This document summarizes a study that examined factors affecting student academic performance, including teaching method, choice of discipline, and student-lecturer relationship. The study analyzed data from 192 students in Nigeria on their course of study, effort level, and relationship with lecturers. The results showed that choice of discipline influenced by university authority rather than passion was negatively associated with student GPA. Additionally, student GPA increased as the rapport between students and lecturers improved. Some students who put in high effort performed worse than less studying students, possibly due to rushed lectures or lack of learning resources. The study concluded teaching methods should maintain good student-lecturer relationships while preventing moral hazard of passing without effort.
This document discusses using Kotter's eight-step model for change leadership to create a culture of assessment in academic libraries. Kotter's model provides a structured approach for building a culture of assessment through behavioral changes even without full organizational support. The model involves establishing a sense of urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. While challenging, following this model can help embed assessment as a valued practice and part of decision making.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Assessment in higher education final draft 05-11-16 (1) finalmidhat12
The document discusses assessment in higher education in South Africa. It provides context on changes to the higher education system after apartheid. It then discusses various theories and methods of assessment, including formative, summative, and integrative assessment as well as teacher assessments. It notes issues influencing assessment practices in South Africa, such as plagiarism and the need for cost-effective methods. Overall, the document analyzes the state of assessment in South African higher education and argues for a shift towards developing assessment to improve the learning process and support self-regulated learning.
Factors affecting teachers' excellence from the perspective of queen rania aw...Alexander Decker
This document discusses factors affecting teachers' excellence from the perspective of teachers who have won Jordan's Queen Rania Award. It provides background on Jordan's education reform efforts and the establishment of the Queen Rania Award. A literature review covers research on internal factors like teachers' characteristics and training, as well as external factors such as incentives and community expectations. The Queen Rania Award criteria focus on teaching quality, management skills, career development, parental and community involvement, and student outcomes. The study aims to identify the most influential factors for educational excellence according to teachers' views, to inform ongoing efforts to improve teaching quality in Jordan.
1) The document reviews factors that can enhance quality education in higher education institutions in Bangladesh. It analyzes perspectives of both teachers and students on important quality factors.
2) Through factor analysis, the study identifies 10 key factors grouped from the variables examined. The most important factors are teachers' pedagogical skills, relationship skills with students, and distinctiveness.
3) The study provides recommendations to policymakers on focusing on these quality factors, developing a culture of quality assurance, expanding private partnerships, and using collaborative learning approaches to enrich student learning.
The document discusses issues related to implementing school-based assessment programs. It begins by noting the potential benefits of school-based assessment in validity and flexibility but also the need to ensure reliability, quality control, and quality assurance. It then examines five key issues for reliable school-based assessment: providing teachers with training and guidance, developing clear assessment criteria, establishing record keeping and moderation procedures, creating networks for teacher collaboration, and monitoring implementation. The document concludes by emphasizing the importance of ensuring adequate resources, expertise, and oversight when establishing a school-based assessment system.
This document discusses using Kotter's eight-step model for change leadership to create a culture of assessment in academic libraries. Kotter's model provides a structured approach for building a culture of assessment through behavioral changes even without full organizational support. The model involves establishing a sense of urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. While challenging, following this model can help embed assessment as a valued practice and part of decision making.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Assessment in higher education final draft 05-11-16 (1) finalmidhat12
The document discusses assessment in higher education in South Africa. It provides context on changes to the higher education system after apartheid. It then discusses various theories and methods of assessment, including formative, summative, and integrative assessment as well as teacher assessments. It notes issues influencing assessment practices in South Africa, such as plagiarism and the need for cost-effective methods. Overall, the document analyzes the state of assessment in South African higher education and argues for a shift towards developing assessment to improve the learning process and support self-regulated learning.
Factors affecting teachers' excellence from the perspective of queen rania aw...Alexander Decker
This document discusses factors affecting teachers' excellence from the perspective of teachers who have won Jordan's Queen Rania Award. It provides background on Jordan's education reform efforts and the establishment of the Queen Rania Award. A literature review covers research on internal factors like teachers' characteristics and training, as well as external factors such as incentives and community expectations. The Queen Rania Award criteria focus on teaching quality, management skills, career development, parental and community involvement, and student outcomes. The study aims to identify the most influential factors for educational excellence according to teachers' views, to inform ongoing efforts to improve teaching quality in Jordan.
1) The document reviews factors that can enhance quality education in higher education institutions in Bangladesh. It analyzes perspectives of both teachers and students on important quality factors.
2) Through factor analysis, the study identifies 10 key factors grouped from the variables examined. The most important factors are teachers' pedagogical skills, relationship skills with students, and distinctiveness.
3) The study provides recommendations to policymakers on focusing on these quality factors, developing a culture of quality assurance, expanding private partnerships, and using collaborative learning approaches to enrich student learning.
The document discusses issues related to implementing school-based assessment programs. It begins by noting the potential benefits of school-based assessment in validity and flexibility but also the need to ensure reliability, quality control, and quality assurance. It then examines five key issues for reliable school-based assessment: providing teachers with training and guidance, developing clear assessment criteria, establishing record keeping and moderation procedures, creating networks for teacher collaboration, and monitoring implementation. The document concludes by emphasizing the importance of ensuring adequate resources, expertise, and oversight when establishing a school-based assessment system.
