Academic Performance Characteristics of Special Boarding Students

This study aimed to explore the effect of teachers’ motivation on students’ academic performance in mathematics in public lower day secondary schools in Rwanda, specifically the case of Kirehe district. The study had three specific objectives which were to determine the influence of recognition and rewards of teachers on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District, to determine the influence of in-service training of teachers in improving academic performance of students in mathematics in public lower day secondary schools in Kirehe District, to investigate the influence of teachers’ remuneration and incentives on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District. The results of this study will support the Ministry of Education (MINEDUC), along with its bodies NESA and REB, which are responsible for monitoring and evaluating the academic performance of secondary schools, in making informed decisions on initiatives to address challenges faced by teachers and school management. Findings of this study will also enrich the existing knowledge and literature on teacher motivation, primarily benefiting academicians. One theoretical frame work, Self-Determination Theory underpinned and supported this research. In this research, descriptive survey design for quantitative and qualitative data collection and analysis were implied. The study gathered data through questionnaires and interview guides. Specifically, the questionnaires were made for Mathematics teachers while interview guides were designed for deputy head teachers and school head teachers. The study’s target population was 348 respondents made of 232 Mathematics teachers from Public lower day secondary schools, 58 deputy head teachers and 58 school head teachers from all public lower day secondary schools in Kirehe district, Rwanda. The selection of the participants for this study employed various methods, including both simple random and purposive sampling techniques. A sample size of 186 was chosen by using Yamane formula. The quantitative and qualitative data analysis in terms of frequency, percentage, mean, standard deviation, correlational analysis, Regression analysis, Analysis of Variance (ANOVA), and Regression Coefficient involved the use of Statistical Package for the Social Sciences (IBM SPSS 22.0) where each item from the questionnaires and interview guides was systematically categorized. Subsequently, the analysis revealed a strong positive correlation between students' academic performance in mathematics and teacher’s recognition and rewards (r = .901, p = .000). This suggests that when teachers are recognized and rewarded for their efforts, it positively impacts student achievement in mathematics. Additionally, a moderately strong positive correlation was found between students ‘academic performance in mathematics and in-service training of teachers (r = .701, p = .000). This implies that providing teachers with ongoing training and professional development opportunities contributes to improved student outcomes in mathematics. Finally, a moderately strong positive correlation was observed between students ‘academic performance in mathematics and teacher remuneration and incentives (r = .757, p = .000). This suggests that compensating teachers fairly and providing them with incentives can positively influence their effectiveness and, consequently, student achievement. The analysis demonstrates that all three teacher related factors: recognition and rewards, in-service training, and remuneration and incentives are significantly correlated with students' academic performance in mathematics in public lower day secondary schools in Kirehe district. To measure the results reliability, test and retest all methods were used in measurement of the reliability. The supervisor reviewed all data collection instruments items before the administration of data collection to ensure it validity. The research concluded by providing recommendations based on the findings of the study.

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.

Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.

This study examined Self-Concept, Self-Efficacy, and Self-Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State. The main purpose of the study is to determine the relationship between self-concept and academic performance in mathematics of Junior Secondary School students in Edo state. The study adopted the correlation research design. A sample of 3,639 was drawn from a population of 36,615 junior students in Edo state. The data generated for the study were obtained through a self designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were used to analysed the data collected. The result obtained revealed the following: there was a positive relationship between self-concept and academic performance in mathematics among junior secondary school students, there was also a negative relationship between self-efficacy and academic performance in mathematics among junior secondary school students in Edo state. The study thus concluded that self-concept and self-efficacy are not only significantly related to academic performance, they significantly predict academic performance of students. It was therefore recommended that adequate and sufficient attention must be given to sustain the development of positive self-concept and self-efficacy of students in the school system, while deliberate efforts should be made to build up the self-esteem of the students and Teachers should be offered professional guidance by educational authorities on these self-constructs in students as an avenue to improve on students’ academic performance.

