bockarie, Steven Sylvester, and Michael Sahr Bengu. "Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation." International Journal of Linguistics Studies 1, no. 2 (2021): 66–76. http://dx.doi.org/10.32996/ijls.2021.1.2.10.
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The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.
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Jimoh, Y. A., S. Sambo, B. R. Muhammad, and B. K. Dagari. "Effect of Values Clarification Counselling Technique on Aggressive Behaviour among Senior Secondary School Students in Kontagora Metropolis, Niger State." Zamfara International Journal of Education (ZIJE) 3, no. 2 (2023): 115–22. https://doi.org/10.5281/zenodo.8384560.
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This study examined the effect of values clarification counselling techniques on aggressive behaviour among senior secondary school students in Kontagora metropolis, Niger State. Pretest posttest quasi experimental research design was adopted. The target population for the study consists of senior secondary school students. A sample size of 15 participants was purposively selected from senior secondary school two students for the study consisting of 11 males and 4 females. An instrument titled Students Aggressive Behaviour Questionnaire (SABQ) was used to obtain data for both pre and posttest. The intervention sessions lasted for ten weeks (two sessions of 60 minutes each per week) during the third term 2021/2022 academic session. Data collected were analyzed using descriptive statistical tools of mean, standard deviation and inferential statistical tools of paired sample t-test. The findings revealed that values clarification counselling technique had a significant effect on hostile, emotional and relational aggressive behaviour among students with t=11.00, p=.000; t=6.15, p=.000 and t=7.54, p=.000 respectively. It was concluded that values clarification counselling technique was effective in reducing aggressive behaviour among senior secondary school students. It was therefore recommended among others that, school counsellors and psychologists should employ values clarification counselling techniques in reducing aggressive behaviour among senior secondary school students.
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Ezekiel, Noma, Abdullahi Shuaibu, Mercy Gideon, and R. O. Ugwuadu. "SCHOOL LEARNING ENVIRONMENT VARIABLES AS PREDICTORS OF BIOLOGY STUDENTS' ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS OF TARABA STATE, NIGERIA." Vunoklang Multidisciplinary Journal of Science and Technology Education 13, no. 1 (2025): 181–96. https://doi.org/10.5281/zenodo.15275070.
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<strong>ABSTRACT</strong> This study investigated the school learning environment variables as predictors of biology students’ academic achievement in senior secondary schools of Taraba State, Nigeria. Six objectives, six research questions and six null hypotheses guided the study. The study adopted the correlational research design. The population was 11,837 SSS III Biology students. The sample of the study was 400 SSS III biology students drawn from the entire using population. A total of 16 senior secondary schools were selected from four education zones using multi-stage sampling techniques. Two instruments were used for data collection namely: School Learning Environment Variables Questionnaire (SLEVQ) and Biology Students’ Academic Achievement (BSAA). Cronbach Alpha was used to obtain the reliability coefficient of School Learning Environment Variables Questionnaire and Kuder-Richardson 21 formula (KR-21) was used to compute the reliability coefficient of Terminal Biology Students’ Academic Achievement (BSAA). The reliability coefficient of 0.82 was obtained for School Learning Environment Variables Questionnaire and 0.80 was obtained for Biology Students’ Academic Achievement. Instrument was subjected to face validation. Descriptive statistics of mean and standard deviation were used to answer the research questions while, the null hypotheses were tested at 0.05 level of significance using simple linear regression and multiple linear regression an. The analyses findings of the study revealed that there is positive significant relationship between school learning environment variables combined (class size, home environment, students-teacher relationship, biology laboratory facilities and school location) and biology students’ academic achievement in senior secondary schools of Taraba state (P-value 0.00). It was concluded that class size, teacher-students relationship, home environment, biology laboratory facilities and school location make a positive significant prediction on biology students’ academic achievement in senior secondary schools in Taraba state. Therefore, it was recommended that Government, parents, teachers, individual and school principals should ensure that school learning environment variables: are given proper attention for better academic achievement of students in Taraba State senior secondary schools.
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Uchegbue, Henrietta O., and Melvina N. Amalu. "An assessment of sex, school type and retention ability in basic technology achievement among senior secondary school students." Global Journal of Educational Research 19, no. 1 (2020): 1–7. http://dx.doi.org/10.4314/gjedr.v19i1.2.
