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Saturday, July 25, 2020 | History

2 edition of School effects on student achievement in Nigeria and Swaziland found in the catalog.

School effects on student achievement in Nigeria and Swaziland

Marlaine E. Lockheed

School effects on student achievement in Nigeria and Swaziland

by Marlaine E. Lockheed

  • 185 Want to read
  • 5 Currently reading

Published by International Bank for Reconstruction and Development in Washington, DC .
Written in English

    Places:
  • Nigeria.,
  • Swaziland.
    • Subjects:
    • Mathematics -- Study and teaching -- Nigeria.,
    • Mathematics -- Study and teaching -- Swaziland.,
    • Academic achievement -- Nigeria.,
    • Academic achievement -- Swaziland.,
    • Mathematics teachers -- Nigeria.,
    • Mathematics teachers -- Swaziland.,
    • Teachers -- Rating of -- Nigeria.,
    • Teachers -- Rating of -- Swaziland.

    • Edition Notes

      StatementMarlaine E. Lockheed and Andre Komenan.
      SeriesPolicy, planning, and research working papers ;, WPS 71., Education and employment, Policy, planning, and research working papers ;, WPS 71., Policy, planning, and research working papers.
      ContributionsKomenan, Andre.
      Classifications
      LC ClassificationsQA14.N6 L63 1988
      The Physical Object
      Pagination34, [15] p. ;
      Number of Pages34
      ID Numbers
      Open LibraryOL2124622M
      LC Control Number88184713

      Abstract: The study examines the effect of class size and student attitude on academic performance in chemistry among demonstration secondary school students of Ahmadu Bello University, Zaria. It was guided by three research questions and three hypotheses. The sample of the study was made up of 50 students and 5 teachers.   EFFECT OF INADEQUATE INFRASTRUCTURAL FACILITIES ON ACADEMIC efforts should be made by Nigerian leaders to place more emphasis on the provision of good electricity power supply, shunning all forms of School facilities include: school buildings and equipment as well as school records and books.

      However, it can be argued that school absenteeism can be somewhat negatively more effective for early dropout from school female students. In this regard, Manacorda () also argues that girls are at a greater risk of absenteeism, repetition and dropout, and have lower educational achievement than boys in upper primary school. There. Education in Nigeria is overseen by the Ministry of Education. Local authorities take responsibility for implementing state-controlled policy regarding public education and state schools. The education system is divided into Kindergarten, Primary education, Secondary education and Tertiary education. Nigeria's central government has been dominated by instability since declaring independence.

        Currently, both scientific literature and German mass media are discussing the discrepancy in school achievement between boys and girls, going so far as to call boys the new losers of the educational system (Spiewak, , August 5).Several studies have found significant gender differences in school achievement favoring girls over boys (Cole, ; Duckworth and Seligman, ).   The two groups also shared common views in terms of the great influence of school health services, fencing of school for security and provision of power supply as important variable affecting the academic achievement of the students of public secondary schools.


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School effects on student achievement in Nigeria and Swaziland by Marlaine E. Lockheed Download PDF EPUB FB2

This paper provides evidence regarding the effects of schools, teachers and teaching processes on enhancing eighth grade mathematics achievement in Nigeria and Swaziland.

A principal conclusion is that the achievement of students in both countries was significantly affected by the school/classroom in which they were enrolled, once effects of family characteristics were controlled. School effects on student achievement in Nigeria and Swaziland (English) Abstract.

This paper provides evidence regarding the effects of schools, teachers and teaching processes on enhancing eighth grade mathematics achievement in Nigeria and Swaziland. A principal conclusion is that the achievement of students in both countries was Cited by: 5.

This article provides evidence regarding the effects of schools, teachers, and teaching processes on enhancing eighth grade mathematics achievement in Nigeria and Swaziland.

Findings suggest that teaching quality (teaching practices) is more important than teacher quality (education, experience, certification) in determining student by: A significant proportion of variance in student achievement (24% in Nigeria and 16% in Swaziland) was attributable to between-classroom/school factors.

School size, class size, and length of the school year had no effect on student achievement, but teaching processes were important in both by: THE EFFECT OF SOCIO-ECONOMIC STATUS OF PARENTS ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NIGERIA.