The study looked into i) the relationship that exists between test anxiety and secondary school students’ academic performance in Mathematics. ii) Whether there is difference between the academic performances of students with high and low test anxiety levels in mathematics. Two research questions and two hypotheses guided the study. A correlation survey design was adopted. The study population consisted of 42,299 senior secondary two (SS2) students offering mathematics 2021/2022 in Delta State, Nigeria and 1,650 of those students were selected using a multistage sampling procedure. Mathematics Test Anxiety Questionnaire (MTAQ), which was validated by three experts, was used as the instrument for data collection which had Cronbach Alpha coefficient of 0.69. The students’ achievement scores in Mathematics in SS1 for 2021/2022 session represent their performance scores in the subject. Pearson product moment correlation was used to analyze the collected data. The study’s findings revealed there was a negative correlation and also majority of the students experienced high test anxiety. There was no significant connection between test anxiety and students’ academic performance in mathematics. Also, there was a significant difference between students with high and low anxiety, and their academic performance in mathematics. In light of the findings, it was recommended among other things, that mathematics teachers, school guidance counsellors should make a concerted effort to reduce the test anxiety of their students through proper teaching and conditioning and modeling the behavior of the students for better mathematics performance.

Mathematics and English language are both perceived as very important in the education of both primary and secondary school national examination in Kenya. This is because mathematics is basic for modern scientific development and technology, and English is the language of instruction and also facilitates for communication in the world of work and for social-economic upward mobility. However, the national educational curriculum implementation process has not attained satisfactory academic achievement equitably across the genders. The curriculum examinations' vast obsession with grades, cutthroat competition under fundamentally diverse and distinct circumstances to the exclusion, or how they are acquired and ability the levels. Managers of the pedagogy, teachers, and parents emphasize ranking system and the elitist principle of selecting out of school instead of recruiting into school but hardly take into account a very instrumental variable, self-efficacy. The primary objectives of study was to determine the relationship between gender differences in self-efficacy and academic performance, and the influence of self-efficacy on academic performance in mathematics and English language in Nyamira County. The study employed both quantitative and qualitative research techniques. Participants were selected through purposive, stratified, and simple random sampling procedures. A sample of 24 public secondary schools was selected for inclusion in the study. These constituted 30% of the total, in proportionate sampling. A total of 240 form four students were selected through simple random sampling for the study. Data was collected through a thirty-item questionnaire to students. Data analysis was done using descriptive and inferential statistics.

This study investigated self-concept as a correlate of the academic performance of Secondary School Students in Mathematics in Edo North Senatorial districts of Edo State. The purpose of the study was to determine the extent that self-concept explained students’ academic performance in mathematics. The population consisted of 3,000 SS1 students of which the multi stage random sampling procedure was used to locate a sample size of 600 students. Data collected with the aid of a 20 item self-concept questionnaire (SCQ) was analysed using multiple Regression. The results show that self-concept had positive correlation with students’ academic performance in mathematics. Based on the findings some recommendations were made.

The aim of this study was to determine the competencies of K–12 mathematics teachers and their relationship to junior high school students' academic performance in mathematics. It uses a descriptive type of research design. The study utilized a survey questionnaire and document analysis to collect data from mathematics teachers and their students in five public schools. The collected data were analyzed using descriptive statistics, t-tests, and correlation analysis. The findings of the study revealed that the competency level of mathematics teachers in terms of dedication to teaching, knowledge of the subject matter, classroom organization and management, instructional organization and implementation, and profile characteristics of teachers like civil status and highest training attended significantly affected the mathematics performance of students. Additionally, civil status significantly impacted teachers’ competency level. There was no significant difference in teachers' IPCRF performance when grouped according to their profile characteristics. Moreover, there was no significant relationship between teachers' IPCRF ratings and students' mathematics performance. Based on the results, the study suggests a training plan for K–12 mathematics teachers, which includes identifying the competencies that need improvement, providing in-service training, and offering technical assistance to improve teaching competence and instructional implementation. Furthermore, parents can utilize the findings to identify their children's weaknesses and provide them with motivation to improve their academic performance.

