NAVIGATING THE CHALLENGES: STUDENTS’ SKILLS AND CONFUSION IN INTEGER OPERATIONS

<p>The study investigated the relationship between headteachers’ administrative duties and teacher job performance in public Junior High Schools at Agona Swedru in the Agona West Municipality of the Central Region of Ghana. This study adopted the quantitative correlational research design. Teachers in all public Junior High Schools at Agona Swedru in the Central Region of Ghana, formed the target population, while the accessible population covered all teachers in public Junior High Schools at Agona Swedru who had spent at least a year in their respective schools. Simple random sampling technique was used to obtain 70 teachers whose responses to items in closed-ended questionnaire were used for the analysis for this study. One significant finding was that the headteachers performed all the administrative duties outlined in the study even though they predominantly performed the duty of school-community relationship. Generally, the performance of the teachers was very good with discipline and punctuality recording the highest mean. Again, a strong positive and significant relationship between administrative duties of headteachers and teacher job performance was established. Among the recommendations is that the Education Directorate in the Agona West Municipality should organise in-service training for headteachers of public Junior High Schools at Agona Swedru to enable them to improve on their administrative duties to influence teacher job performance. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0973/a.php" alt="Hit counter" /></p>

<p>This study assessed the teaching performance of Mathematics teachers, student motivation, and the academic performance of Grade nine students at a public high school in Mandaue City, Cebu, Philippines utilizing a descriptive-correlational research design. There were 248 respondents who were chosen to participate in the study through simple random sampling. The data gathered were treated using descriptive and inferential statistics. The results revealed that Mathematics teachers have very good performance in planning, development and results. Moreover, students demonstrated a high level of motivation towards learning Mathematics. However, most of them have only satisfactory performance in Mathematics. Notably, there was a significant weak positive relationship between teacher performance and students’ mathematics performance, at the same time, significant weak positive relationship between students’ motivation and Mathematics performance. These findings underscore the need for strategic interventions to further enhance Mathematics teaching and learning outcomes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0856/a.php" alt="Hit counter" /></p>

This study aimed to evaluate and validate the developed numeracy mobile game to help improve the performance of junior high school students on the operations of integers in a public national high school in Antipolo City, the Philippines. The researcher used experimental and descriptive research designs in the study. The sources of data in this research were eighty (80) JHS students, twenty (20) from each grade level, from Old Boso-Boso National High School. Other respondents were the forty (40) teacher respondents consisting of twenty (20) experts and twenty (20) math teachers from Schools Division of Antipolo. The statistical tools used in this study were the frequency, percentage, weighted mean, independent-samples t-test, and paired t-test. It was revealed that there was no significant difference between the evaluations of the two groups of respondents on the developed numeracy mobile game in operations of integers in terms of game mechanics, visual aesthetic design, narrative design, incentive system, musical scores, and content and skills. It is recommended that the user interface of the game needs some enhancements like the controls for arrows up and down and improve the tutorial part before starting the real game or at the start of every level.

This study is a qualitative design that investigates the relationship between the rote-based education and the laboratory lesson hours in public Anatolian high schools located in Bursa, Turkey. Additionally, this investigation is carried out by personal surveys which were asked to high school students who are currently studying at public high schools in Bursa. Particularly, this research focuses on the Anatolian high schools which were located in three different districts of Bursa because the presence of Anatolian high schools within those regions is much more frequent than in some other districts. The main focus is to find a relationship between the laboratory hours in public Anatolian high schools in Bursa and correlate it with the rote-based education. While obtaining the data, students who are studying at public Anatolian high schools from different districts of Bursa were asked questions about the laboratory course hours within the school’s curriculum, availability of equipped laboratories, and the presence of experimentation methods in science lessons. The responses to the questions from the students indicated that a relationship between the rote-based education can be related to the observed lab hours in public Anatolian high schools in Bursa, Turkey. After processing the data, it was found that there is a correlation between the rote education and lab hours where schools design their curricula based on the methods of scoring high in the national university entrance exam.