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Given the laudable purposes attached to study of Basic Technology in JSS, it is therefore important that students retain the skills and knowledge acquired in the course of studying the subject in the school. However, sadly, the intended effect Basic Technology as a subject in the secondary school system should have, has not been seen in the generation of able manpower readily employable for the economy. The study investigated the difference between the retention ability of male and female senior secondary students in Basic Technology, and how school type (public/private) influence retention. Two research hypotheses were formulated for the purpose of the study. The research design used in carrying out this study is Ex–post facto design. This study covered the Southern Educational Zone of Cross River State, Nigeria. The population of the study comprised all senior secondary school three (SS3) students in the government-owned secondary schools and private-owned secondary schools in the southern educational zone of Cross River State. The sampling technique used is stratified random sampling technique. The sample size for this study was 487 senior secondary school three (SS3) students drawn from fourteen schools in seven local government areas of southern educational zone. The research instrument used in the study is the achievement test. The statistical analyses techniques adopted to analyze the data collected were dependent t-test and independent t-test respectively. Findings of the study showed that there is no significant difference in retention between males and females, public and private schools in senior secondary school in Basic Technology. Based on the findings of the study, recommendations were made which include that there is a need to focus on the female folks in the execution of national policy on education. This study shows that the female folk arecapable of achieving and retaining as much the male folks during learning. Much effort should be made by the government to bridge the disparity between male and female folks in enrolment into and completion of the secondary school education.
 Keywords: gender, retention ability, achievement, technology, school type
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Yahaya, Abdulkadir Muhammed, Abdullahi Lawal Dutsinma, Salamatu Suleiman, and Abdulaziz Ahmed. "The impact of teaching methods on the performance of geography students in some selected public secondary schools in Zaria local government area, Kaduna State, Nigeria." Journal of Social, Humanity, and Education 1, no. 2 (2021): 143–55. http://dx.doi.org/10.35912/jshe.v1i2.369.
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Abstract: Purpose: This study analyzes the impact of teaching methods on Geography students’ performance in Zaria Local Government Area, Kaduna State, Nigeria. Six senior secondary schools: AlhudaHuda College, Barewa College, Government Secondary School Kofar Kibo, Government Girls Secondary School Kofar Gayan, Government Girls Secondary School Pada and Government Girls Secondary School, Kongo were sampled. Research methodology: 423 questionnaires were administered to respondents. Descriptive statistics and inferential statistics using SPSS version 23 were used to analyze the data. Results: The results revealed that the demonstration method of teaching was the most used by teachers ahead of others (44.6%). The results also revealed that 28.3% of the students who responded say they did not know the teachers’ actual method in teaching them. Limitations: The study used not only Geography teachers as respondents, but also other subjects related to Geography. Additionally, the study covered only Zaria Local Government Secondary Schools. It can be done with only Geography teachers’ respondents in a larger scope like a state or even a country. Contribution: The study will help the Ministry of Education responsible for secondary education and all stakeholders to understand the reality of state of Secondary Education in the study area to address the problems. Additionally, the study can be replicated in other study areas with similar characteristics. Keywords: Impact, Teaching method, Senior secondary schools Keywords: 1. Impact 2. Teaching method 3. Senior secondary schools
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Karyanto, Karyanto, Maria Veronika Roesminingsih, and Yatim Riyanto. "Soft skills-based school evaluation in Indonesian secondary schools." International Journal of Innovative Research in Education 11, no. 2 (2024): 141–49. https://doi.org/10.18844/ijire.v11i2.9696.
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In the 21st century, educational institutions, especially Senior High Schools, both Senior High Schools and Vocational High Schools are the main and strategic part as producers or providers of prospective students and prospective workers who are expected to have superior potential and competence, to face big challenges. This study aimed to evaluate soft skills-based schools in Indonesian secondary schools. The type of research conducted is descriptive qualitative research. This research was conducted within 6 months, at a leading high school in Indonesia. The participants included the Principal, Educators, and Students. Data collection techniques in this qualitative research were in-depth interviews, participant observation, and documentation studies. The data that was obtained were analyzed qualitatively and described. The results showed that there were 4 main factors in evaluating the function of school soft skill management, that is assessment instruments, internal & external, supporting and inhibiting factors, and follow-up improvements. Therefore, soft skills management is very necessary for secondary schools in Indonesia. Keywords: Evaluation; soft skills; secondary school
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SABITU, Kamoru Abiodun. "Teachers’ Competency As Correlates To Students’ Academic Performance In Mathematics." European Journal of Learning on History and Social Sciences 1, no. 1 (2023): 16–21. http://dx.doi.org/10.61796/ejlhss.v1i1.7.
