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1 – 10 of over 6000The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics…
Abstract
Purpose
The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.
Design/methodology/approach
Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.
Findings
The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.
Originality/value
The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.
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Suhanom Mohd Zaki, Saifudin Razali, Mohd Aidil Riduan Awang Kader, Mohd Zahid Laton, Maisarah Ishak and Norhapizah Mohd Burhan
Many studies have examined pre-diploma students' backgrounds and academic performance with results showing that some did not achieve the expected level of competence. This study…
Abstract
Purpose
Many studies have examined pre-diploma students' backgrounds and academic performance with results showing that some did not achieve the expected level of competence. This study aims to examine the relationship between students’ demographic characteristics and their academic achievement at the pre-diploma level using machine learning.
Design/methodology/approach
Secondary data analysis was used in this study, which involved collecting information about 1,052 pre-diploma students enrolled at Universiti Teknologi MARA (UiTM) Pahang Branch between 2017 and 2021. The research procedure was divided into two parts: data collecting and pre-processing, and building the machine learning algorithm, pre-training and testing.
Findings
Gender, family income, region and achievement in the national secondary school examination (Sijil Pelajaran Malaysia [SPM]) predict academic performance. Female students were 1.2 times more likely to succeed academically. Central region students performed better with a value of 1.26. M40-income students were more likely to excel with an odds ratio of 2.809. Students who excelled in SPM English and Mathematics had a better likelihood of succeeding in higher education.
Research limitations/implications
This research was limited to pre-diploma students from UiTM Pahang Branch. For better generalizability of the results, future research should include pre-diploma students from other UiTM branches that offer this programme.
Practical implications
This study is expected to offer insights for policymakers, particularly, the Ministry of Higher Education, in developing a comprehensive policy to improve the tertiary education system by focusing on the fourth Sustainable Development Goal.
Social implications
These pre-diploma students were found to originate mainly from low- or middle-income families; hence, the programme may help them acquire better jobs and improve their standard of living. Most students enrolling on the pre-diploma performed below excellent at the secondary school level and were therefore given the opportunity to continue studying at a higher level.
Originality/value
This predictive model contributes to guidelines on the minimum requirements for pre-diploma students to gain admission into higher education institutions by ensuring the efficient distribution of resources and equal access to higher education among all communities.
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The purpose of the research was to, first, investigate if the use of maps as instructional resources will boost scholarly performance and, second, examine if gender can moderate…
Abstract
Purpose
The purpose of the research was to, first, investigate if the use of maps as instructional resources will boost scholarly performance and, second, examine if gender can moderate the effect of map usage on scholarly performance.
Design/methodology/approach
The study was a quasi-experimental pre-test and post-test. A sample of 260 JSS II Students from 8 schools were selected through the purposive sampling technique. A Social Studies Scholarly Performance Test (SSSPT) with a reliability index of 0.79 was the instrument for data collection. The students were assigned into two groups: control and experimental. Both groups were pre-tested taught for a timeline of six weeks and thereafter post-tested.
Findings
The study reported a significant increase in the scholarly performance of students taught with maps; a significant difference occurred in the scholarly performance of both groups and gender did not moderate the effect of maps.
Research limitations/implications
The social studies teachers used for the study did not have previous knowledge or map skills; this could have affected the outcome. Secondly, the treatment took place for just six weeks, and the time allotted for social studies in the school timetable was used. This may not have given the students enough time to master map interpretation.
Practical implications
A major implication of the study is that results will show that maps can promote the scholarly performance of students in social studies. Secondly, the fact that gender did not moderate the effect of maps suggests that maps are gender-friendly.
Social implications
The results of the study, if implemented, would make social studies teachers to become inventive and resourceful in the use of maps as instructional resources for junior secondary students' scholarly performance in social studies without taking gender into consideration.
Originality/value
This study is a product of the researcher’s doctoral thesis; therefore, it is original and has value. The results are the product of a painstaking study carried out by the author for a period of three years on the effect of instructional resources on social studies students’ scholarly performance. Maps were one of the instructional resources studied for the award of a Ph.D. degree.
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Anthony Owusu-Ansah, Samuel Azasu and William Seremi Thantsha
This paper aims to investigate the effects of school quality (SQ) on residential property prices in Johannesburg, South Africa. Previous studies have empirically examined the…
Abstract
Purpose
This paper aims to investigate the effects of school quality (SQ) on residential property prices in Johannesburg, South Africa. Previous studies have empirically examined the quality of private and public schools without a standard proxy that is accepted in the literature. As a result, this paper extends the literature to the global south by the effect that SQ has on residential property price changes in the local markets of the City of Johannesburg.
