Tuning Data Mining Models to Predict Secondary School Academic Performance

The study examined teachers’ workload and determined its implication on students’ academic performance in secondary schools in Akoko North East Local Government Area of Ondo State. Descriptive design of the survey type was adopted and a stratified random sampling was used to select 12 schools, which were 6 public and 6 private secondary schools, involving 132 participants who included 120 teachers and 12 principals. A self-constructed questionnaire titled “Teachers’ Workload and Student’s Academic Performance Questionnaire” (TWSAPQ), was administered. Five (5) hypotheses were tested using Pearson’s product moment correlation (PPMCC) and T-test at p<0.05 level of significance. The results showed that there was a negative correlation between teachers’ workload and students’ academic performance (r-cal= -0.420), and a disparity between teachers’ actual workload and workload policy standard (t-cal=27.219), also there was significant difference in teachers’ workload between public and private secondary schools (t-cal=2.364). The findings indicated that teachers’ workload is high in teaching activities (75.8%), data imputation (62.5%), and marking of students’ scripts (76.7%), .and impacted negatively on teachers’ instructional tasks performance and students’ academic performance. It is hereby recommended that the State Government and proprietors of private secondary schools should employ adequate number of qualified teachers to meet the workload standard for effective teaching, while learning facilities should be upgraded to enhance workload implementation and improve students’ academic performance in secondary schools.

Education can be utilized as a tool to face many problems, overcome many hurdles in life. The knowledge obtained from education helps to enhance opportunities in one's employment development. To extract useful information from the knowledge obtained, Educational Data Mining is widely used. Educational data mining provides the process of applying different data mining tools and techniques to analyze and visualize the data of an institution (school) and can be used to discover a unique pattern of students' academic performance and behavior. The present work intends to enhance students' academic performance in secondary school using data mining techniques. Real data was collected using school reports and questionnaire method by the Portugal school which has been used in this paper. Naive Bayesian algorithm can be easily implemented to predict the students' academic performance and behavior. Classification of students into two classes, pass and fail, involves training phase and testing phase. In training phase, Naive Bayes classifier is built and in the testing phase, Naive Bayes classifier is used to make the prediction. The accuracy of the classifier is calculated using WEKA tool in which confusion matrix is generated. The accuracy of the classifier obtained is 87% which can be further improved by the selection of appropriate attributes. Developing the classification algorithms in this way helps to obtain a more efficient student performance predictor tool using other data mining algorithms and it also helps to improve the quality of education in an educational institution.

The Ministry of Education directed that all public secondary schools must formulate and implement strategic plans; some schools have been faced with the challenges in their strategy management. The purpose of this study was to investigate the influence of strategy evaluation on academic performance in public secondary schools in Kenya. The target population for the study was public secondary school principals, teachers, and students in Bungoma County. The county has nine administrative Sub-Counties, each with a Sub-County Education Director, a total of 258 secondary schools having 258 schools’ principals, 1,290 heads of departments, 258 school bursars from public secondary schools. The main tools for data collection for this study were questionnaires, interview schedules and document analysis guides. Both qualitative and quantitative data were collected and analysed. The results of the study illustrated that there was strong positive and significant relationship between strategy evaluation and academic performance in public secondary schools. It is concluded that effective execution of strategic evaluation activities like review of academic performance, setting and achieving targets, involvement of strategic planning team, conducting of SWOT analysis and conducting of periodic performance appraisal. Recommendations of the study are that schools should ensure development of evaluation tools and processes that are aligned with school goals and objectives. Schools should make use of the evaluation results to inform decision-making and improve strategies over time. The findings of this study may be useful in the generation of new knowledge to the Ministry of Education and other stakeholders in education in their improvement of policies and practices of the effectiveness of strategy implementation on academic performance in secondary schools

Strategy management is crucial for organisational success, but the relationship between strategy management and performance remains unclear. In the context of public secondary schools in Kenya, the Ministry of Education has directed schools to develop and implement strategic plans. However, some schools face challenges in their strategy management. This study aimed to examine the impact of strategy implementation on academic performance in public secondary schools in Bungoma County, Kenya. The study population included 258 principals, 1,290 heads of departments, 258 bursars and quality assurance officers from 258 public secondary schools in the county. Data were collected through questionnaires, interviews, and document analysis. The results indicated a strong positive relationship between strategy implementation and academic performance in public secondary schools. It is concluded that schools that successfully implement strategies to improve education outcomes are more likely to achieve higher academic performance than schools that do not. Recommendations of the study are that streamlining strategy formulation, implementation, and evaluation processes in public secondary schools, enforcing policies to enhance education quality and access, and empowering schools to develop tailored strategic plans are highly encouraged. These findings can inform the Ministry of Education and other education stakeholders in improving policies and practices related to strategy implementation and academic performance in secondary schools

