Education Administration and Policy Studies

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Browsing Education Administration and Policy Studies by Subject "Academic Performance."

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    Rurality and student transitioning in higher education: an exploration of views of University of Zambia students.
    (Zambian Journal of Educational Management, Administration and Leadership, 2020) Masaiti, Gift; Banda, Dennis; Kalinde, Bibian; Bwalya, Katongo
    The University of Zambia, located in Lusaka, the capital city of Zambia, has an enrolment system which is open to all deserving candidates. Cognisant of the degree-attainment gap between rural and urban areas of the country, the university introduced a Rural Affirmative Policy that is envisioned at augmenting enrolments of rural applicants. This article investigated the scopes of rurality and its influence on the transition to higher education amongst students with rural backgrounds. Using unstructured interviews, sixteen conveniently sampled students were probed in order to obtain the most in-depth lived experience information on how their rural backgrounds influenced their settling down and learning at the University of Zambia. A categorical analysis of the data collected in the study resulted in five emerging themes: context of rurality among students, students’ transitioning, challenges faced by students, coping strategies adopted by students and established support systems for students with rural backgrounds and their progression and completion rates. Results of this study suggest that students from rural communities face additional challenges in order to adjust to the university compared to students from urban and sub-urban areas. Apart from the affirmative policy on admission, there are no mechanisms put in place to cushion the cultural shock such students face once on campus
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    Understanding the correlation between institutional characteristics and academic performance: a case of undergraduate medical students at University of Zambia.
    (Journal of Lexicography and Terminology, 2019) Daka, Harrison
    This article investigated the institutional characteristics of the School of Medicine of the University of Zambia and how the characteristics has contributed to academic performance. A mixed methods approach involving qualitative and quantitative methods was employed to investigate the correlation between institutional characteristics and academic performance. An explanatory sequential research design was used. Data were captured using an evaluation survey instrument, students’ Focus Group Discussion (FDG) schedule and an in - depth interview schedule for key informants regarding the Grade Point Average (GPA) and examination attritions. Quantitative data was collected first and analysed using descriptive and inferential statistics while qualitative data was collected second and was analysed using themes and a constant comparative method was used to understand the correlation. The results reveal that the good governance and administration of the school with well qualified staff contributed positively to good academic performance of the students. However, the results also reveal that the school should enroll students according to the capacity of infrastructure and that there was great need of improving on providing educational resources to students. In view of this, the study recommends that the school should from improve on lecture rooms, libraries and access to internet and use of MOODLE in the provision of online educational resources. Key Words: Institutional Characteristics, Academic Performance, Educational Resources