Secondary School Students Attitude towards Junior School Certificate (JSC) Ex...Md. Mehadi Rahman
The study investigates secondary students’ attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students’ attitude towards JSC examination. JSC exam had increased students’ both
quality of study and study time, enhanced students’ creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students’ normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
This study investigated the effects of different grading policies (lenient vs. strict) on engineering students' cumulative grade point averages (CGPAs) in Pakistan. A sample of 1578 students was analyzed, with around half graded under a lenient policy with 5 letter grades and the other half under a strict policy with 7 letter grades. Results showed that students graded under the strict policy had statistically higher CGPAs on average compared to those under the lenient policy. Low-performing students benefited more from the strict policy in terms of improved CGPA. The study provides evidence that stricter grading policies can positively motivate students to achieve higher performance levels.
Assessment for the improvement of teaching and learning of christian religiou...Alexander Decker
This document discusses assessment for improving teaching and learning of Christian religious knowledge in secondary schools in Nigeria. It defines assessment as the systematic collection and interpretation of information to evaluate student progress and make judgments about their learning. The principles of quality assessment are that it should be continuous, improve learning, provide effective communication to stakeholders, and reflect all elements of the curriculum. For religious education specifically, assessment should make reliable judgments about student performance and provide guidelines to help students improve their knowledge, understanding, and skills. The document recommends linking assessment methods to curriculum aims, structuring assessment around stated objectives, using assessment to support varied teaching approaches, and ensuring assessment is valid, reliable and equitable.
factors affecting boarding,non-boarding and transient boarding education stud...rica mahinay
This study examines factors that affect the academic performance of boarding, non-boarding, and transient boarding teacher education students. It investigates the demographic profiles and factors like parental influence, time management, health, peers, and distractions. The study aims to determine if there are significant differences in the extent of factors between student groups and their academic performance. Respondents were 297 students from Central Philippines State University in the 2012-2013 academic year, comprising 190 boarding students, 99 non-boarding students, and 8 transient boarding students.
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
This document discusses a study on the effects of class size on student performance among Form Four students in Malaysia. It provides background on the traditional assumptions that smaller class sizes are better for learning outcomes than larger class sizes. There is conflicting research on the relationship between class size and achievement. The study aims to investigate teacher perceptions of class size, the relationship between class size and student attitudes, and the relationship between class size and academic results. It identifies limitations such as the lack of perspectives from experienced teachers and the need for a comparative study using controlled experiments. The operational definitions provided define small class size as 13-17 students and large class size as 22-25 students, and define student performance as scores on multiple assessments.
What makes a good secondary assessment on achieving the aims of assessmentAlexander Decker
This document discusses the aims of secondary school assessments and different assessment methods. It outlines four main purposes of assessment: 1) measuring student achievement and attainment, 2) acting as a gatekeeper for further education or careers, 3) promoting equality of opportunity, and 4) holding schools accountable. It then analyzes traditional assessments like standardized multiple-choice tests and alternative assessments like classroom-based formative evaluations. While traditional tests can efficiently compare large numbers of students, the document argues they may not accurately measure understanding. Alternative assessments better capture student capabilities but face challenges in objectively comparing all students. The document concludes that no single assessment method can fulfill all aims and that the curriculum also needs to support the goals of assessment.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
This article reviews a study that examines teachers' self-efficacy, stress levels, and job satisfaction working in remote Yukon Territory, Canada compared to urban western Canada. The study used a mixed-methods approach, collecting quantitative survey data and conducting qualitative interviews. The results found no significant differences in overall workload stress, student behavior stress, or job satisfaction between the two settings. However, Yukon teachers reported slightly lower levels of self and collective efficacy. Qualitative interviews identified how physical isolation, cultural adaptation, and community involvement can influence professional stress and satisfaction. The article provides a detailed overview of the methodology and results of the study.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
Examining attitude towards continuous assessment practices among nigerian pre...Alexander Decker
1. The document examines the attitudes of 339 preservice Science, Technology, and Mathematics teachers in Nigeria towards continuous assessment practices.
2. It found that most teachers had positive attitudes towards many continuous assessment practices, though some attitudes were neutral or negative.
3. The only factor that predicted teachers' attitudes was their discipline of study. Gender and age were not predictive factors.
http://www.ccsprojects.com/ - This white paper from CCS Presentation Systems partner eInstruction summarizes key points in that evidence and describe how eInstruction’s CPS student response system can be used in research-based ways to support effective instruction. eInstruction technology gives administrators the ability to instantly capture, grade, report and analyze student performance data. eInstruction offers educators and administrators a family of software, student response systems, interactive whiteboards, mobile interactive whiteboards and powerful enterprise-based administrative tools. Learn more about eInstruction’s CPS systems here: http://bit.ly/WN6wKr
This document compares stress levels of Class 10 students under India's grading and numerical marking evaluation systems. It discusses:
1. The history and purposes of evaluation in education. Traditional numerical marking is criticized for focusing on rote learning and causing stress.
2. Academic grading was introduced in India in 2009 to reduce stress by minimizing competition and societal pressure on students. The CBSE board uses a 9-point grading scale from A1 to E2.
3. The study aims to compare stress levels of CBSE (grading) and Rajasthan board (numerical) students, as well as between boys and girls. It sampled 200 Class 10 students from schools in Alwar district, using Bist's
A detailed description on school based assessment, Bangladesh view.
Reference: National Curriculam and Textbook Board. (2006). Teacher’s guide for SBA.
The document compares course evaluation ratings between online and traditional courses. Contrary to expectations, the study found no significant differences in ratings for most items, including those referring to in-class procedures. The only significant difference was that students in online courses perceived a higher workload than those in traditional courses, possibly because online students consider any work for the class as "outside of class." Overall, the results suggest that instructors are viewed similarly in online and traditional courses.