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The study examined the Impact of Teachers’ Competency on the Academic performance of Senior Secondary School Students in mathematics in Oyo State, Nigeria using Oyo metropolis as a case study. This study adopted a survey design. The population of this study involved all senior secondary school II students (SS2) in Oyo metropolis where a total of 200 students were drawn as sample. Three research questions guided the study and were answered using Pearson Product Moment Correlation Coefficient (PPMC). Self-structured and constructed validated questionnaire was used to collect data from the respondents. The findings revealed that there is a positive relationship between academic competence and students’ academic performance in mathematics among senior secondary school students in Oyo metropolis; there is a very strong relationship between professional competence and students’ academic performance in mathematics among senior secondary school students in Oyo metropolis and there is a weak significant relationship between personal competence and students’ academic performance in mathematics among senior secondary school students in Oyo metropolis. Based on the findings, it was recommended among others that teachers with good professional background as well as specialist in the field of mathematics education should be employed for teaching of the subject in schools.
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Ugbe, Ajugo Matilda. "Managing School Climate for Teachers’ Job Performance in Public Senior Secondary Schools in Rivers State." European Journal of Management, Economics and Business 1, no. 1 (2024): 3–20. http://dx.doi.org/10.59324/ejmeb.2024.1(1).01.
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This study investigated managing school climate for teachers’ job performance in public senior secondary schools in Rivers State. Four research questions and four null hypotheses were used for the study. A Descriptive Survey Research Design was used for the study. The population of this study comprised 6,893 teachers in public senior secondary schools in Rivers State. A sample of 1,379 teachers representing 20% of the 286 public senior secondary schools in Rivers State was used for the study. Stratified random sampling technique was used for the study. The research instrument that was used in this study was a 20 items self-structured questionnaire titled: Managing School Climate For Teachers’ Job Performance Questionnaire (MSCTJPQ). The instruments were validated and reliability index was determined by the use of Cronbach alpha reliability statistics tool which yielded 0.82. The statistical tools used for answering the research questions was Mean and Standard Deviation; while t-test was used to test the null hypotheses at 0.05 Alpha level of significance. The findings of the study showed that; Leadership practices, Collaborative culture, Professional development and Teachers’ well-being enhance teachers’ job performance in public senior secondary schools in Rivers State. Based on the findings, the study therefore conclude that effective management of the school climate plays a pivotal role in enhancing teachers’ job performance in public senior secondary schools in Rivers State. The study therefore recommended that; Rivers State ministry of education should invest in leadership training for school administrators to enhance their skills in creating and sustaining a positive school climate. Effective leadership sets the tone for a supportive and collaborative environment. Also, Rivers State school administrators should foster the creation of PLCs where teachers can collaborate, share ideas, and support each other's professional growth and also, involve teachers in decision-making processes related to school policies, curriculum development, and other relevant matters. This collaborative approach enhances the overall school climate.
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Ajugo, Matilda Ugbe. "Managing School Climate for Teachers' Job Performance in Public Senior Secondary Schools in Rivers State." European Journal of Management, Economics and Business 1, no. 1 (2024): 3–20. https://doi.org/10.59324/ejmeb.2024.1(1).01.