The purpose of this study was to establish how head-teachers’ classroom visitation influences students’ performance in public junior schools in Keren Sub-zone. The study was guided by systems theory and employed mixed-method approaches with a concurrent triangulation design. The study targeted public junior schools in Keren Sub-zone Anseba Region. Systematic sampling, simple random sampling and purposeful sampling were used to select 44 teachers, 326 students, five head-teachers, and two Educational Officers of the Keren Sub-zone. A total of 377 respondents took part in the study. Questionnaires were used to collect data from teachers and students, whereas interview was conducted to get information from head-teachers and Educational Officers. The quantitative data was analysed descriptively with the help of SPSS Version 21 and reported in frequency tables and percentages. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study established that in the high-performing schools, head-teachers practiced the classroom visitation activities better than those in poorly performing schools thus the reason for low performance in some public junior schools in Keren Sub-zone. The study concluded that in low-performing schools, head-teachers have not been considering some of the key classroom visitation practices such as supervision by walking around, monitoring of students’ discipline, and physical lesson observation. The study recommended that the ministry of education intensify supervision in the public junior schools to strengthen the quality of instructional supervision by the head-teachers. The study suggested that a similar study be done in other sub-zones in Eritrea to find out if the same findings can be established.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0955/a.php" alt="Hit counter" /></p>

Scholars assert that organizations that effectively implement employee recognition practices are likely to gain a competitive edge against rivals due to high motivation and retention rates of skilled and talented employees. The purpose of the study was to examine the relationship between employee recognition practices and teacher performance. The Systems theory and the Ability-Motivation-Opportunity theory informed this study. The study was anchored on a pragmatic paradigm and adopted a mixed methods approach to address the research questions. The study targeted 185 Principals, 185 HODs, and 1 CDE. The study categorized respondents into 3 strata (CDE, Principals, and HODs). Simple random sampling was then utilized to select a sample proportionate to each stratum. Schools were clustered based on 7 Sub- Counties in Busia County. The sample size of the study was 126 HODs, 19 Principals and 1 CDE. Questionnaires and interview schedules were used to collect data. Piloting was conducted in 37 schools to refine instruments. Descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics (correlation and regression) were employed. Analyzed data was represented in APA tables and Pie charts. The study found that there is a lack of a clear, systematic and comprehensive implementation approach to employee recognition in most schools in Busia County. It is clear that recognition and rewards are critical factors towards the establishment of a quality culture that appreciates and values the contribution of teachers and their accomplishments in service delivery. The findings of the study found that (r = 0.917, p<0.01) an indication that there is a positive significant relationship between employee recognition and teacher performance. It was found that an adjusted R square value of 0.77 implies that employee recognition accounted to nearly 77% of the total variation in teacher performance. It was found that ( = 0.917, t= 3.371, p<0.05), implying that employee recognition statistically and significantly predicted teacher performance; hence the study rejected the null hypothesis. The study concluded that a unit improvement in employee recognition is likely to result in an improvement in teacher performance by 91.7% (β= 0.917). The study recommended that there is a need for TSC and school management to strengthen the existing recognition system by developing mechanisms for frequent identification, recognition and administration of rewards in a more consistent, prompt, impartial and transparent manner in all public schools with a view to encourage improvement, promote creativity and innovation and enhance performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0742/a.php" alt="Hit counter" /></p>

TRANSFORMATIONAL LEADERSHIP STYLES OF SCHOOL PRINCIPALS IN CENTRAL LUZON ,PHILIPPINES

This study examined differences in selected health risk behaviors among 5,517 students attending public high schools (PUBHS) and 1,089 students attending private high schools (PVTHS) in South Carolina. The 1995 CDC Youth Risk Behavior Survey was used to collect self-report information on adolescent risk behaviors. Chi-square analyses were performed for comparing public and private students on selected risk behaviors. Both PUBHS and PVTHS students reported substantial involvement in most of the risk-taking behaviors examined. PUBHS students, in general, were more likely to report higher prevalence rates than PVTHS students for most of the selected health risk behaviors. However, PVTHS students reported even higher prevalence rates than PUBHS students for alcohol use, driving after drinking, and binge drinking; smoking cigarettes (past 30 days); chewing tobacco (males only); marijuana use during the past 30 days (females only); and use of alcohol or other drugs before last act of sexual intercourse. Results suggest attendance at a private high school is not a panacea for protection against adolescent risk behaviors, and that all high school students could benefit from a coordinated school health program.