An evaluation of the principal’s instructional supervision on Alexander Decker
This document discusses a study that evaluated the effects of a principal's instructional supervision on academic performance at Sameta Primary School in Kisii, Kenya. The study found that the principal used various instructional supervision techniques including observation, questioning, and peer review. However, most teachers did not use thematic learning to determine syllabus coverage. The study recommended that the principal devise additional instructional supervision methods to improve academic standards. Overall, the document examines how a principal's oversight of teaching and learning impacts student performance.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Factors influencing academic achievement in quantitative courses among busine...Alexander Decker
This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
Secondary School Students Attitude towards Junior School Certificate (JSC) Ex...Md. Mehadi Rahman
The study investigates secondary students’ attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students’ attitude towards JSC examination. JSC exam had increased students’ both
quality of study and study time, enhanced students’ creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students’ normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
This study investigated the effects of different grading policies (lenient vs. strict) on engineering students' cumulative grade point averages (CGPAs) in Pakistan. A sample of 1578 students was analyzed, with around half graded under a lenient policy with 5 letter grades and the other half under a strict policy with 7 letter grades. Results showed that students graded under the strict policy had statistically higher CGPAs on average compared to those under the lenient policy. Low-performing students benefited more from the strict policy in terms of improved CGPA. The study provides evidence that stricter grading policies can positively motivate students to achieve higher performance levels.
Assessment for the improvement of teaching and learning of christian religiou...Alexander Decker
This document discusses assessment for improving teaching and learning of Christian religious knowledge in secondary schools in Nigeria. It defines assessment as the systematic collection and interpretation of information to evaluate student progress and make judgments about their learning. The principles of quality assessment are that it should be continuous, improve learning, provide effective communication to stakeholders, and reflect all elements of the curriculum. For religious education specifically, assessment should make reliable judgments about student performance and provide guidelines to help students improve their knowledge, understanding, and skills. The document recommends linking assessment methods to curriculum aims, structuring assessment around stated objectives, using assessment to support varied teaching approaches, and ensuring assessment is valid, reliable and equitable.
factors affecting boarding,non-boarding and transient boarding education stud...rica mahinay
This study examines factors that affect the academic performance of boarding, non-boarding, and transient boarding teacher education students. It investigates the demographic profiles and factors like parental influence, time management, health, peers, and distractions. The study aims to determine if there are significant differences in the extent of factors between student groups and their academic performance. Respondents were 297 students from Central Philippines State University in the 2012-2013 academic year, comprising 190 boarding students, 99 non-boarding students, and 8 transient boarding students.
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
This document discusses a study on the effects of class size on student performance among Form Four students in Malaysia. It provides background on the traditional assumptions that smaller class sizes are better for learning outcomes than larger class sizes. There is conflicting research on the relationship between class size and achievement. The study aims to investigate teacher perceptions of class size, the relationship between class size and student attitudes, and the relationship between class size and academic results. It identifies limitations such as the lack of perspectives from experienced teachers and the need for a comparative study using controlled experiments. The operational definitions provided define small class size as 13-17 students and large class size as 22-25 students, and define student performance as scores on multiple assessments.
What makes a good secondary assessment on achieving the aims of assessmentAlexander Decker
This document discusses the aims of secondary school assessments and different assessment methods. It outlines four main purposes of assessment: 1) measuring student achievement and attainment, 2) acting as a gatekeeper for further education or careers, 3) promoting equality of opportunity, and 4) holding schools accountable. It then analyzes traditional assessments like standardized multiple-choice tests and alternative assessments like classroom-based formative evaluations. While traditional tests can efficiently compare large numbers of students, the document argues they may not accurately measure understanding. Alternative assessments better capture student capabilities but face challenges in objectively comparing all students. The document concludes that no single assessment method can fulfill all aims and that the curriculum also needs to support the goals of assessment.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
This article reviews a study that examines teachers' self-efficacy, stress levels, and job satisfaction working in remote Yukon Territory, Canada compared to urban western Canada. The study used a mixed-methods approach, collecting quantitative survey data and conducting qualitative interviews. The results found no significant differences in overall workload stress, student behavior stress, or job satisfaction between the two settings. However, Yukon teachers reported slightly lower levels of self and collective efficacy. Qualitative interviews identified how physical isolation, cultural adaptation, and community involvement can influence professional stress and satisfaction. The article provides a detailed overview of the methodology and results of the study.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
Examining attitude towards continuous assessment practices among nigerian pre...Alexander Decker
1. The document examines the attitudes of 339 preservice Science, Technology, and Mathematics teachers in Nigeria towards continuous assessment practices.
2. It found that most teachers had positive attitudes towards many continuous assessment practices, though some attitudes were neutral or negative.
3. The only factor that predicted teachers' attitudes was their discipline of study. Gender and age were not predictive factors.
http://www.ccsprojects.com/ - This white paper from CCS Presentation Systems partner eInstruction summarizes key points in that evidence and describe how eInstruction’s CPS student response system can be used in research-based ways to support effective instruction. eInstruction technology gives administrators the ability to instantly capture, grade, report and analyze student performance data. eInstruction offers educators and administrators a family of software, student response systems, interactive whiteboards, mobile interactive whiteboards and powerful enterprise-based administrative tools. Learn more about eInstruction’s CPS systems here: http://bit.ly/WN6wKr
This document compares stress levels of Class 10 students under India's grading and numerical marking evaluation systems. It discusses:
1. The history and purposes of evaluation in education. Traditional numerical marking is criticized for focusing on rote learning and causing stress.
2. Academic grading was introduced in India in 2009 to reduce stress by minimizing competition and societal pressure on students. The CBSE board uses a 9-point grading scale from A1 to E2.
3. The study aims to compare stress levels of CBSE (grading) and Rajasthan board (numerical) students, as well as between boys and girls. It sampled 200 Class 10 students from schools in Alwar district, using Bist's
A detailed description on school based assessment, Bangladesh view.