The study examined the impact of teacher’s work-life balance and effective time management on students' academic performance in public secondary schools in Kwale county, Kenya. In the five years prior to the study, the county had a low mean score of a dismal 7% in 2016 which experienced a modest increase to only 10.5% in 2020. Teachers’ contribution in guiding students to good performance is not debatable and is well acknowledged the world over. The role of a teacher as a mentor, a guide, a role model, a parent, a vision carrier and all the good deeds attributable to a good teacher are what translates to a successful student. All people who have gone through school education attest to the fact that were it not for their teachers, they would not have made it to where they reached. However, when issues in life affect a teacher’s attention to their work, it inadvertently affects their efficiency in service delivery and consequently, their students’ performance. The purpose of this study was to establish the effect of teachers' work-life balance and time management in enhancing students' academic performance in secondary schools in Kwale County, Kenya. Further, the study sought to establish students’ perception of their teachers planning and execution of teaching and identify any challenges facing teachers that would impact on poor performance of the students. The target population was 7,598 respondents comprising of 98 principals, 960 teachers and 6,540 form four students from public secondary schools in Kwale County. The sample size was determined using Krejcie and Morgan (1970) table where a sample of 274 teachers, 364 form four students and 29 principals was established. Data was collected using a structured questionnaire. Validity of the research instrument was established after being examined for logical content by university subject matter specialists. Internal reliability was estimated through Cronbach’s alpha coefficient of reliability at α= .83 while external reliability was estimated by using Pearsons’s correlation coefficient in which a coefficient of r = .81 was realized. Regression analysis was carried out on quantitative data and descriptive statistics used to establish relationships between the dependent and the independent variables. The findings were presented as proportions in tables and discussed. The study established a statistically significance relationship of effects of teachers’ work life balance on students’ performance (R 2 =-0.172, F=50.773, p=0.000) as well as students’ perceptions of the teachers work planning on their performance at (R 2 =0.119, F=317.541, P=0.000). This meant that about 17.2 percent of students performance could be attributed to teacher’s work-life balancing and 11.9% would be attributed to teachers’ ability to plan and manage their work according to their students, respectively, other factors constant. On the challenges affecting the teacher that would impact on a students’ academic performance, the study further found a statistically significant relationship (R 2 =0.238, F=53.305, P=0.000). This means that about 23.8 percent of students performance was impacted positively or negatively by challenges facing their teachers. The study concluded that teachers must balance the personal and work life well and manage their time if students’ performance was expected be high. The teachers would also need to sort out challenges facing them with a view of minimizing them to avoid the same affecting their students’ performance. The study recommended policy changes and retooling of teachers on their expectations in terms of work-life balance, their work planning and time management for performance of their students. Keywords: Work-life balance, time management, challenges, Academic Performance DOI: 10.7176/EJBM/15-8-04 Publication date: April 30 th 2023

The researcher investigated the relationship that existed between teacher proficiency and students’ academic performance in secondary schools in Ekiti State, Nigeria. This research work took after survey research design. The population of this study was all teachers and students of the 219 public schools in Ekiti State. Systematic and stratified random sampling techniques were used to select 5 secondary schools from each of the three senatorial districts in Ekiti State. In each school, four teachers teaching the core subjects and ten students for each teacher were selected using simple random technique totaling 45 teachers and 145 students of senior secondary school three (SS3). All the 120 students used for this study were students who offered the four core subjects. Two instruments were used. They are; Teachers’ Proficiency Questionnaire (TPQ) and Students’ Academic Performance Inventory (SAPI). The instruments were validated by experts in Text and Measurement who ensured face, construct and content validity of the instruments. Reliability of TPQ was realized using test-retest reliability which yielded 0.65 level of significance. The data collected from the respondents were tested using Pearson Product-Moment Correlation Statistics at 0.05 level of significance. The results of this research indicated that there was relationship between teacher proficiency and students’ academic performance in secondary schools in Ekiti State, Nigeria. All the variables of teacher proficiency have relationship with students’ academic performance. It was recommended that teachers should be given opportunities to engage in professional development such as workshops, conferences and coursework so that they could improve their subject matter knowledge and teaching skills. Also, those without degree certificate should be encouraged to engage in further studies.