Design/methodology/approach
The research adopts the hedonic pricing model to evaluate and quantify the impact that the structural attributes such as erf size; number of bedrooms and bathrooms; and SQ measured by pass rates, sport rankings and quality of facilities have on house prices. A total of 2,763 property transactions covering the Kensington and Observatory areas of the City of Johannesburg over the period 2010 and 2020 were obtained from the deeds registry and used for the empirical analysis.
Findings
The study finds that SQ has a positive impact on house prices. When the average pass rate of the model school increases by 1%, all other things being equal, house prices also increase by 1.8%. This suggests that people who live closer to the model school are willing to pay more when the school performance improves. The 1.8% premium this study attributes to a 1% increase in school performance is however generally low when compared to some findings in the literature suggesting that there may be some other important factors that households consider when purchasing their home.
Originality/value
The main contribution is uncovering the relationship between the SQ and residential property prices in the local markets, using Kensington and Observatory in Johannesburg as sampled areas. Due to the presence of reliable and quality of data sets, such studies are not many in the global south and a study of this nature in South Africa is notably not existing in the literature.
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Alebel Bayrau Weldesilassie, Ricardo Sabates, Tassew Woldehanna and Moses Oketch
This study analysed students’ perceptions of teachers’ behaviours, teachers’ management practices and the use of inputs by teachers and whether these are associated with primary…
Abstract
Purpose
This study analysed students’ perceptions of teachers’ behaviours, teachers’ management practices and the use of inputs by teachers and whether these are associated with primary school progression and completion.
Design/methodology/approach
School-level fixed effect analysis is conducted using cross-sectional data collected from 4,000 randomly selected primary school-aged students and their schools.
Findings
Our findings reveal that students’ perceptions of teachers’ behaviours are associated with the probability of grade progression during primary school, and whether students complete primary school. Particularly important are positive behaviours, like students perceiving their teachers to be engaged and being praised by their teachers while in primary schools. It increased the likelihood of school progression by at least 15%. The use of inputs such as worksheets/written handouts and reading stories/books in the language of instruction were also found to have a statistically significant positive effect on students’ primary school performance. These are important results which hold after accounting for school management, household and child-level factors and regional differences.
Originality/value
Our findings provide a deeper understanding of the teaching practices which pupils perceive as beneficial to retention. While we are unable to conclude that learning is taking place, our contention is that greater time in school could increase the opportunity to learn. In this respect, beyond its policy relevance in improving educational outcomes, the paper contributes to the limited literature on the student–teacher classroom relationships particularly when looking from the perspective of students’ perception of their teachers’ teaching behaviours in developing countries.
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Ping Ping Gui, Gazi Mahabubul Alam and Aminuddin Bin Hassan
This comparative study aims to examine the role of Socio-Economic Status (SES) on the academic performance of university students who hold both the status of Residential College…
Abstract
Purpose
This comparative study aims to examine the role of Socio-Economic Status (SES) on the academic performance of university students who hold both the status of Residential College (RC) and non-RC. The study further investigates whether the RC is able to offset the effects of SES on students' learning performance to ensure education equity and inclusion in China.
Design/methodology/approach
Data are collected through a questionnaire given to RC and non-RC students enrolled in three public universities in China. A quasi-experimental design is implemented to investigate the potential correlation, if any, between SES, RC and academic performance.
Findings
The results reveal that SES influences academic performance of RC students. Furthermore, the findings strongly suggest that RCs negatively moderate the effect of SES on academic performance.
Research limitations/implications
This study examines RCs within a specific type of university in China, which may limit the generalizability of findings. Additionally, it uses a quasi-experimental method and relies solely on quantitative data, which may also introduce limitations.
Practical implications
Provided in this study is evidence that RCs can be an innovative way to bolster inclusive and equitable quality education for students from diverse backgrounds in China.
Originality/value
This study enriches the existing literature by exploring the relationships between RC, SES and academic performance in China. In addition, it provides significant references to whether RC can fulfill students' education equity and inclusion.
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Esmeralda Correa Macana, Thamires Zaboto Mirolli, Ana Luíza Farage Silva, Lauana Rossetto Lazaretti, Lorenzo Luiz Bianchi, Gustavo Saraiva Frio and Marco Tulio Aniceto França
The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it…
Abstract
Purpose
The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth.
Design/methodology/approach
This was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students.
Findings
Results show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%.
Originality/value
Moreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.
