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The study investigated the effect of class classification, class size and gender on academic performance. Specifically, the objectives of the study was to evaluate the effect of class classification, class size and gender on academic performance of senior secondary school students in Mathematics and English Language. However, three research questions and hypothesis were designed to guide the study. The study employed expo-facto research design and purposeful sampling technique which is stratified in nature in selecting all one-hundred and eighty nine (189) Grade II (SSS II) students participated in the Unified Promotion Examination (UPE) conducted by Osun State Ministry of Education in May, 2017. In this regards, Grade II students’ scores in Mathematics and English Language was used to proxy academic performance which are disaggregated into three strata such as class stream (Science, Art and Commercial), gender (female and male) and class size (large class size and small class size). Inferential statistics such as t-statistics was used to analyse the generated data. The findings of the study revealed that there was no significant difference between the academic performance of students in Science and Art stream, Science and Commercial stream and Art and Commercial stream while significant difference existed in the academic performance of students in English Language between Science and Commercial stream as well as Art and Commercial stream respectively but in favour of Science class and Art class. The study also indicated that there was no significant difference in the performance of students in both Mathematics and English Language not only on the basis of the number of the students allocated into a class (Class size) but also gender quality (female or male). It was concluded that the explanatory variables such as class classification, class size and gender are not only the necessary condition in determining academic performance among students but also work hand-in-hand with other factors in order to guarantee favourable academic performance. The study recommended intensification of efforts by school authority towards monitoring of students in doing class work, assignment, punctuality in school and re-visitation of the classroom instructional practice by the teachers among others.
… e-Journal of …
Factors Affecting Students' Academic Performance: A case study in Agartala Municipal Council Area2010 •
This study focuses on the academic performance of students at preparatory and high school levels in Irob wereda, Eastern Zone, Tigray Regional State, which is located at 37 Km far to the East of Eritrean border. It assumed that the individual and combined results of family, socio-economic, psychological and school factors on academic performance of preparatory/high level students’ in the study schools. The specific objectives of this study were to assess the factors that affect the academic performance of students at preparatory and high school levels of wereda Irob. For the study 218 students, 29 academic staff, 9 wereda administration officials, 14 tabia local administration officials and 5 PTA were selected by using stratified random sampling technique based on probability proportional to their number or size in each class. Pretest structured questionnaires were used for collecting the essential data and the focus group discussion, personal in-depth interviewee, and personal observation were used to crosscheck the data collected through the survey. The data were analyzed using descriptive methods. The results indicated that the academic performance of students’ in the study area was determined by a variety of factors. Among these factors, students’ related factors such as self-motivation, lack of adequate effort and carelessness, and self-confidence were the most prominent factors that affect students’ academic performance. Moreover, on-availability of support system, lack of proper reading place, presence of role models, estimated income of the family’; parents attitude towards students education and household work responsibilities factors had a significant impact on students’ academic performance. However, educational background of the family; occupation of household head; basic sanitation facilities; and presence of sources of support other than family and employment opportunity for educated students did not significantly affect the students’ academic performance. Therefore, policies should deal with academic performance of students and combating cultural, economic, psychological and institutional factors. In general, creating awareness through training on the benefit of education for all society members can greatly enhance the performance of students. Furthermore, arranging special tutorial classes for students on regular bases for all subjects and creating conducive environment for private language school establishment to alleviate some of the challenges affecting students’ academic performance. Therefore, it was suggested that Parents, Irob wereda Education Bureau and high and preparatory schools should be more practical in this area of improvement.
This research focused in determining the relationship between the related factors and the academic performance of randomly selected intermediate pupils in three (3) selected public schools in Porac East District school year 2013-2014. Three hundred twelve (312) pupil respondents; hence, thirty six (36) teacher respondents were asked to answer the questionnaires. The major findings indicated the following conclusions; Respondents belonged to small sized families along with their parents who are living together. In relation to parents' profile, they achieved low educational level. In relation to the other related factors, teachers are assuring quality education even though opportunities on trainings are limited to few. Also, instructional materials were rated as always. Concerning to the pupil-teacher ratio, majority belonged in bigger classes at the same time their assessment for school facilities is adequate. Pertaining to the academic performance, it is described as good. In contrast, methods/strategies show significant relationship in the academic performance. Generally, the study concluded that there is no significant relationship exist between pupil, teacher and school related factors and pupils' academic performance.
Dansk Sociologi
The Leaking Pipeline" - øjebliksbilleder af kønnede in- og eksklusionsprocesser i AkademiaInge Henningsen and Lis Højgaard: The Leaking Pipeline: Snapshots of gendered processes of in- and exclusions in the academic world. Debates on the reasons for the well documented low participation of women in scientific research tend to follow two lines of argument: one that maintains that the low percentage of women in research is a result of few women in recruitment positions and that this will change as more women enter these positions, and one that maintains that a closer look at the statistics does not support this optimism because women’s percentage in recruitment positions is not increasing as the pool of potential female researchers increases, or to put it metaphorically, “the pipeline is leaking women all along” (Alper 1993). This article investigates the mechanisms perpetuating the low participation of women in academic sciences, inspired by Alper’s methaphor. It begins by describing the Danish educational system and structure of science education including gender ratios ...
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