The integration of Artificial Intelligence (AI) and digital connectivity can revolutionize material and human resources management in secondary schools. The study focused on human and material resources management in education in Nigeria and its impact on students’ academic performance in secondary schools, in Ebonyi State, Nigeria. Subjects for the study were two hundred (200) students and hundred (100) teachers randomly selected from five secondary schools in Afikpo, Ohozara, and Ezza South Local Government Areas of Ebonyi State. Questionnaire was used to collect relevant data for the study. Pearson Product Moment Correlation was used to analyses the formulated hypotheses. The findings of the study revealed that there was significant positive relationship between human resources management and students’ academic performance (r = 0.814; p < 0.05). Also, significant relationship exists between material resources management and students’ academic performance (r = 0.629; p < 0.05). The implication is that effective material resource management may bring about improvement in student’s academic performance. While it was recommended that effective practice of both human and material resources is to be well implemented for effective performance of students at any level of educational system in Nigeria.

The aims of school management are to promote organization, mobilization and expression of both human and material conditions essential to school instructive processes that endorse the learning activities of students. This study examined the contribution of school management and its effectiveness in supervision in enhancing students’ academic performance. The primary data were collected using questionnaire tool from 256 respondents. The study applied linear regression analysis, binary logistic regression model, and simple random sampling technique in respondents’ selection. The data were analyzed using Statistical Package for Social Science (SPSS ver. 20, IBM, USA). The study findings revealed that students’ academic performance in any secondary school set up depends primarily on the proper orientation of school management strategies. Furthermore, the findings revealed that when school management ensure effective supervision by promoting good teachers’ payment, teacher professional development, democratic decision-making system as management strategies leads to increase students’ academic performance. The study recommended that, democratization of planned school management strategies is vital not only because many conflicts emanate from unequal involvement in implementation of school strategies, but also because school administration, as advocates of school management democratic ideas and school plan, need to practice what they preach in different school meeting.

This qualitative study used interviews with secondary school teachers to investigate the relationship between co-curricular activities and academic performance in secondary school. The sample of this study includes five secondary school teachers Purposive sampling techniques were used to select the sample. The study aimed to explore the role of co-curricular activities in promoting academic motivation, social skills, and emotional intelligence among secondary school students. The study discloses that participation in co-curricular activities positively influences student academic success. Findings suggest that students engaged in co-curricular activities improved time management, higher academic motivation, and better interpersonal skills, contributing to academic success. The study also focuses on the importance of structured co-curricular programs, funding, and teacher support in promoting student engagement and success. The implications of this study focus attention on the need for schools to prioritize co-curricular activities as an integral part of the educational experience. By providing opportunities for students to engage in co-curricular activities, schools can promote academic success, social skills, and emotional intelligence, ultimately preparing students for success in higher education.

Education 4.0 is the answer to the global needs for the advanced integration of humans and technology. Leading school’s technology utilization can be the way forward to support education 4.0 realization. This study aims to investigate the effects and roles of principals’ technology leadership towards teachers’ ICT utilization and students’ academic performance in secondary schools in Selangor, Malaysia. This empirical study uses a set of questionnaires to gather information from respondents who are in the teaching profession. A total of 310 questionnaires were completed and analyzed. The findings have shown significant positive impacts between the effects of the technology leadership roles of principals on teachers’ effective ICT utilization and students’ academic performance. The integration of ICT and technological tools in schools has a great challenge towards the new era of the Education 4.0 system. This suggests that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning.

This study investigates the influence of parent’s economic status on students’ academic performance in secondary schools, using a case of three selected government secondary schools in Kagadi District. The study focused on the three specific objectives: To examine the impact of parental income on students’ academic achievement, to explore the influence of parental education level on students’ academic performance, and to analyze the relationship between parental occupation and students access to educational resources and opportunities