Full textAbstract:
This study investigated managing school climate for teachers’ job performance in public senior secondary schools in Rivers State. Four research questions and four null hypotheses were used for the study. A Descriptive Survey Research Design was used for the study. The population of this study comprised 6,893 teachers in public senior secondary schools in Rivers State. A sample of 1,379 teachers representing 20% of the 286 public senior secondary schools in Rivers State was used for the study. Stratified random sampling technique was used for the study. The research instrument that was used in this study was a 20 items self-structured questionnaire titled: Managing School Climate For Teachers’ Job Performance Questionnaire (MSCTJPQ). The instruments were validated and reliability index was determined by the use of Cronbach alpha reliability statistics tool which yielded 0.82. The statistical tools used for answering the research questions was Mean and Standard Deviation; while t-test was used to test the null hypotheses at 0.05 Alpha level of significance. The findings of the study showed that; Leadership practices, Collaborative culture, Professional development and Teachers’ well-being enhance teachers’ job performance in public senior secondary schools in Rivers State. Based on the findings, the study therefore conclude that effective management of the school climate plays a pivotal role in enhancing teachers’ job performance in public senior secondary schools in Rivers State. The study therefore recommended that; Rivers State ministry of education should invest in leadership training for school administrators to enhance their skills in creating and sustaining a positive school climate. Effective leadership sets the tone for a supportive and collaborative environment. Also, Rivers State school administrators should foster the creation of PLCs where teachers can collaborate, share ideas, and support each other's professional growth and also, involve teachers in decision-making processes related to school policies, curriculum development, and other relevant matters. This collaborative approach enhances the overall school climate.
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J., Ihua-Jonathan, and Odike S. B. "School Plant Management for Effective Teaching Delivery in Senior Secondary Schools in Rivers State." British Journal of Education, Learning and Development Psychology 7, no. 2 (2024): 110–26. http://dx.doi.org/10.52589/bjeldp-7uu9rdi5.
Full textAbstract:
The study examined school plant management for effective teaching delivery in senior secondary schools in Rivers State. The study design was descriptive survey design while the population of the study comprised of 6,657 teacher and 302 principals in public senior secondary schools in River state. The sample consists of 823 respondents (principals and teacher) of government senior secondary schools which representing 12% of the entire population. Three research questions and three corresponding null hypotheses were formulated to guide the study. A self -structured questionnaire titled “School Plant management for effective teaching delivery questionnaire” with 22 items was used. The instrument was duly validated by two experts from measurement and evaluation and a reliability index of 0.84 was established. The findings of the study revealed typed of school plants in secondary schools, the respondents agreed that inadequate funding, lack of training, overcrowded class room e.t.c., are challenges of utilization school plant. Furthermore, the study revealed that the respondents agreed that all the items listed were the strategies for managing school plants. The study recommended amongst others that government and other stake holders of education should provide adequate school plants for efficiency and effectiveness in the system, stake holders of education should address the various challenges of utilizing school plants and that heads of schools, school personnel and students should be trained and be re-trained on the various strategies of managing school plants.
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Chukwu, Onyinyechi, and Ugochi Happiness Ikonne. "The Influence of School Variables On the Academic Performance of Senior Secondary Students in Aba Education Zone, Abia State." British Journal of Education 12, no. 1 (2024): 73–85. http://dx.doi.org/10.37745/bje.2013/vol12n17385.
Full textAbstract:
The study investigated the influence of school variables on the academic performance of senior secondary school students in Aba Education Zone, Abia State. Two research questions were posed and two hypotheses formulated. The study adopted descriptive survey research design. The population consisted of the entire senior secondary two (SS2) students in all the senior secondary schools in nine Local Government Areas in Aba Education Zone in 2021/2022 session. The sample was drawn using multi-stage sampling approach. First, four LGAs were randomly selected from the nine existing LGAs in Aba Education Zone. Secondly, one senior secondary school was randomly selected from each of the four LGAs. Finally, 45 SS2 students from each of the sampled schools were purposively selected for the study. The total sample size was 180 respondents. The instruments for data collection were self-made questionnaire titled “School Variables and Students Academic Performance Questionnaire (SVSAPQ) and Academic Performance Questionnaire (APQ). Reliability coefficient of 0.86 and 0.87 were obtained respectively for SVSAPQ and APQ using Cronbach Alpha Statistics. To achieve the objectives of the study, the research questions were answered using mean and standard deviation and the hypotheses tested at .05 significant levels using independent t-test. The findings revealed that there is a significant influence of school environment and school climate on academic performance among senior secondary school students in Aba Education Zone of Abia State. Based on the findings, it was concluded that good physical school environment and healthy school climate enhance academic performance of students. Based on the conclusion, it was recommended that; Government should ensure that schools are sited in environments that are accessible, secure and large enough to accommodate buildings and all other facilities the learners may require for effective teaching/learning activities. The school administrators and teachers should see that the school climate is toxic-free, friendly, natural and calm enough to get students relaxed for effective academic work. Toxic atmosphere and bullying must be checked and eradicated to facilitate students’ adjustment to school work.