This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathematics (5 respondents) and 275 students (158 respondents). These made a sample size of 168 respondents from four secondary day schools in Rwamagana district were involved in this research. The target population of this study was 290 participants. Purposive sampling by choosing the Dean of studies and Head teachers and simple random sampling was used to choose teachers and students as well as stratified random sampling. Instruments used to collect data are questionnaires and interviews. The quantitative data was analyzed by using IBM SPSS 20 while analysis of qualitative data was done using inductive thematic analysis. Results on the implementation of competence-based curriculum structure indicated that 81.7% strongly agree that discussing math concepts with classmates helps them to learn better. 86.7% agree that the school leaders support the implementation of Competence-Based Curriculum (CBC) in mathematics. 89.9% of the asked students agree that their mathematics teachers seemed well prepared to teach the CBC. The study found that the CBC program is being implemented effectively in Rwamagana District. Students are more engaged, better at problem-solving, and have a better understanding of math. The study shows that the program should continue and be improved to help students succeed in school and their careers. It was proposed that Rwanda Education Board is advised to support and train schools in implementing the CBC in mathematics. It should regularly evaluate and adjust the curriculum to improve outcomes. Teachers should participate in professional development and adopt a student-centered approach. Schools should ensure adequate resources and foster a collaborative culture. Families should encourage active student participation, maintain open communication, and provide a supportive home environment.

This study investigated the effect of brainstorming instructional strategy on pupils' academic performance in mathematics in Ilorin West Local Government Area of Kwara State, Nigeria. Pretest posttest control group quasi-experimental research design was adopted. A total of 97 pupils from two private primary schools were involved in the study. Three validated research instruments were used for gathering and these included Mathematics Performance Test (MPT), Guide for Brainstorming Instructional Strategy (GBIS), and Guide for Conventional Method (GCM). MPT was tested for reliability using the test-retest method and the reliability coefficient was 0.78. Two hypotheses were formulated and tested with Analysis of Covariance (ANCOVA) at a 0.05 level of significance. The findings of the study revealed that brainstorming had a significant effect on pupils’ academic performance in mathematics. However, the interaction of treatment and gender did not have any significant effect on the academic performance of pupils in mathematics. Based on the findings, it was concluded that brainstorming instructional strategy improved the academic performance of pupils in mathematics regardless of their gender. Based on the conclusion, it was recommended that primary school teachers should be trained in the use of brainstorming instructional strategies in teaching mathematics.

This research investigated the effect of mother tongue (Urhobo Language) on the academic performance of Social Studies students in junior secondary schools in Delta State. The study focused on one independent variable, Urhobo language instruction, while academic performance served as the dependent variable, and socioeconomic status was examined as a moderating variable. A quasi-experimental before-test after-test control group design with a 2x2 matrix structure was employed. The population comprised eighty thousand, nine hundred and twelve students of social studies in Delta State during the 2023/2024 academic session, from which 100 students were selected using multistage, purposive, and random sampling techniques. One school was utilized as the experimental group, receiving instruction in Urhobo, while the other group was taught in English. Data were collected using the Social Studies Mother Tongue Test (SSMTT), which had a reliability coefficient of 0.89. The questions raised in the research were answered with descriptive statistics, while hypotheses were analyzed with a t-test at a 0.05 level of significance. Using the Statistical Package for the Social Sciences (SPSS) software. The findings revealed that students taught Social Studies in Urhobo performed remarkably better than those taught in English, demonstrating that mother-tongue instruction enhances comprehension, retention, and engagement. Additionally, socioeconomic status did not moderate the relationship between language of instruction and academic performance, suggesting that language familiarity is more influential than financial status. The study recommends policy initiatives that encourage the use of mother tongue for social studies instruction and good parental support for mother-tongue learning. These findings contribute to educational research by reinforcing the cognitive advantages of incorporating mother-tongue into social studies instruction and its potential to improve learning outcomes across socioeconomic groups.