Reference: National Curriculam and Textbook Board. (2006). Teacher’s guide for SBA.
The document compares course evaluation ratings between online and traditional courses. Contrary to expectations, the study found no significant differences in ratings for most items, including those referring to in-class procedures. The only significant difference was that students in online courses perceived a higher workload than those in traditional courses, possibly because online students consider any work for the class as "outside of class." Overall, the results suggest that instructors are viewed similarly in online and traditional courses.
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PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO ...FRANCIS SOLOMON
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
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Academic performence and factors affecting it full 1PRASAN168
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2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
Self Efficacy and Motivation as Determinants of Students’ Performance.pdfAndrewUMOAbasi
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This study investigated the influence of self-esteem on academic success among secondary school students in Calabar, Nigeria. 345 students completed questionnaires on self-esteem and academic performance. Students with positive self-esteem had higher average scores on achievement tests in mathematics and English compared to students with negative self-esteem. Statistical analysis found a significant difference in academic success between the two groups. The study concluded that self-esteem significantly influences students' academic performance and recommended improving students' self-esteem through counseling interventions to boost academic outcomes.
Maximizing What Students Get Out Of CollegeAmanda Walker
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1) The document discusses assessment practices in colleges of education in Ghana and their impact on developing evaluative thinking skills in student teachers.
2) It finds that while formative assessment is used, feedback focuses more on correcting mistakes than engaging students in dialogue.
3) End of semester exams mainly assess lower-order thinking skills like knowledge and comprehension rather than higher-order skills like analysis and evaluation that are emphasized in the curriculum. This means student teachers may not be adequately prepared to foster evaluative thinking in pupils.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
1
Assessment, Student Learning and Classroom Practice: A Review
Dr. Ekua Tekyiwa Amua-Sekyi
Department of Arts & Social Sciences Education University of Cape Coast
Abstract
Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from
the empirical literature suggests that assessment, especially high stakes external assessment has effect on how
teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon
the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that
although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in
the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be
effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to
the influence of assessment on teaching and learning, the understanding of which could arguably play an
important role in introducing changes that will promote the cognitive processes and thinking skills desired in our
schools and classrooms.
Keywords: Assessment, teaching and learning, teacher training, classroom practice
1. Introduction
Assessment is about learning. Traditionally assessment is intended to find out and report on what has been learnt
thus its relation with classroom activities. Assessment is integral to teaching and learning activities in school and
mediates the interaction between teachers and students in the classroom. Assessment can be defined as all
activities that teachers and students undertake to get information that can be used to alter teaching and learning.
This includes teacher observation and analysis of student work (homework, tests, essays, reports, practical
procedures and classroom discussion of issues). All these are concerned with sampling what a student may or
may not know. Assessment is also used in ‘selecting, controlling or motivating students, and to satisfy public
expectations as to standards and accountability’ (Biggs, 2003; p.141). Consequently, assessment has been
categorised as formative or summative depending on how the results are used (Dunn & Mulvenon, 2009).
Formative assessment is embedded in the teaching and learning process and provides feedback to the teacher in
the course of teaching to enable him or her judge how well students are learning. It also provides information on
the effectiveness of teaching which will help to determine an appropriate remedial action where necessary. For
this reason, it is appropriatel ...
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IRJET- Relationship between Achievement in Advanced Educational Psychology an...IRJET Journal
This study examined the relationship between achievement in advanced educational psychology and self-regulated learning among prospective teachers. A pre-test post-test design was used to evaluate the impact of an e-content module on growth, development and learning. Samples of 30 prospective teachers learning in Tamil and 30 in English participated. Results showed a significant difference between pre-test and post-test scores, indicating the e-content was effective. There was also a substantial positive relationship found between achievement and self-regulated learning. The study concluded the e-content module improved achievement and self-regulated learning is important for prospective teachers.
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Influence of Home and School Based Factors on Pupils Academic Performance at ...ijtsrd
"The aim of primary education is to provide education at the basic level of all ongoing primary school pupils. This study was carried out to investigate influence of home and school based factors on pupil's academic performers at Kenya certificate of primary education in Makadara sub county, Nairobi County. The study adopted the ex post facto design which involved the studies that investigate possible causes and effects by observing an existing condition and searching back in time for possible causal factors. It involved testing out possible antecedents of events that had happened and cannot be manipulated by the investigator. The study sampled 240 teachers, 39 Parents Association members and 150 pupils from class 6 and 7. The data collection instruments comprised of questionnaires and interview guide. Data collected was categorized, coded, analyzed then tabulated. The analysis was done using Statistical Package for Social Sciences SPSS . The analysis was both qualitative and quantitative. Quantitative analysis considered use of frequency counts and distribution, tabulation totals and calculation of percentages aimed at generating the data collected into meaningful groups and frequency tables for further analysis. Qualitative analysis involved the conclusions from the respondents' opinions. The study established that most parents had a college educational level, majority of the teachers were female whereas majority of the students were males. It also established that parental level of income influenced pupils' performance in KCPE at 60 s. Physical facilities and teaching and learning resources were also cited as factors that highly influence performances. The researcher recommended that the parents should provide a conducive learning environment at home to give the pupils ample time and space to study. Parents ought to strive to provide the basic required learning materials that are vital for a good performance in the KCPE exam irrespective of their level of income. The government should endeavor to allocate funds to be used for improving on the existing teaching and learning resources in public primary schools while adding more. The government should allocate enough funds that will enable provision of key physical learning facilities. Prof. Lewis Ngesu | Awuonda Faith Atieno ""Influence of Home and School Based Factors on Pupils Academic Performance at Kenya Certificate of Primary Education in Makadara Sub-County, Nairobi County"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21607.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/21607/influence-of-home-and-school-based-factors-on-pupils-academic-performance-at-kenya-certificate-of-primary-education-in-makadara-sub-county-nairobi-county/prof-lewis-ngesu"