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Thote, Prashant, and Gowri S. "THE STUDY OF IMPACT OF PRINCIPAL SCHOOL CONFLICT MANAGEMENT STRATEGIES AMONG JOB EFFECTIVENESS OF SENIOR SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 8, no. 2 (2020): 134–39. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.194.
Full textAbstract:
The role of school principal is significant in the achievement of school. The key responsibility of school principals are mission, vision, quality policy, academic success, establishing reputation, managing people, process, continuous improvement and making environment hospitable to learning process. In the present study attempt is made to investigate school principal conflict management strategies and its impact on job effectiveness on senior secondary school teachers. In the present study factorial research design is used. Two hypothesis and research question was framed to guide the study. Total 364 senior secondary school teachers participated in the present study. Tool used to collect data, were Senior Secondary School Teachers Job Effectiveness Questionnaire (SSTJEQ) and Principal Conflict Management Strategies (PCMSAQ). Research hypothesis was tested at 0.05 level of significance. Result of the study shows that senior secondary school teachers job effectiveness level is very high. The application of conflict strategies by school principal has positive impact on senior secondary school teachers. Recommendations are made based on the findings.
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Prashant, Thote, and S. Gowri. "THE STUDY OF IMPACT OF PRINCIPAL SCHOOL CONFLICT MANAGEMENT STRATEGIES AMONG JOB EFFECTIVENESS OF SENIOR SECONDARY SCHOOL TEACHERS." International Journal of Research - Granthaalayah 8, no. 2 (2020): 134–39. https://doi.org/10.5281/zenodo.3694284.
Full textAbstract:
The role of school principal is significant in the achievement of school. The key responsibility of school principals are mission, vision, quality policy, academic success, establishing reputation, managing people, process, continuous improvement and making environment hospitable to learning process. In the present study attempt is made to investigate school principal conflict management strategies and its impact on job effectiveness on senior secondary school teachers. In the present study factorial research design is used. Two hypothesis and research question was framed to guide the study. Total 364 senior secondary school teachers participated in the present study. Tool used to collect data, were Senior Secondary School Teachers Job Effectiveness Questionnaire (SSTJEQ) and Principal Conflict Management Strategies (PCMSAQ). Research hypothesis was tested at 0.05 level of significance. Result of the study shows that senior secondary school teachers job effectiveness level is very high. The application of conflict strategies by school principal has positive impact on senior secondary school teachers. Recommendations are made based on the findings.
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Okoka, Happiness, and Jabulani Gilford Kheswa. "Unpacking cyberbullying: The influence of age, gender, and social media addiction." Nurture 18, no. 4 (2024): 807–15. http://dx.doi.org/10.55951/nurture.v18i4.860.
Full textAbstract:
Purpose: The quantitative study was aimed at examining the implications of age, gender, and social media addition on cyberbullying among senior secondary school pupils in Keffi Nasarawa State, Nigeria. Design/Methodology/Approach: The study adopted survey design of the ex post facto type. The study selected a sample size of 373 students to participate. Two instruments were used to collect data: the Cyberbullying Questionnaire and Bergen Social Networking Addiction Scale. The multiple linear regression statistics were used to analyse the hypotheses in the study. Findings: Results reveal that there was a significant relationship between age and cyberbullying among senior secondary students. Also, there was a significant relationship between gender and cyberbullying among senior secondary school student’s in Keffi Nasarawa State, Nigeria. However, there was no significant relationship between social media and cyberbullying among senior secondary school students in Keffi Nasarawa State, Nigeria. Conclusion: The study concluded that age and gender are significantly correlated with cyberbullying among senior secondary school pupils, while social media addiction was not significantly correlated with cyberbullying among senior secondary school pupils in Keffi Nasarawa State, Nigeria. The researchers recognize the need for adopting a policy that would avoid the frequent occurrence of cyberbullying activities, since if a victim feels terrified and isolated among his/her colleagues, he/she may begin to acquire negative ideas, which will then damage his/her performance. Cyberbullying happens often in schools; administrators should take appropriate measures against the perpetrator(s).