Stress management strategy on students experiencing mathematics phobia as predictors to academic performance in secondary schools in Dutsinma local government area of Katsina State, Nigeria, is the crux of this study. The descriptive research design survey was used for this study. The population for this study was 1550 students from 10 secondary schools in the study area. The sample was 155 students randomly selected from three (3) schools through random sampling techniques. The data was collected using a self-constructed questionnaire to elucidate information from the respondents on Stress Management Strategies on Students Experiencing Mathematics phobia in secondary schools in Dutsinma local government area of Katsina State, Nigeria, (SMSSEMPPAP). The information collected was analyzed using Mean and Standard Deviation. The results indicated that there are so many prevalent occurrences of mathematical phobia in Secondary Schools in Dutsinma, in particular and Katsina State in general. It was also indicated that so many factors enhance mathematics phobia in the schools of study and beyond. The study therefore concluded that teachers, parents and other stakeholders should seek areas on how to remedy the stress found in students with mathematics phobia. It was therefore recommended among others that Teachers and facilitators should always use student-centred/innovative and concept mapping approach in teaching mathematics.

School Based Management Inventories first edition (SBMI-1) was self-developed in 2014 to be a measure of the extent of involvement of stake holders in the educational administrations. The inventories examined factors such as power decentralization (for instance, decision that concerns the school administration do involves the community), provision of facilities (for instance., community assistance in the provision of basic facilities such as classroom buildings, renovations, among others.), monitoring and evaluation of the teaching, learning activities of the school system, recruitment and retrenchment (for instance., On account of necessity, how community recruit new staff to the school as ad hoc staff), and financial obligation in form of periodic expenses and income analysis by the community committee, efficient and effective practice of school based management in determining students’ academic performance in secondary schools. The measure also helps in monitoring school progress and effectiveness.

Quality Assurance ensures that teaching and learning processes are effective and that progressive academic outcomes are achieved. This study evaluated the influence of internal quality assurance practices carried out by principals on students’ academic performance in secondary schools in Nyeri County. The study was guided by Supervisory-Matrix centered Theory by Frawley-O’Dea and Sarnat. The study employed the descriptive survey research design and it targeted 1004 respondents comprising 56 principals, 944 teachers and four Sub County Quality Assurance Officers (SQASOs) from which a sample of 18 principals, 290 teachers and two SQASOs was drawn. Purposive sampling was used to select principals and SQASOs while stratified simple random sampling was used to sample teachers according to their administrative duties. Data was collected by use of questionnaire and interview schedule. Validity of the research instruments was done by seeking expert view from supervisors and academicians. A pilot study was conducted in two schools outside Kieni constituency produced a Cronbach Alpha Coefficient of 0.82 which implied that their reliability was adequate to permit usage in the study. Quantitative data was analyzed by use of both descriptive statistics and inferential statistics. Qualitative data was subjected to content analysis where responses were categorized into common themes related to the objectives of the study. The study found out that t he practice of examining professional documents such as schemes of work, lesson plans, and records of work, lesson notes and lesson attendance registers was related to the academic performance of the students. The more frequently the practice is carried out, the better the academic outcomes of the learners. Prudent management of teaching/ learning resources such as libraries, ICT equipment, science laboratories as well as sporting equipment by the school administrators to ensure adequate supply and maximal utilization was found to be closely related to the academic performance of the students. The frequency at which the principals gave feedback to the teachers on the i nternal quality assurance activities was found to correlate to the academic performance of the students. The frequency at which the principals reviewed and monitored the coverage of the syllabus was found to be linked to the academic performance of the students. Principals who closely monitor the extent and depth of coverage of the syllabus were found to post better academic performance in their schools.

All the peasant and complex cultures of the world are built up of an amalgam of numerous prehistoric and proto-historic aboriginal cultures. People of every civilization genuinely want to know who their ancestors were and how their cultures were built up. About Bangladesh, almost all of the Anthropologists and Historians recognized that, Pre-Dravidian people were the ancient-most inhabitant of Bengal and Bengali culture mostly adapted from those ethnic people’s belief, traditions and culture. At present, they are known as kol, Munda, Pundra, Sabara, Koda, Ho, Turi, Karwar, Veel, Santal etc. and live also in northern region of Bangladesh. They used ‘Austral’ language and identified as ‘Austral’ people and Proto-Australian race. They have physical similarity with indigenous folks of Australia and also have similarity with their blood group. Even though, their culture, mind and life-cycle influenced more Bengali culture but they have not been adequately traced and their contributions have not examined and analyzed properly. It is needed to be ascertaining that, what their Anthropological relation with Bengali race is? Careful study of their life and culture shall enlighten us much for the synthesis of the Bengali race, culture and language. This paper study about the contribution of ‘austral’ community of Bangladesh and approach are anthropological.