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Effect of teaching method, choice of discipline and student lecturer relationship on academic performance
1. Journal of Economics and Sustainable Development www.iiste.org
ISSN 2222-1700 (Paper) ISSN 2222-2855 (Online)
Vol.3, No.7, 2012
Effect of Teaching Method, Choice of Discipline and Student-
Lecturer Relationship on Academic Performance
J. S. Adeyele1* & Y. S.Yusuff2
1. Department of Actuarial Science & Insurance,
Joseph Ayo Babalola University, Ikeji-Arakeji, Nigeria
2. Department of Accounting,
Joseph Ayo Babalola University, Ikeji-Arakeji, Nigeria
*Corresponding author: adesolojosh@yahoo.co.uk or crownsolomon@yahoo.com
Abstract
The main aim of this study is to provide new evidence on factors affecting students’ performance. A sample of
192 students who have taken at least not less than four semesters examinations were considered. Student-
Lecturer relationship, examination contents, students mode of study and assimilation, effort and students’ CGPA
were the parameters used for this purpose. The result of the findings reveals that choice of disciplines has
negative effect on students’ CGPA if unduly influenced by university authority or parents, and that student’s
CGPA rises as rapport between student and lecturer gets better. Although we obtained mixed, and sometimes
controversial result when effort was compared with performance. Those students who make special effort in their
studies but performed below those who do not take their studies seriously gave different reasons for the
variation: 46% of female students reported rushed lectures while 29.69% of male reported lack of access to
learning facilities such as internet. In order to encourage good performance, we suggest that lecturers should try
to maintain good rapport with their students. However, they should ensure that moral hazard is not created in the
process. Moral hazard is created when students believe they can pass examinations without making special effort
to study.
Keywords: effort, assessments, examination, validity and reliability
INTRODUCTION
One of the most useful tools available to the Nigerian Universities in measuring students’ performance is
examination, be it written, oral or practical. This has been widely used by various examining bodies to test
learners’ understanding about the learnt material. The standard of examination questions used as instrument to
determine the status or standards of learners’ attainment with respect to expected outcomes is one of the criteria
for measuring university standards.
In university system, which is the focus of this study, there are variations in standard maintained by
each school. While some universities posses the necessary and sufficient facilities that guarantee sound
education, others are striving to meet up with the minimum National Universities Commission’s recommended
standards. However, possessing the necessary and sufficient learning facilities does not in themselves mean
graduates from such schools are better off than those not adequately equipped. It all depends on quality of staff
and the candidates in question. In schools where staff are well motivated, students performance is expected to
improve if such students are making special effort to learn.
Generally, the better the school, the more the academic performance means in terms of overall ability.
Usually, one expects to see good grades in the less demanding schools than in group of old schools and respected
universities. However, when seeking for ideal candidates, search should not be restricted to top universities.
While candidates who went to old universities (popularly known as first generation universities in Nigeria) do
claim they are the best compared with other ones in private and state universities, it has been evidence that there
are some candidates in private universities in Nigeria who do better than those who privileged to attend
prestigious universities.
Unfortunately, the present universities system of assessment which lacks the merit of exposing all
students in the same field of studies to the same examination as being practiced in professional bodies like
Society of Actuaries, Institute of Actuaries, Chartered Insurance Institute of Nigeria (CIIN), Institute of
Chartered Accountant of Nigeria (ICAN), Law school, etc., makes it difficult to easily identify which candidate
is more intelligent. Since it is not possible to determine which student is good academically or less sound using
institutional judgments, this paper attempts to examine how teaching method, choice of discipline and student-
lecturer relationship mean on student academic performance.
Many studies have examined factors affecting student performance. Socioeconomic factors such as
parents’ income and education background have been identified as some of the most influencing factors affecting
student performance (Graezt, 1995; Sparke, 1999; Haahr, Neilson, Hansen and Jakobsen, 2005 and Ilugu, 2007).
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Rich (2006) determines performance by using examination, attendance and participation in class, attempting
homework, and a group project.
However, in spite of the above authors’ contributions to knowledge, none of them have directly
examined how teaching method such as rushed lectures, choice of discipline and student-lecturer relationship
affect performance. The present study is designed to fill this gab. It is hope that the outcome of this study will be
of great value to the government as well as policymakers on education system in Nigeria.
LITERATURE REVIEW
Examinations have been widely used to evaluate students performance in formal school setting. Tobih (2012)
defines examinations as organised activities aimed at determining the cumulative or broad knowledge in a
students’ educational development. Therefore, most educators see examination as a tool oriented towards helping
the schools to improve, rather than simply publicising weak performance (Haahr, Neilsen, Hansen and
Jakobsen, 2005:197). At a higher education level, it helps to establish the integrity of the degree or certificate
awarded by any school, college or university (Tohbih, 2012). Although a range of appraisal methods can be used
in order to assess students' progress in attaining academic objectives. Appraisal is a systematic assessment of
how effectively task given to students is being performed. The appraiser (the person carryout the appraisal) will
seek to identify the reasons for a particular level of performance and identify ways to improve future
performance.
Commonly used methods include standardized tests, the assessment of student portfolios, judgemental
ratings carried out by teachers, regular teacher-developed tests, and assessments of student assignments, projects,
and homework (Haahr, et al, 2005:154). Assessments differ widely in nature and quality, and assessment
policies as well as practices are often applied in different ways across school and programme types (Haanr, et al,
2005:175). It is a process prescribed for testing qualification, an exercise designed to examine progress or
knowledge (Tobih, 2012). When used to find out students’ level of understanding, the examiner must consider
the validity and reliability of the test instruments used for this purpose. Anikweze (2005:2) suggests that “the
purpose of test is to identify or discover what a person can do under certain controlled circumstances; for
instance: to answer a number of questions either orally or written or perform a task or tasks within some limited
time”. Thus the examiner must not deviate from the objectives upon which the tests are based.