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Norsafiah Norazman, Naziah Muhamad Salleh, Siti Nurul Asma' Mohd Nashruddin and Wan Norisma Wan Ismail
Retrofitting and rehabilitation are part of the conservation approach in Heritage Building Conservation Guideline 2016 in Malaysia. Heritage buildings can be retrofitted to…
Abstract
Purpose
Retrofitting and rehabilitation are part of the conservation approach in Heritage Building Conservation Guideline 2016 in Malaysia. Heritage buildings can be retrofitted to preserve their culture and history while being given a new lease. Rehabilitation is a preservation requirement that is more flexible since it assumes that the structure has already deteriorated to the point where repairs are required to prevent further deterioration. Although the strategies of these two approaches are different, their combination resulted in sustainable heritage building maintenance. This long-term maintenance strategy is necessary, especially for Malaysia's numerous heritage schools, which have serious maintenance problems as a result of infrequent maintenance, repairs, and funding shortages.
Design/methodology/approach
This study involved secondary data from an intensive literature review along with a comparative study from articles review and context analysis. A comparative study was conducted to determine the typical issue with heritage school buildings and the best maintenance practice for these structures. Finally, it involved a SWOT analysis study of retrofitting and rehabilitating heritage school buildings will be discussed in this study as well.
Findings
The findings of this study will focus on developing a strategic planning framework and maintenance for heritage school buildings in Malaysia to achieve sustainable maintenance. It will also highlight sustainable maintenance best practices for heritage school buildings in Malaysia. Finally, SWOT analysis will go over the pros and cons of retrofitting and rehabilitation for these buildings.
Originality/value
This paper put forward the requirements of strategic planning in heritage school buildings and outlines the significance of sustainable maintenance for educational buildings. It is an alternative for cost savings that has not been extensively investigated in previous studies.
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Chloe Shu-Hua Yeh, Jermaine Ravalier and Kirk Chang
There is an urge worldwide that school leaders’ mental health and well-being must be prioritised within the education recovery at the local, national and global policy levels…
Abstract
Purpose
There is an urge worldwide that school leaders’ mental health and well-being must be prioritised within the education recovery at the local, national and global policy levels. This research identified the intentional well-being practices that school leaders cultivated as they faced unprecedented challenges during the COVID-19 pandemic.
Design/methodology/approach
Data was collected through one-to-one in-depth semi-structured interviews with ten senior school leaders from primary and secondary schools in England. During the pandemic, online interviews were organised using Zoom. An inductive followed by deductive approach qualitative data analysis was employed to offer insights into the multidimensional and sensitive nature of school leaders’ well-being.
Findings
The findings indicated that despite a reported decline in well-being, the participants intentionally engaged in well-being cultivation practices which were both relational: developing multi-faceted support networks, and individual: developing self-care and self-regulation skills. These practices provided different psychological and practical needs necessary for maintaining their well-being and work functioning facing the pandemic.
Originality/value
This study affirms school leaders’ well-being cultivation is an intentional and effortful process involving relational and individual practices to support their multidimensional well-being during extreme challenges. These practices can be mindfully and strategically cultivated. This study enhances the theoretical understanding of school leader well-being and offers timely insights into well-being initiatives in leadership development programmes for educational leaders and policymakers amid global challenges.
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Jesús Miguel Rodríguez-Mantilla, Angélica Martínez-Zarzuelo and Víctor León-Carrascosa
In the current education context, quality management has increasingly become a key element and more educational organizations are deciding to implement a Quality Management…
Abstract
Purpose
In the current education context, quality management has increasingly become a key element and more educational organizations are deciding to implement a Quality Management System. Because there are so few studies on the impact that implementation has on educational institutions, the main objective of this paper is to profile educational centers on the basis of their implementation of ISO 9001 quality standards.
Design/methodology/approach
Specifically, this was done by taking a sample of 83 educational centers from four regions of Spain (Comunidad de Madrid, Castilla y León, Andalucía and the Comunidad Valenciana) and analyzing assessments made by teachers and members of the center Management Teams (2,132 subjects in total). The first step was to carry out a number of descriptive and differential studies globally, analyzing 8 broad dimensions: Communication System, Management, Support and Recognition, Learning Process, Quality, Climate, Satisfaction, and External Relations. A cluster analysis was then performed to identify center profiles in terms of the degree of impact from their having implemented ISO 9001 standards.
Findings
The results show that the impact of is greater in educational centers in Comunidad Valenciana and Andalucía with 9–11 years of implementation, with internal financial aid or funding, and at charter centers.
Originality/value
The cluster analysis reveals three clearly differentiated profiles (with high, medium, and low degrees of impact) in the different dimensions evaluated in the study.
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