School enrollment is said to have direct correlation with learning competency. This was supported in the 2004 study of Fund for Assistance to Private Education (FAPE) which reported that big public high schools consistently showed better performance than small public high schools in tests measuring the learning competencies of students in areas of Mathematics, English and Science. School location was also noted to have effect in students’ performance. Using the scores and ranking of public schools in the National Achievement Test (NAT) aided by statistical tools, this paper disproves the above assumptions and reports of FAPE. The present study reveals that in some cases small public schools performs better than big schools. Discussions further present possible reasons to consider with regard to differences in test scores between big and small schools as well as schools in metropolitan cities and in towns and provinces.

The purpose of this study was to determine the leadership styles used by the school principals that enhance the performance of teachers in the time of the Covid-19 pandemic in public high schools in Bandung city. The study employed Mixed Methods approach with an embedded mixed research design. The study sample comprised of 164 teachers and other research informants consisted of 4 school principals and vice-school principals and 40 students. The study employed purposive and simple random sampling techniques. Primary data were collected with the help of online questionnaire. Both qualitative and quantitative data were used sequentially. Quantitative data from the questionnaire were coded and summarized using descriptive statistics, measures of variability, frequency distribution, and percentages. They were analyzed by using Statistical Package for Social Sciences (SPSS) version 21. The Path-Goal theory was a leading theory in this study. The results showed the theory was related to the study as far as aims were the performance of teachers was influenced by school principal leadership styles. The results revealed that school principals practiced democratic leadership styles during the Covid-19 pandemic to influence the performance of teachers in the time of Covid-19 Pandemic whereby in democratic leadership style, communication, decision making, and delegation were highly practiced by school principals throughout public schools in Bandung city. The study, therefore, recommends that Online pedagogical training should be introduced and provided to all teachers on how to integrate material resources with media during online teaching, national educational policy should be amended to emphasis much on technological skills during teachers training so to prepare them to have technological skills which will be vital during any crisis like Covid-19 pandemic.

While substantial literature exists on the parenting styles and students’ academic performance around the world, little is known about these variables in the Ghanaian context and much less in Asokore-Mampong Municipality. In view of this dearth of literature, this study investigated the parenting styles and academic performance of public Junior High Schools students in Asokore-Mampong Municipality, Ghana, within the context of Baumrind’s (1971) theory on parenting styles. In line with the pragmatist paradigm, this study utilized the sequential explanatory mixed methods research design where 545 students and 545 parents were sampled using a proportionate stratified random sampling technique for the quantitative phase of the study, while the convenience sampling technique was used to select 12 students and 12 parents for the qualitative phase of the study. After meeting validity and reliability requirements, a structured questionnaire and semi-structured interview guide were used to collect data for the study which was analyzed using descriptive statistics such as mean, standard deviation and inferential (independent samples t-test, One-way between group ANOVA, Pearson Moment Correlation) statistics and thematic analysis. The study revealed that the authoritative parenting style was most experienced among the students, followed by authoritarian, and permissive while the uninvolved parenting style was least experienced. It was further observed that generally, there was a moderate and statistically significant positive relationship between parenting styles and students’ academic performance. Besides, findings from the study’s hypotheses showed that sex, age, class, and parental marital status of students did not affect their perception of parenting styles they experienced. In line with these findings, it was concluded that parenting styles are vital in enhancing students’ academic performance, hence, it was recommended that the Ghana Education Service through the Asokore-Mampong Education Directorate and Parents Teachers Association (PTA) should constantly educate parents, reorient them to adopt appropriate parenting styles that are needed in specific situations so as to enhance the academic performance of students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0966/a.php" alt="Hit counter" /></p>

The aim of this study is to detect the school characteristics/attributes by examining the efficiency of school management related to innovative teaching through digital mobile e-learning. This will be conducted by evaluating the results of DEA efficiency measure and data mining method (DMM).The results of DMM indicate that the schools with the total number of students in schools about 1400-3000 persons, the teacher-student ratio between 7.4 %-8.0 %, the tablet PC numbers about 1200-3000 units, the technical teacher ratio of digital mobile e-learning is about 8%-16% and the total equipment expenses associated with tablet PC about the range of 1.5-3.0 Million NTD could obtain higher operational efficiency of school management through Innovative Teaching via Digital Mobile e-learning. Based on the analytical results, the ranks of school management efficiency could divide into three groups, in the high-efficiency group (TE=1), there are three public high schools and one private higher vocational school. These all high schools are in northern Taiwan. In the medium-efficiency group (TE 0.85∼0.99), there is only one school in northern Taiwan. The low-efficiency school group (TE <0.85), there are three public schools and one private high vocational school. The three public schools are in northern Taiwan while one private high vocational school is in eastern Taiwan. In practice, we find that the public high schools are more efficient than the private high schools and public high schools are more efficient than private high schools that can achieve digital mobile e-learning. Also, and schools located in northern Taiwan more efficient than elsewhere. These research findings can also become a reference for educational institutions in developing strategies and policies for digital mobile e-learning in high school of Taiwan area.