A number of efforts have been devoted to research on factors affecting performance especially in
tertiary institution of learning. Studies of children’s educational achievements over time have shown that ‘social
background remains one of the major sources of educational inequality’ (Graetz 1995:28). In other words,
‘educational success depends largely on the socio-economic status of one’s parents’ (Edgar 1976, cited in Graetz
1995:25). Having high levels of unexplained absence at school has also been found to be associated with poorer
early adult outcomes in the labour market (e.g. higher probability of being unemployed) and poorer adult health
relative to non-truants (Sparkes 1999, cited in Zappala and Considine, 2001) . The level of truancy or
unexplained absence among students also relates to poor academic performance. Truancy tends to be higher
among students from low socioeconomic backgrounds. Truancy, even occasional, is associated with poorer
academic performance at school (Sparkes 1999).
Rich (2006) attempts to seeks clarification whether additional effort harm or improves performance.
One of his findings reveals that both ability and effort have a positive impact on student performance. Although,
Pascarella and Terecizini (1991) and Caroll (1963), cited in Rich (2006), find that most educators believe that
effort is positively related to performance. Previous empirical studies of the link between effort and student
performance find mixed, and often contradictory, evidence on whether additional effort improves or harm
performance. In Nigerian universities system, there are two mode of assessments: continuous assessment (CA)
and examination, used to determine the students’ final grades. There are some students who devote most of their
times to their studies and yet, performed below expectation in their final examinations. Can we say additional
efforts harm performance? No. There may be intervening variables responsible for this. In fact, it has been noted
that some students do over worked themselves especially during examination period and when they get to class
they forget almost everything they have studied. Unfortunately, on leaving the examination hall they recall
everything they have read but failed to put them in black and white while examination is ongoing. Therefore
undue stress may be responsible for this situation.
Other factors such as parents’ support could also account for variation in students performance. A high
level of parental support has been found to be positively correlated with students’ achievements as regards basic
skills (Haanr et al ,2005). Parental support can be in the form of helping and motivating the students in doing
their homework as well as active participation in school-home cooperation activities (Haanr et al, 2005). Thus a
supportive family environment can help to improve academic performance. This seems reasonable because the
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family background of students determine the type of upbringing which in turn determines or influences student
choice of discipline. Parents’ support for their children’s education has been widely seen as an essential element
of their success at school (Haahr et al, 2005).
Sociologists regard factors like family background including parental socio-economic status and
environment has been found to be contributory factor in determining a vocation (Ubangha and Oputa, 2007).
Ainley et al (1995) cited in Zappala and Considine (2001) defines socioeconomic status as a person’s overall
social position…to which attainments in both the social and economic domain contribute. When used in studies
of children’s school achievement it refers to the SES of the parents or family (Zappala and Considine, 2001). On
the other hand, Osipow and Fitzgerald (1996) and Super (1957) both cited in Ubangha and Oputa (2007)
observed that psychologists believe basically that characteristics such as intelligence, interest, self concept,
personality, values and needs are factors that influence vocational aspirations and choice. Hoppock (1987) also
believes that individuals choose their careers in order to meet individual needs whether physical, psychological
or emotional. Ilogu (2007) finds that “achievement motivation, attitude of students and teacher’s teaching
method have significant relationships with academic achievement”. In other words, good interaction between
students and lecturers enhances better performance of the former. It is very important at every stage of evaluation
to establish the validity and reliability of the instrument used to assess the students. The validity of test, refers to
whether the test measures what is intended to measure. A valid test must measure accuracy and consistently what
it is designed to measure and nothing else. On the other hand, reliability indicates the degree of accuracy with
which a test measures what it is designed to measure. Hence, a reliable test may not be valid although every
valid test must also have the property of reliability (Anikweze, 2005).
Consequently, examination questions or test designed too cheap below the students’ standard or too
difficult above their standards by course lecturer, is invalid and unreliable for measuring student academic
attainment. (See for instance, Anikweze (2005) for details of factors affecting validity and reliability of student
performance). If examiner ensure that his/her questions in relation to content of area covered in class are
comprehensive and appropriate with reference to the standard of appraises when preparing for examinations,
then such arrangement is valid. This means that examination questions are representative of standard of all the
material taught by the lecturers and learnt by the students, and that, the use of vocabulary in question is adequate
for the learners’ standard. On the side of reliability, the testing conditions such as light, heat, ventilation seats and
seating arrangements, noise as well as introspective factors in candidates’ scores when test are repeated, must be
brought under control. These also affect student performance. Holland and Mclean (2004) have suggested that
when appraisal exercise is being carryout, the appraiser must ensure that the instruments used for this purpose
are specific, developmental and motivational to the appraise.
This days, it is not uncommon for students to blame their lecturers when they failed and sometime
claim that ‘examination is not a true test of knowledge’. If we are to agree to this assertion, then there should
not be need for teaching because examination as method of evaluation is used to get the feedback of progress
from the learners. No wander, Nwana (1979) cited in Anikweze (2005) argues that evaluation is a pertinent
aspect of good teaching and learning because “no matter how efficient the teacher, how intelligent the students,
how adequate the auto-visual equipment, if no provision is made for some evaluation of progress, the teaching
effort may be completely invalidated”. Abodurin (1986) cited in Tobih (2012) noted that the test can be rendered
invalid and unreliable if not administered under a favourable condition no matter what effort went into the
preparation of the test.