CHAPTER ONE INTRODUCTION BACKGROUND OF THE STUDY Education is the best legacy parents can give to their children. The development of the nation starts from the family. Owoeye () carried out a study on school location and academic achievement of secondary schools students in Ekiti State, Nigeria (between ).

The study population was drawn from the results of the West African School Certificate Examination (WASCE) conducted between and in The aim of this paper is to highlight the contribution of instructional materials to the academic achievement of secondary school students in Social Studies in Ekiti State.

The population for the study comprised of all Junior Secondary School Class II students from among which were sampled.

The instrument for the study is a was a predictor of students’ academic achievement. They observed that students often made use of the library materials, which enhanced their studies in school. They concluded that there were some students who borrowed books and other materials and read them in the library while others did not make use of the library at all.

The condition of school facilities has a measurable effect over and above socioeconomic conditions on student achievement and teacher experience/turnover. Most significantly, for every 10% reduction in the percent of portable facility sf/student, test scores increased by 11 points.

Nigerian federal, state, and local governments. The formal education system in Nigeria is the system. Nigeria’s literacy rate is estimated at 61%. Nigeria has a large number of out-of-school children and young adults with limited literacy and numeracy skills who have little hope of. Effective discipline helps in the achievement of goals, expectation and expectation and responsibility in students (Dunham, ).Good discipline creates a good image of the school and prepares learners for the future.

Disruptive behavior amongst learners eliminated if there is good discipline at school. perceptions of the students and the teachers.

School Climate-The shared beliefs, values, and attitudes that shape interactions between students, teachers, principals, and set the tone of acceptable behavior for the school Student Achievement- Student performance on state assessments.

Effect of Improvised Instructional Materials on Students’ Achievement in Geometry at the Upper Basic Education Level in Makurdi Metropolis, Benue State, Nigeria. Middle and high school students learn more from teachers who hold Bachelor’s or Master‘s degrees in the subjects they teach and from experienced teachers than they do from less experienced ones (Darling- Hammond, ).

In a study on human resource and organizational achievement, Egungun. effects on domestic life. It is suggested that school drop-out is a “uniquely predictive factor” of teenage pregnancy and a precursor to, rather than a consequence of, becoming pregnant (Bonell et al, ). Difficulties with school are accounted for in three.

SCHOOL STUDENTS’ ACHIEVEMENT IN SOCIAL STUDIES Dr. Nnamani and Dr. Oyibe Department of Arts and Social Science Education, Ebonyi State University, Abakaliki ABSTRACT: The study investigated effects of individualized instructional method on secondary school students’ achievement in Social Studies.

Two research questions and null. The study examined the effect of improvised instructional materials on senior secondary students' academic achievement in Mathematics in Oshimili South Local Government Area of Delta State.

A quasi-experimental pre-test, post-test control group. Effect of Improvised Instructional Materials on Senior Secondary Students’ Academic Achievement in Mathematics in Oshimili South Local Government Area March Journal of Science Education and.

Standard t-test and ANOVA were applied to investigate the effect of different factors on students’ achievement. The results of the study revealed that socio-economic status (SES) and parents’ education have a significant effect on students’ overall academic achievement as well as achievement in the subjects of Mathematics and English.

Citation. Background to the Study. The Federal Republic of Nigeria, in its National Policy on Education (), recommended the provision of functional school libraries stocked with appropriate media resources meant to promote sound and effective teaching and learning activities, boost students’ reading habits and motivate students to come up with desired academic achievement.

THE EFFECTS OF TEACHER CHARACTERISTICS AND ATTITUDES ON STUDENT ACHIEVEMENT IN KCSE ECONOMICS EXAMINATION Susan Jepkoech Kurgat Department of Curriculum Instruction and Educational Media, Moi University, P.O.

BoxEldoret, Kenya Tanui Julius Gordon Department of Educational Management and Policy Studies, Moi University, P.O. Box .This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level.

The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the.schools with larger class sizes.

Kraft () in his study of the ideal class size and its effects on effective teaching and learning in Ghana concluded that class sizes above 40 have negative effects on students’ achievement. Asiedu-Akrofi () indicated that since.