The current investigation aimed to assess the level of participation and recognition received by faculty members from State Universities and Colleges (SUCs) in the Province of Iloilo as part of their faculty development programs. The obtained results will be utilized to develop an improved five-year faculty development plan. This study employed a quantitative research design, utilizing a descriptive method to determine the degree of engagement with various components of the faculty development program, which would serve as the basis for the faculty development model. A total of 848 respondents were randomly selected through simple random sampling and completed a survey questionnaire. Frequency count, percentage, mean, and standard deviation were employed to provide a descriptive analysis of the data. Furthermore, Chi-Square, Mann Whitney U Test, and Kruskal Wallis Test were utilized to examine significant differences in the extent of faculty development program utilization. The findings indicate that the majority of faculty members from SUCs expressed "very satisfied" levels of satisfaction regarding their engagement in scholarships, seminars, training, conferences, and symposia. They also reported being "satisfied" with their involvement in other faculty development programs, with the exception of fellowships. Moreover, the study revealed that there was no significant relationship between the extent of satisfaction with the faculty development program components and demographic profiles, except for the plantilla position. Post hoc analysis indicated significant differences among respondents holding the positions of instructors and associate professors, as well as assistant professors and associate professors.

This descriptive-correlation research was conducted to determine the teaching and research competence of teachers in the Schools Division of Iloilo, Province of Iloilo, Philippines for the school year 2024–2025. There were 380 public secondary junior and senior high school teachers who were surveyed using an adapted and modified questionnaire. They were categorized into age, sex, educational attainment, teaching experience, position, school classification and congressional district. The data were analyzed using frequency count, percentage, mean, t-test for two independent samples, One-way ANOVA and the Pearson’s r with significance level set at .05 alpha. Results revealed that the teachers had very satisfactory level of overall teaching competence. However, the teachers had only a satisfactory level of research competence. Some of the demographic factors were found to be determinants of teachers’ teaching and research competence. At the same time, a significant relationship existed between the levels of teaching and research competence of teachers. Courses of actions were recommended to DepEd officials, curriculum makers, school administrators, teachers, parents, learners, community and future researchers. Furthermore, policy implications drawn from the results were laid out to address some of the salient findings of the study.

This study examined the relationship between the level of parental involvement and the reading habits and literacy skills of Grade 3 learners in District II of Kadingilan, Bukidnon, for the School Year 2024–2025. Recognizing the pivotal role of parents in the academic development of children, particularly in reading and literacy, the study aimed to determine the extent of parental involvement in terms of parenting, communicating, volunteering, learning at home, and decision-making, and to analyze its impact on learners' reading behaviors and literacy proficiency. A descriptive-correlational research design was utilized, involving 120 parent-learner pairs selected through simple random sampling. Data were collected using validated survey questionnaires, including adapted and researcher-made instruments. Statistical tools, including the mean, standard deviation, and Pearson Product-Moment Correlation Coefficient, were employed for data analysis. The results revealed that parental involvement was generally rated as "Highly Involved" across all dimensions, with the highest engagement noted in supporting school activities and learning at home. Correspondingly, learners demonstrated "Very Good" levels of reading habits and literacy skills. A significant positive relationship was found between the overall level of parental involvement and the literacy outcomes of learners, particularly in reading comprehension, vocabulary, and fluency. Among the dimensions, learning at home and parenting practices had the most substantial influence. The findings confirm that consistent and meaningful parental engagement has a significant and positive impact on children's reading habits and literacy competencies. The study emphasizes the importance of promoting collaborative efforts between schools and families to support literacy development, particularly in rural areas. Policy recommendations include the creation of programs that foster home-based reading activities and capacity-building initiatives for parents to support their children's learning journeys effectively.