Thus examinations serve evaluation purposes and is meaningful to both the appraisees and the
appraisers if it is used to motivate average learners. Using the Tomdike’ Stimulus-Response theory of learning,
test act as a stimulus for learning in that most average students are gingered into studying whenever tests are
proposed. If the stimulus is good that is, if the test is well designed – and it gives the true picture of the learner’s
achievement, it provides knowledge of result of reinforcement which propels the learners to hard work. Learners
with good results work hard to keep the standard while students with poorer result work harder to improve
(Anikweze, 2005).
METHOD
The population for this study covers all students from Faculty of Administration in Ahmadu Bello University,
Zaria. Simple random sampling was used to select 192 students (96 male and 96 female) in three departments:
Accounting, Business Administration and Public Administration. We used examination contents, student mode of
learning, effort and student-lecturer relationship to determine the intervening factors which may affect students’
CGPA. The participants in this survey exercises were limited to students who have at least taken four semesters
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examinations. Their reported CGPAs were used to determine average performance. The mid-CGPA used in the
study to calculate average performance was arrived at as follows. 1.00 – 1.49 = 1point, 1.50 -2.39 = 2points, 2.40
– 3.49 = 3 points, 3.50 -4.49 = 4 points, and 4.50 -5.00 = 5 points. These points represent the x-values in the
tables. Apart from factors affecting students’ performance directly examined in this study, we intuitively provide
possible explanations on how assessment approach by the course lecturer may affect students’ CGPA.
RESULTS
Table1 shows that 69.79% of male students on current course of study were motivated by passion (43.75%) and
employment opportunities (26.04%). Similarly, 42.71% of female entered into present course of study for similar
reason: passion (36.46%) and employment (6.25%). The university authority (14.58%) and other undisclosed
reasons (15.63%) were also reported to have influenced 30.21% of male student choice of disciplines. Likewise,
57.29% of female students reported that university authority (40.62%) and other undisclosed factors such as
prestige (16.67%) influenced their choice of disciplines. On the balance of probabilities, it can be inferred that
passion (40.62%) and university authority (27.60%) – a situation where students are offered admission to study
courses they did not applied for, are two major influencing candidates choices of discipline. It is evidence in
Table 1 that 73.58%(i.e.39/53) of students that have their choice of discipline influenced by university authority
represent female population. In this case, it is very likely that students who find themselves in disciplines other
than their choices may not perform as expected. Though there are some students who do exceedingly well in
courses decided by the university authority.
In Table 3, students whose CGPA fall to second class lower and upper class divisions constitute 50.52%
and 23.44% of the sample respectively. Insignificant percentage of students in passed and first class degrees
constitute just 2.08% and 1.56% respectively. The rest of the students (22.40%) are in third class degree. The
overall mean CGPA students’ performance is 3.00. When considering the effect of student-lecturer relationship
on students performance, our study shows that as student-lecturer relationship improves, the students CGPA also
rises: students with poor lecturer relationship have 2.89 CGPA; those with fair have 2.98 CGPA and those with
good relationship have 3.03 CGPA. Based on this Table 3, it can be said that student-lecturer relationship is fairly
good (80.25%) in the sampled population.
Table 4 reveals that 19.27% of students with a CGPA of 2.97 reported not very busy with academic
work. Also, 19.79% of students with CGPA of 3.03 reported partially busy with their studies, while 60.94% of
the remaining student that reported always busy with academic work has a CGPA of 3.00. With these reported
CGPAs, it is difficult to conclude whether effort harm performance. Intuitively, there are many possible
explanations why student who don’t get busy with their studies may perform better than those who are serious.
One possible explanation may be due to level of intelligent among students. Another possible reason may take a
form of situation where serious students fall sick during examination period. It is also possible for lecturer to
serves into unserious students’ hands. A lecturer serves into students hands when his examination questions
covered a portion of the course contents read and memorized by the students. So serious students who are
making special efforts to cover the entire course contents may not read the portion where examination questions
are based.
Table 5 shows that 33.85% of students indicated that rushed lectures lowers their performances. Most
female students suffer from this effect when compared with 20.83% of the male students’ performance. Also,
while 10.42% and 32.81% of students reported that they learn by memorization and understanding respectively,
it can be seen from this Table 5 that 56.77% of the students combine memorization and understanding as mode
of assimilation. It must be mentioned that student rate of assimilation play an important role in student
performance. This is evident in Table 2 where 57.29% of students do not understand what is taught in class until
after lectures. That suggests that they need to revise their lecture notes before they comprehend what is taught in
class. Sometimes, especially in quantitative courses, some lecturers gives class work to test whether students are
following progressively. However, these lecturers often end up using such class work as part of continuous
assessment forgetting the fact that some students – the slow learners understand better outside the class. This
situation, of course, invalidates student performance.
On the other hand, Table 4 reveals a strange result whereby students who rarely take their studies
seriously have better CGPA (3.03) than those who devote most of their time to study. That is why Rich (2006)
contemplated whether additional effort harm or improve performance. In fact, there are some students who
devote less time to their studies and still perform better than those who devoted most of their time. This situation
should not be misunderstood that additional effort harm performance. Any of the factors identified in Table1, 2,
3, 4,and 5 could be responsible for this. However, whether additional effort improves or harms performance is
still a subject of controversy.
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CONCLUSSION
This study has focused on factors affecting student’s performance. Our study revealed that good student-lecturer
relationship improves performance. In light of this, we suggest that lecturers should try as much as possible to
maintain good rapport with their students. However, they should ensure that moral hazard is not created in the
process. Moral hazard takes place when students realize that they can pass examinations even without making
special effort in their studies.