This study aimed to examine the relationship between study habits, attitude toward Mathematics, and parental involvement in students' Mathematics performance. It also sought to identify a path model that best predicts students' Mathematics performance. The research involved 224 Grade 8 students from secondary schools in Malungon 2 District, Division of Sarangani, selected through stratified random sampling. Data were collected using surveys and students’ second-quarter grades in Mathematics. The study utilized a questionnaire consisting of thirty statements, with responses ranging from strongly agree to strongly disagree. Results indicated that students exhibited high levels of study habits, positive attitude toward Mathematics, and high levels of parental involvement. Their Mathematics performance was classified as Proficient. Correlation analysis revealed that, among the three variables, only parental involvement had a significant relationship with students’ academic performance in Mathematics. Furthermore, the path model showed that study habits, attitude toward Mathematics, and parental involvement each had a direct influence on students' academic performance. Based on these findings, it is recommended to continue using diverse teaching strategies and differentiated learning activities to further enhance students’ study habits and attitudes. School administrators are also encouraged to implement programs that strengthen parental involvement, such as parent-child tutorials at home, regular parent-teacher conferences, and active participation in school events like recognition days. Original Research Article

This study investigated the effect of cooperative learning strategy on senior secondary school students’ performance in Mathematics. The study adopted a quasi-experimental research design. The sample for the study consisted of one hundred and forty-four (144) Senior Secondary School two students, selected from Awka Education, Anambra State, Nigeria. The instrument for data collection was Mathematics Performance Test (MPT). The instrument was validated by three experts and had a reliability index of 0.89 obtained through the use of Pearson product moment correlation. Three research questions and three hypotheses were formulated to guide the study. The collected data were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to test the null hypotheses at 0.05 alpha levels. The result of the study showed among others that senior secondary school students performed highly when taught Mathematics concepts using cooperative learning instructional strategy; both the male and female students benefitted equally from the cooperative learning strategy. Based on the findings of the study, it was recommended that Mathematics teachers should adopt cooperative learning strategy as an effective learning strategy in order to improve senior secondary school students’ academic performance. Also, school management boards should organize workshops, seminars and conferences to expose teachers and students constantly to the use of the strategy for maximum academic output.

This study aims to analyze three sub-problems, namely (1) the implementation of Bugis local wisdom-based character education in social studies subjects, (2) the role of Bugis local wisdom values in shaping student character in social studies subjects, and (3) the factors that influence the implementation character education based on local wisdom in social studies subjects. This type of research is descriptive qualitative. The informants consisted of 3 social studies teachers and 9 students of SMP Negeri 1 Patimpeng, Bone Regency who were selected using the cluster stratified random sampling technique. The results showed that the implementation of Bugis local wisdom-based character education in social studies subjects was carried out by the teacher designing character education material through classroom management first before starting learning, cooperation between schools and families, and making behavior guidelines in class. Character education is implemented using various learning models and methods, such as the STAD model, lecture, and assignment methods. The role of Bugis local wisdom values in shaping student character in social studies subjects is carried out by the teacher rewarding students who behave honestly, respect each other during discussions, and are responsible for the assignments given. Factors that influence local wisdom-based character education implementation in social studies include external (parents and teachers) and internal (students' ability to socialize) factors.

This paper discusses China’s “double burden reduction” policy and its impact on student’s academic performance, especially in mathematics this subject. The discussion covers the background of the specific policy, the controversies in its implementation, and previous research on its impact. The study aimed to explore the effect of policy on student performance in mathematics—the methodology involved semi-structured interviews with 26 participants, mainly conducted in Yuncheng City, Shanxi Province. The research result shows the implementation of the double reduction policy, especially in reducing homework, has largely been well received whereas the policy has had little impact onstudents’academic performance in mathematics. The interaction of this provision with the double reduction policy and its specific impact awaits further observation and research.