Also, lecturers need to plan ahead of lectures to create rooms for effective coverage of course contents
and avoid rushing the students which may not produce the required result. Since a key aim of any appraisal
system is to find mutually agreed ways of improving performance, it is vital that the appraiser and the appraise
agree not only on current performance but also on what needs to be done to improve it (CII, 2003). It is also
recommended that examination questions should cover the course contents taught by the lecturers and not just
randomly basing their examination questions on some part of the course contents. We specifically suggest that
lecturers should ensure that the questions used to get the students feedback meet the following criteria in that it
must be:
Specific - looking at the performance achieved, what was good and not as good.
Developmental - the appraise is aware of the training, support and guidance they will receive to
develop or improve performance.
Motivational - the appraise is motivated by the appraisal experience.
As part of the way forward to improving student performance, it is recommended that neither parents nor
university authority should impose courses on candidates. The students should be given the course of their
choices. In addition, authority owe the students the responsibility of creating a conducive learning environment
and access to learning facilities as the absence of these may negatively affect students performance.
In course of our investigation, we asked students when they really get serious with their studies. Most of
the respondents said when examination time table is pasted. In order to assist student especially the slow learners
to improve on their CGPA, it is recommended that they revise their lecture notes immediately after class to
reinforce learning. They don’t need to wait till examination or test is announced by the course lecturer.
Reference
Anikweze, C.M., (2005). Measurement and Evaluation in Education. Enugu: Snaap Press Ltd
Graetz, B. (1995) ‘Socioeconomic Status in Education Research and Policy’ in John Ainley, Brian Graetz,
Michael Long and Margaret Batten, Socioeconomic Status and School Education, Canberra: DEET/ACER.
Haahr, J.H. , Neilsen, T.K. and Hansen, M.E. and Jakobsen, S.T. ,2005). Explaining Student Performance:
Evidence from the international PISA, TIMSS and PIRLS surveys. Danish Technological Institute
Holland, K. and Mclean, J (2004). Business Practice. London: Chartered Insurance Institute.
Hoppock, R. (1987). Occupational Information. New York: McGraw Hill Company.
Ilugu, G.C., (2007). The Effect of Students’ Achievement Motivation on their Cognitive Performance Behaviour.
International Journal of Educational Research. 3(1): 105-113
Rich, S.P., (2006). Student Performance: Does Effort Matter? Journal of Applied Finance. 16(2): 82-87
Tobih, D.O. (2012). Students Appraisal of the Conduct of Undergraduate Examinations in Obafemi Awolowo,
University, Ile-Ife, Nigeria. Ife Journal of Theory and Research in Education 12 (2): 86-97
Sparkes, J. (1999) ‘Schools, education and social exclusion’ CASE Paper 29, Centre for Analysis of Social
Exclusion, London School of Economics.
Zappala, G. and Considine, G.(2001). Educational performance among school
students from financially disadvantaged backgrounds. Working Paper No.4, 2001
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Tables
Table 1: Reason for Choice of Discipline
Male Female Total
Passion 42(43.75%) 35(36.64%) 77(40.10%)
Employment 25(26.04%) 6(6.25%) 31(16.15%)
University 14(14.58%) 39(40.62%) 53(27.60%)
Others 15(15.63%) 16(16.67%) 31(16.15%)
Total 96 96 192
Authors computation
Table 2: When do you understand lectures delivered in class better?
Male Female Total
During
lecture time 45(46.88%) 37(38.54%) 82(42.71%)
After class 51(53.12%) 59(61.46%) 110(57.29%)
Total 96 96 192
Table 3:Effect of student-Lecturer relationship on academic performance
Mid-
CGPA(x
CGPA ) Poor Px Fair Fx Good Gx Total Tx Percentage
2
1.00-1.49 1 2 2 2 4 4 2.08
8 18
1.5-2.39 2 16 36 17 34 43 86 22.40
18 41
2.40-3.49 3 54 123 38 114 97 291 50.52
3.5-4.49 4 8 32 18 72 19 76 45 180 23.44
1
4.50-5.00 5 5 2 10 3 15 1.56
Total 36 104 80 235 76 234 192 576 100
Mean Px = 2.89 Fx = 2.98 G x = 3.08 Tx =3.00
Percentage 18.75 41.67 39.58 100
Px = 104 / 36 = 2.89, Fx = 238 / 80 = 2.98, G x = 234 / 76 = 3.08, Tx = 576 / 192 = 3.00
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Table 4:Effect of effort on academic performance. Are you always busy with your
studies?
Mid-
CGPA(x Yes (Y)
CGPA ) No(N) Nx Partially(P) Px Yx Total Tx
1.00-1.49 1 1 2 1 1 2 2 4 4
8
1.5-2.39 2 8 16 16 27 54 43 86
19 58
2.40-3.49 3 19 57 57 177 97 291
9
3.5-4.49 4 9 36 36 27 108 45 180
1
4.50-5.00 5 5 2 10 3 15
Total 37 110 38 115 117 351 192 576
Mean N x = 2.97 Px = 3.03 Yx = 3.00 Tx =3.00
Percentage 19.27 19.79 60.94 100
Table 5: Other factors affecting student’s performance.
Male Female Total
Financial problem 19(19.79%) 3(3.13%) 22(11.46%))
Learning Facility 29(30.21%) 6(6.25%) 35(18.23%)
Power outages 10(10.42%) 15(15.62%) 25(13.02%)
Rushed lectures 18(18.75%) 27(28.12%) 45(23.44%)
Total 96 96 192
Mode of learning
Memorization 5(5.21%) 15(15.62%) 20(10.42%)
Understanding 39(40.62%) 24(25%) 63(32.81%)
All above 52(54.17%) 57(59.38%) 109(56.77%)
Total 96 96 192
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